Initial Answer?
TEACHER TIME PROJECT |
HOMEWORK DUE April 29th |
Your team will prepare a lesson to be taught to the rest of the class. You will use the resources to find out the background information needed to teach the concept. You will need to have some sort of presentation that covers the information and an activity for the class to do to help them learn the concept your team is teaching.
|
Homework Assignments:
Carbon Cycle |
How does a carrot come to be? (not the elementary school answer)
|
Possible Activities:
"Plant Game" Lifecycle of a Seed Plant - Diagram for students to put in science journal, Includes reading and discussion questions BrainPop - "Seed Plants" (Movie and Quiz) |
What is Photosynthesis and How Does It Work?
|
Possible Activities:
biology4kids.com - Look at Project #2 biology4kids.com - Look at Project #3 Online Book : "A Leaf in Time" - could be used to have students read and write a summary about photosynthesis and how it works. NPS Lab on Page 35-37 "Don't Leaf Out Photosynthesis" you can use spinach for the leaves "Floating Leaf" Lab BrainPop - "Photosynthesis" (Movie, Quiz, and Challenge) "Photosynthesis" Good Thinking - Video with common misconceptions |
What is Cellular Respiration and How Does It Work?
|
Possible Activities:
TeachEngineering "Cellular Respiration and Bioremediation" activity Cellular Respiration Simulation Activities Acting Out Cellular Respiration Cellular Respiration in Real Life Situations - will need to develop a worksheet to go with the reading BrainPop - "Cellular Respiration" (Movie, Quiz, and Challenge) |
How does the compostable BioBag come to be?
|
Possible Activities:
"The Lowdown" Activity "Where does the waste go" Activity "Garbage Dreams" Video and Activity "Compost" Activity/Lab "Composting" Video |
What causes things to decompose?
|
Possible Activities:
Series of short videos on decomposing fruit: Pineapple Watermelon Tomato BrainPop - "Food Chains" (Movie, Quiz, and Challenge) "Putting Decomposers to Work" - Video |
How does matter (both living and non-living cycle) through an ecosystem?
Possible Activities
"The Plasticsphere" - Information and movie on plastics life cycle "Ecosystem Services" - Podcast "Waste Deep" "Coral Reef Ecosystem" - Series of videos and worksheets "Recycling the Dead" Science News Article - students can read and provide summary "Matter and Energy Through Penguin Aquatic Ecosystem" utah.pbslearningmedia.org/resource/nat36-sci-penguins/matter-and-energy-in-penguins-aquatic-ecosystem/- Video and discussion questions BrainPop - "Ecosystems" (Movie, Quiz, and Challenge) BrainPop - "Plant Growth" (Movie and Quiz) "Trash on the Spin Cycle" - Video "Preventing Plastic Pollution" - Video |
How does changes to an ecosystem affect the stability of cycling matter?
|
Possible Activities:
"Ecosystem Fastforward" - Video "Exploring the Systems in Ecosystems" - Series of videos and worksheets "Human Impact on Wildlife" Series of videos: Arctic Fox vs Red Fox ; "Bears and Overcrowded Habitats" ; "Humans and Lions Interact in India" ; "Urban Foxes and New Ecosystems" All have discussion questions - can be used to make worksheets |
What is the Carbon Cycle and How does energy flow through the carbon cycle work?
|
Possible Activities:
"The Roots of the Carbon Cycle" - Interactive BrainPop - "Carbon Cycle" (Movie and Quiz) "Carbon Cycle" - Interactive "Carbon dioxide and the Carbon Cycle" (Reading, Interactive, and Discussion Questions) "Energy Explained: the Carbon Cycle" (Interactive |
Project Steps
STEP #1 - Team uses resources provided to research the answer to their assigned question/topic - Members will be graded on their notes (LP) and efforts (CM)
STEP#2 - Team members review notes with other team members. Team formulates an answer and determines the most important learning objectives for the class - Team reviews their answer and learning objectives with Mrs. Smith - Members will be graded on their team work (CM) and their formulation of learning objectives (LP)
STEP#3 - Team develops the final quiz based on their learning objectives. Team will use Socrative for their delivery tool. Team will provide a typed list of questions and answers to Mrs. Smith via CANVAS, who will enter your questions into Socrative and will make available to the class at the appropriate time. - Members will be graded on their team work (CM) and their formulation of the quiz (LP) and the answers to the quiz (AM)
STEP#4 - Team decides on how to present, what notes students will need to take in their science journal, what vocabulary words - Members will be graded on their team work (CM), the formulation of notes, and vocab (LP)
STEP #5 - Team will develop a presentation for the class that includes:
STEP #6 - Team will develop an activity/assignment or a lab for the class to do that helps students learn what is needed based on established learning objectives. All materials must be created/collected, instructions must be thoroughly written and easy for students to understand. Members will be graded on team work (CM), formulation of assignment/activity/lab (LP), and answers/understanding of outcome of assignment/activity/lab (AM). Team must meet to have activity/assignment/lab approved by Mrs. Smith before moving forward with its creation.
STEP #7 - Students will schedule their lesson time/class time needed with Mrs. Smith
STEP #8 - Each team will present their presentation and lesson (activity/assignment/lab) and quiz to the class. Members will be graded on their presentation (CM), helping students in the class (LP) complete their lesson. Students will be graded on their class participation/attentiveness to teams (CM), their completion of the lesson (LP), and their demonstration of understanding the concept being taught (AM) (Quiz)
STEP#2 - Team members review notes with other team members. Team formulates an answer and determines the most important learning objectives for the class - Team reviews their answer and learning objectives with Mrs. Smith - Members will be graded on their team work (CM) and their formulation of learning objectives (LP)
STEP#3 - Team develops the final quiz based on their learning objectives. Team will use Socrative for their delivery tool. Team will provide a typed list of questions and answers to Mrs. Smith via CANVAS, who will enter your questions into Socrative and will make available to the class at the appropriate time. - Members will be graded on their team work (CM) and their formulation of the quiz (LP) and the answers to the quiz (AM)
STEP#4 - Team decides on how to present, what notes students will need to take in their science journal, what vocabulary words - Members will be graded on their team work (CM), the formulation of notes, and vocab (LP)
STEP #5 - Team will develop a presentation for the class that includes:
- Learning Objectives
- Vocab Words and Definitions
- Science Journal Notes (and Illustrations)
- Thorough coverage of the answer to their assigned question/concept and how it relates to the why of our phenomenon question
STEP #6 - Team will develop an activity/assignment or a lab for the class to do that helps students learn what is needed based on established learning objectives. All materials must be created/collected, instructions must be thoroughly written and easy for students to understand. Members will be graded on team work (CM), formulation of assignment/activity/lab (LP), and answers/understanding of outcome of assignment/activity/lab (AM). Team must meet to have activity/assignment/lab approved by Mrs. Smith before moving forward with its creation.
STEP #7 - Students will schedule their lesson time/class time needed with Mrs. Smith
STEP #8 - Each team will present their presentation and lesson (activity/assignment/lab) and quiz to the class. Members will be graded on their presentation (CM), helping students in the class (LP) complete their lesson. Students will be graded on their class participation/attentiveness to teams (CM), their completion of the lesson (LP), and their demonstration of understanding the concept being taught (AM) (Quiz)