Alexander County Schools 2012-2013 · Alexander County Schools 2012-2013 Unit: Earth Systems, Structures and Process 2nd 9 weeks (9 week unit) Q1 Q2 Q3 Q4 Common Core and/or Essential

Alexander County Schools 2012-2013

Unit: Energy (Approx. 4 ½ weeks)

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

6.P.3 Understand characteristics of energy transfer and

interactions of matter and energy.

Transfer: Students will be able to independently use their learning to… Be more energy efficient in their daily lives.

Meaning

Understandings: Students will understand that…

Energy can be transferred from one system to another in different ways (thermally, mechanically, electrically, electromagnetic waves)

Electromagnetic spectrum and different types of waves

Conduction and Convection are ways thermal energy is transferred

Conductors transfer heat easily and insulators absorb thermal energy

Electrical energy passes through conductors and not through insulators

Essential Question(s):

How does energy transfer affect you?

Acquisition

Students will know:

That heat energy moves from warmer objects to cooler ones by conduction, radiation, and convection

The affects of electromagnetic waves on materials, such as absorption, scattering, and change in temperature.

How to use energy efficiently in their daily lives based on conductors and insulators, and based on response to heat (expansion and contraction)

Students will be skilled at:

Conducting self-guided labs and activities

Working in cooperative groups and independently

Using critical thinking skills to solve problems

Designing energy-efficient living or work spaces

Explaining energy transfer in various situations

Differentiating between types of waves

Essential Vocabulary:

Conduction, radiation, convection, electromagnetic waves, absorption, scattering (reflection), expansion, contraction, conductors, insulators, thermal energy, absorbed, transmitted, refracted.

IT Standards:

6.TT.1 Use technology and other resources for the purpose of

accessing, organizing, and sharing information

IT Strategies:

6.TT.1.1 Select appropriate technology tools to gather data and information

(e.g., Web-based resources, e-books, online communication tools,

etc.).

6.TT.1.2 Select appropriate technology tools to organize data and

information (e.g., word processor, database, spreadsheet, graphic

organizer, audio and visual recording, online collaboration tools,

etc.).

6.TT.1.3 Select appropriate technology tools to present data and information

effectively (multimedia, audio and visual recording, online

collaboration tools, etc.).

Unit Title: Energy Grade: 6th

Subject: Science

STAGE 2

Understandings:

Students will understand

how to be more energy

efficient in their daily

lives.

Essential Questions:


Revised Blooms

Creating:

Can the student create new

product or point of view?

assemble, construct, create,

design, develop, formulate &

write.

Evaluating:

Can the student justify a stand

or decision?

appraise, argue, defend, judge,

select, support, value & evaluate

Analyzing:

Can the student distinguish

between the different parts?

appraise, compare, contrast,

criticize, differentiate, discriminate, distinguish,

examine, experiment,

question & test.

Applying:

Can the student use the

information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret, operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas

or concepts?

classify, describe, discuss,

explain, identify, locate, recognize, report, select,

translate & paraphrase

Remembering:

Can the student recall or

remember the information?

define, duplicate, list,

memorize, recall, repeat, reproduce & state

Formative Assessments (Evidences)

Songs

Graphic organizers

Journaling

Outlining

Projects

Self assessments

Peer assessments

Video game quizzes

Interactive websites

Handouts

Question/answer

Stations with activities

Labs

Plays

Poems and stories

Posters

Booklets

Foldables

Pictures with diagrams

Summative Assessment

Test

Quiz

STAGE 3

Approximate number of days spent on unit:

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self-Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Teachersdomain.org

Novaelements

Teacher-made handouts, tests, and quizzes

Techbooks

Discoveryeducation.com

Studyjams.com

Nova

Pbs.org

Bill Nye the Science Guy

Science Games for Kids (online)

Chem4kids.com

Teacher-made station activities

Nrel.gov (Sustainability: Energy Efficiency Activity)

Strategies:

Use activities for inquiry based learning, such as stations set up around the room.

Students use various websites to create presentations

Class uses various websites for interactive web activities

Various websites for better understanding of vocabulary

Direct initial labs and demonstrations

Student-lead labs

Show various videos to reinforce ideas

Students create energy-efficient homes or workplaces using nrel.gov


Unit: Matter (Approx. 4 ½ weeks)

Q1 Q2 Q3 Q4


6.P.2 Understand the structure, classifications and physical

properties of matter.

Transfer: Students will be able to independently use their learning to… Explain how atoms and the changes in their properties affect everyday life.

Meaning

Understandings: Students will understand…

All matter is made up of atoms

Atoms can be changed in relation to temperature

How to measure volume, mass, and weight of substances

The connectivity between solubility, density, mass, and volume

in a substance


What is the big deal about atoms?

Why would a scientist need to know how to use math?

Acquisition

Students will know:

That there are more than 100 elements that make up all things

on Earth.

that all atoms have mass and occupy space

atoms of the same element have the same properties

depending on conditions, substances can be solid, liquid, or

gas.

Substances have characteristic properties such as density,

boiling point, melting point, and solubility

Matter can undergo physical changes


Conducting guided and independent labs using the scientific

method

Working in cooperative groups

Measuring volume, mass, and weight of substances

Converting measurements using the metric system



Element, atom, solid, liquid, gas, phase, density, boiling point, melting point, solubility, physical property, chemical changes

IT Standards:

6.TT.1 Use technology and other resources for the purpose of


IT Strategies:

6.TT.1.1 Select appropriate technology tools to gather data and information

(e.g., Web-based resources, e-books, online communication tools,

etc.).

6.TT.1.2 Select appropriate technology tools to organize data and

information (e.g., word processor, database, spreadsheet, graphic

organizer, audio and visual recording, online collaboration tools,

etc.).

6.TT.1.3 Select appropriate technology tools to present data and information

effectively (multimedia, audio and visual recording, online

collaboration tools, etc.).

Unit Title: Matter Grade: 6th

Grade Subject: Science

STAGE 2

Understandings:

How atoms and the

changes in their

properties affect

everyday life.


What is the big deal

about atoms?

Why would a scientist

need to know how to

use math?

Revised Blooms

Creating:

Can the student create new

product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student use the

information in a new way?


dramatize, employ, illustrate, interpret,

operate, schedule,


Understanding:

Can the student explain ideas or concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember the information?


memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Songs

Graphic organizers

Journaling

Outlining

Projects

Self assessments

Peer assessments

Video game quizzes


Handouts

Question/answer


Labs

Plays

Poems and stories

Posters

Booklets

Foldables



STAGE 3






E – How will student self-Evaluate and reflect on learning?



Resources:

Teachersdomain.org

Novaelements


Techbooks


Studyjams.com

Nova

Pbs.org



Chem4kids.com


Strategies:

Use activities for inquiry based learning, such as stations set up

around the room.





Student-lead labs



Unit: Earth Systems, Structures and Process 2nd 9 weeks (9 week unit)

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 6.E.2 Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on humans. 6.E.2.1 Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition and density. 6.E.2.2 Explain how crustal plates and ocean basins are formed, move and interact using earthquakes, heat flow and volcanoes to reflect forces within the earth. 6.E.2.3 Explain how the formation of soil is related to the parent rock type and the environment in which it develops. 6.E.2.4 Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality and stewardship

Transfer: Students will be able to independently use their learning to…

Understand how lithospheric conditions affect the day to day lives of people and the decisions that they make.

Meaning


Students will understand that the earth has layers and what those layers are composed of

Crustal plates move to cause earthquakes, volcanoes and ocean basins

Different types of soils and the environment that is caused by those types of soils

Stewardship of the environment


Why do you need to know about what is under and on the earth?

Acquisition

Students will know:

Layers of the earth, composition and density

How earthquakes, volcanoes and ocean basins are formed

How different types of soils are formed

How to take care of the earth


Labeling and describing the Earth’s layers

Describe the types of plate movement

Label and draw different types of volcanoes

label soil horizons and the importance of each layer in regards to the other layers

Describe how their families contribute to the stewardship of the earth

Essential Vocabulary: atmosphere, lithosphere, inner core, outer core, mantle, crustal plates, oceanic plates, tectonic plates, frequency, wavelength, amplitude, wave types, stewardship, composition, igneous, sedimentary, metamorphic, soil, rock cycle

IT Standards: 6.SE.1 Apply responsible behaviors when using information and technology resources.

IT Strategies: 6.SE.1.1 apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources. 6.SE.1.2 Apply the safety precautions necessary when using online resources (personal information, passwords)

Unit Title: Earth Systems, Structures and Processes Grade: 6 Subject: Science

STAGE 2

Understandings:

Earth’s layers and their

composition

How crustal plates and ocean

basins are formed, and how

plate movement causes

earthquakes, volcanoes

Formation of soil as it relates to

parent type and environment

Monitoring the lithosphere is

required for good health of

humans and how to care for the

soil


Why do you need to know about

what is under and on the earth?

Revised Blooms

Creating:

Can the student

create new product or point of view?



formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:

Can the student distinguish between

the different parts?




question & test.

Applying:

Can the student

use the information in a new way?



operate, schedule,


Understanding:

Can the student explain ideas or

concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?



reproduce & state

Formative Assessments

(Evidences)

Songs

Graphic Organizers

Journaling

Outlining

Projects

Self Assessments

Peer Assessments

Video Game Quizzes

Interactive Websites

Handouts

Question/Answer

Stations with Activities

Labs

Plays

Poems and Stories (student created)

Posters

Booklets (student created)

Foldables

Pictures with Diagrams


Create a book, poster, or story using a required vocabulary list to explain or “teach” how certain things occur.


Handouts (tests or quizzes)

STAGE 3






E – How will student self -Evaluate and reflect on learning?



Resources:

Teachersdomain.org


Techbooks


Studyjams.com

Nova

Pbs.org




iPad

Strategies:

Use activities for inquiry based learning, such as stations or

labs set up around the room.

Students use various websites to create presentations.

Class uses various websites for interactive web activities.


Student-led and teacher-led labs

Show various videos to reinforce ideas.

Use student movement to show how plates move

Students plot volcanoes to discover Ring of Fire

Relate elements in the periodic table (previous knowledge)

to the elements in certain parts of the Earth


Unit: Earth in Space 3rd 9 Weeks (6 Week Unit)

Q1 Q2 Q3 Q4


6.E.1 Understand the earth/moon/sun system, and the properties, structures and predictable motions of celestial bodies in the Universe.

Transfer: Students will be able to independently use their learning to… Students will be able to independently use their learning to… Know how the Sun, Earth, and Moon are related globally, and how your location on earth is dependent on these interactions.

Meaning


The relative position and motion of sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses

Earth sustains life and why other planets do not based on their properties (surface, atmosphere, and gravitational force)

Space exploration has led to great scientific understanding


Could you live on another planet?

Acquisition

Students will know:

Why temperatures vary on Earth

Rotational and Revolutional periods of the moon are the same

Moon and sun have gravitational pull on the Earth, which causes tides

How seasons change and are caused by the tilt of Earth in different hemispheres

Similarities and differences of all 8 planets

How space technology (telescopes and observatories) enables us to know about various celestial objects

How space exploration progressed

How nations cooperate and develop new technologies for space exploration


Conducting guided and independent labs using the scientific method

Working in cooperative groups


Compare and contrast 8 planets

Labeling and drawing seasons in relation to tilt of Earth

Labeling and drawing Moon phases


Tides, phases, gravity, eclipse, observatory, exploration, radiation, revolution, rotation, lunar, solar, axis, hemispheres, magnetic poles, telescope, nebula, moon, satellite

IT Standards:

6.RP.1 Apply a research process for collaborative or individual

research.

IT Strategies: 6.RP.1.1 Implement a research process collaboratively.

6.RP.1.2 Implement a research process independently

Unit Title: Earth in Space Grade: 6 Subject: Science

STAGE 2

Understandings:

Know how the Sun, Earth, and

Moon are related globally, and how

your location on earth is dependent

on these interactions.


Could you live on another planet?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

-Review Question/Answer sessions

-Worksheets involving information

about planets and why/why not they

have life

-Card game “I have”

-Teacher and student demonstrations

with seasons and day/night

-teachersdomain.org interactive

seasons

-studyjams.com photosynthesis and

quiz

-Label Moon phases worksheet

-Moon phase mini booklet

-Study jams Tides and quiz

-Parent notes home (students tells

parent about tides, seasons, etc. and

parent has to write what student says)

-Drawing and labeling seasons in

relation to Earth’s tilt

-Quiz on Moon/Sun/Earth system

-NASA Picture of the Day-Students tell

what they think


-Unit TEST (involving many

parts of formative

assessments)

-Quizzes

STAGE 3

Approximate number of days spent on unit: 30








Resources:

Teachersdomain.org

Studyjams.com


Worksheets

Textbook

NASA astronomy picture of the day

Strategies:

-Show teachersdomain.org seasons and ask students questions

-Demonstrate rotation of Earth and revolution using props to

teach day/night and seasons (relate this to pictures in notes)

-Show Study Jams Tides and do “Test Yourself” at end

-Show Study Jams Planets and “Test Yourself”

-Show planet videos on Discovery Education and take notes

together

-Students make a foldable/chart on planets/solar system, using

criteria set by teacher


Unit: Light and Sound 3rd 9 Weeks (3 weeks)

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves.

Transfer: Students will be able to independently use their learning to…

Understand that sounds comes from vibrations and travels in waves to our ears.

Light travels in waves and is taken in by our eyes.

Meaning


Light and sound both travel in different types of waves

The eyes and ears allow us to take in those waves and the brain interprets what we see/hear.

Sounds and light travel differently through different mediums.


What is the big deal about light?

What is the big deal about sound?

Acquisition

Students will know:

The main parts of the eyes and ears and how they work.

How light and sound travel in waves


Working in groups, doing activities by following directions, using the Active Board to complete interactive activities, labeling eyes and ears, “teaching” concepts to their peers.


Sound: Pitch, loudness, vibrations, frequency, amplitude, intensity, pizza, anvil, cochlea, ear canal, ear drum, Eustachian Tube, hammer, nerves, semicircular canals, stirrup, waves Light: cornea, pupil, iris, lens, retina, vitrious humor, nerves

IT Standards: 6.SE.1 Apply responsible behaviors when using information and technology resources.

IT Strategies: 6.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources. 6.SE.1.2 Apply the safety precautions necessary when using online resources (personal information, passwords)

Unit Title: Light and Sound Grade: 6 Subject: Science

STAGE 2

Understandings:

Sound comes from vibrations and travels in waves to our ears.

Light travels in waves and is taken in by our eyes.


What is the big deal about light?

What is the big deal about sound?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Songs

Graphic organizers

Journaling

Outlining

Projects

Self assessments

Peer assessments

Video game quizzes


Handouts

Question/answer


Labs

Plays

Poems and stories

Posters

Booklets

Foldables

Pictures with diagrams Research and Technology Ethics

assignment


Test

Quiz

(several of the formative assessment can be used as summative if given individually in a set amount of time in the classroom)

STAGE 3









Resources:

Teachersdomain.org


Techbooks


Studyjams.com

Nova

Pbs.org




Slim Goodbody videos

Teacher-created technology and ethics

assignment

Strategies:

Use activities for inquiry based learning, such as stations set up around the room.





Student-lead labs



Unit: Energy (Approx. 4 weeks)—4th 9 weeks

Q1 Q2 Q3 Q4


6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.

Transfer: Students will be able to independently use their learning to… Be more energy efficient in their daily lives.

Meaning


-Energy can be transferred from one system to another in different ways (thermally, mechanically, electrically, electromagnetic waves) -Electromagnetic spectrum and different types of waves -Conduction and Convection are ways thermal energy is transferred -conductors transfer heat easily and insulators absorb thermal energy -Electrical energy passes through conductors and not through insulators



Acquisition

Students will know:

-That heat energy moves from warmer objects to cooler ones by conduction, radiation, and convection -The affects of electromagnetic waves on materials, such as absorption, scattering, and change in temperature. -How to use energy efficiently in their daily lives based on conductors and insulators, and based on response to heat (expansion and contraction)


-Conducting self-guided labs and activities -Working in cooperative groups and independently -Using critical thinking skills to solve problems -Designing energy-efficient living or work spaces -Explaining energy transfer in various situations -Differentiating between types of waves


Conduction, radiation, convection, electromagnetic waves, absorption, scattering (reflection), expansion, contraction, conductors, insulators, thermal energy, absorbed, transmitted, refracted

IT Standards: 6.TT.1 Use technology and other resources for the purpose of


IT Strategies: 6.TT 1.1 Select appropriate technology tools to gather data and information (eg, Web-based, resources, communication tools, etc.) 6.TT 1.2 Select appropriate technology tools to organize data and information (eg. Word processor, databases, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools, etc.) 6.TT 1.3 Select appropriate technology tools to present data and information effectively (multimedia, audio recording, online collaboration tools, etc.)

Unit Title: Grade: Subject:

STAGE 2

Understandings:

Students will understand how to be

more energy efficient in their daily

lives.



Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

-Songs

-Graphic organizers

-journaling

-outlining

-projects

-Self assessments

-Peer assessments

-Video game quizzes

-Interactive websites

-handouts

-question/answer

-stations with activities

-Labs

-Plays

-Poems and stories

-posters

-booklets

-foldables

-pictures with diagrams


-TEST (can vary)

-Quizzes (might be labs or

inquiry-based

assessments)

STAGE 3









Resources:

-teachersdomain.org

-novaelements

-teacher-made handouts, tests, and quizzes

-techbooks

-discoveryeducation.com

-studyjams.com

-nova

-pbs.org

-Bill Nye the Science Guy

-Science Games for Kids (online)

-chem4kids.com

-teacher-made station activities

-nrel.gov (sustainability: Energy Efficiency

Activity)

Strategies:

-Use activities for inquiry based learning, such as stations set p

around the room.

-Students use various websites to create presentations

-Class uses various websites for interactive web activities

-Various websites for better understanding of vocabulary

-Direct initial labs and demonstrations

-Student-lead labs

-Show various videos to reinforce ideas

-Students create energy-efficient homes or workplaces using

nrel.gov


Unit: Plants (4th 9 Weeks-Approx. 4 weeks)

Q1 Q2 Q3 Q4


6.L.1 Understand the structures, processes and behaviors of plants

that enable them to survive and reproduce.

6.L.2 Understand the flow of energy through ecosystems and the Responses of populations to the biotic and abiotic factors in their Environment.

Transfer: Students will be able to independently use their learning to… -relate how plants and animals depend on each other for life

Meaning


-plants make their own food from the sun, carbon dioxide, and water -plants are a major part in the food chain and food webs -plants respond to external stimuli for protection -abiotic factors affect the ability of plants to grow, survive and make their own food -plants reproduce sexually -plants break down energy in respiration -


How are photosynthesis and life related?

What’s the big deal about plants?

Acquisition

Students will know:

-how plants make their own food through photosynthesis -how food chains and food webs allow living things to survive -how plants and other organisms are affected by abiotic factors -how plants respond to external stimuli for protection -how plants reproduce -how plants convert energy in respiration


-labeling and explaining diagrams involving photosynthesis and respiration -describe the affects of different situations involving organisms and their ability to survive -labeling plant reproduction and plant parts -explaining how plants respond to different external stimuli and why


Carbon dioxide, photosynthesis, respiration, nitrogen, biotic, abiotic, stimuli, reproduction, food chains, food webs, tropism, dormancy, producers, consumers, decomposers, glucose, petals, sepal, stem, stamen, anther, pistol, ovary, fertilization, pollination, limiting factors

IT Standards: 6.WE.1 Apply responsible behaviors when using information and technology resources.

IT Strategies: 6.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources 6.SE.1.2 Apply the safety precautions necessary when using online resources (personal information, passwords)

Unit Title: Grade: Subject:

STAGE 2

Understandings:

-photosynthesis and the interdependence

between plants and humans

-relationship between structure of plants

and survival


How are photosynthesis and life

related?

What’s the big deal about plants?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

-teachersdomain.org

(interactive life cycle of a

flowering plant-shows plant parts)

-Label a Flower Worksheet and

practice

-teachersdomain.org interactive

illuminating photosynthesis

-labeling gases and other

essentials for photosynthesis

(also using vocab)

-skit of essential elements during

photosynthesis

-photosynthesis/respiration

song/rap

-quizzes

-lab using microscope to view

parts of a leaf

-study jams test yourself

-Discovery Education


-Unit TEST (involving parts

from formative

assessments)

STAGE 3









Resources:

-gamequarium.com -teachersdomain.org -discoveryeducation.com Studyjams.com Student-designed interviews -labeling worksheets -photosynthesis labeling worksheets -Stan the Plant skit (act out photosynthesis and respiration) -Lab Sheets -Comparing Photosynthesis and Respiration worksheet Lesson Plans: Photosynthesis Lesson

Strategies:

-Show/take part in interactive websites with students -Follow up with worksheets that go with interactive websites -Watch study jams videos and do “test yourself” -Question students: “How do living organisms get their energy?”…”How do plants get their energy?” -question until you come up with formula for photosynthesis (students take notes) -Students in groups will choose parts for skit, choose props (if they want) and act out skit -Students write a song, including difference between photosynthesis, respiration, and all vocabulary words -Videos ALWAYS end with class discussion and questioning. Often, students can write 10 things they did not know before watching and write 2 questions they have from the video. -Students will fill out a self assessment, answering questions such as, “I can explain photosynthesis to my friend. Y/N” “This is how I explain photosynthesis.” “I need more help on…”

https://drive.google.com/file/d/0Bzmn4Zrfy5JlZnVGcUZ1Vk1CeXVfb2I3U0pjZE1ibnR6cDZn/edit?usp=sharing

Photosynthesis Lesson:

1. Go to http://www.pbslearningmedia.org/ . Search for “Illuminating Photosynthesis.” Read and show the interactive video, which teaches about photosynthesis. (It helps if students have previous knowledge of atoms and molecules.)

2. Guide students in drawing the transfer of carbon dioxide, water, sunlight, oxygen, and glucose, in a picture similar to the one shown at the beginning of “Illuminating Photosynthesis.”

3. Use http://www.toondoo.com/ for students to create a comic. The comic must include a plant and an animal (humans are animals). They MUST include, CO2, O2, H2O, sunlight, and glucose. They can use captions or conversation to “teach” about photosynthesis.

http://www.pbslearningmedia.org/

http://www.toondoo.com/

Documents

Alexander County Schools 2012-2013 · Alexander County Schools 2012-2013 Unit: Earth Systems, Structures and Process 2nd 9 weeks (9 week unit) Q1 Q2 Q3 Q4 Common Core and/or Essential