Download Cycles of Nature

Year 9 Science
Unit: Cycles of Nature
Curriculum Link:
Key Competency:
PEB –Earth systems – investigate the composition, structure
and features of the hydrosphere.
–Earth systems – investigate how heat from the sun, the
Earth and human activities is distributed around the Earth by
the hydrosphere and atmosphere.
Managing self: Students are encouraged to work
independently collecting information and presenting it for
others to read. They will be focused on tasks and
complete work in the given time frame. There is an
emphasis on that each person’s actions are important and
we all impact on global issues.
Thinking Goal:
Numeracy Goal:
Literacy Goal:
Communicating
Reading – Thinking through
Reading Graphs
- Present your answer as the Learning
required
- Students extracting and
organising relevant
information
- Students thinking through
their ideas and
developing conceptual
frameworks
- Students self-monitoring
their understandings
Science Goal:
Reporting
Assessment:
Research assignment on climate change
1
KEY IDEA
POSSIBLE LEARNING EXPERIENCES
TEACHING AND
LEARNING
RESOURCES
Water planet
Lesson One:
LI: to activate students prior knowledge about the water present on
Earth.
Whiteboards and
pens
Using powerpoint “water facts”
- Students go through the questions and choose answers.
- Go through answers.
- Student can pair share about how right they were.
- Ask students what surprised them the most.
- Emphasis how most water in the oceans.
Individual work
Making decisions
Pair share
Ask students to fill out the ABC brainstorming sheet in their workbooks.
For each letter, they are to write a word about water found on Earth.
They could do this individually or on whiteboards as a group first.
Brainstorming
Graphic organiser
– ABC chart
Students can share their words and construct a class word chart.
Water cycle
- vocabulary
Lesson Two:
LI: to describe the water cycle using correct vocabulary
Watch animation “water cycle” – found in G drive
- Go through animation, discussing terms as go.
- Do quiz as a class.
ICT visualisation
Demonstrating knowledge
Using “ water cycle vocabulary” worksheet in workbook
- Students complete sheet.
- Go through answers – especially the diagram.
Individual work
Applying knowledge
Using the “water cycle” worksheet in workbook
- Students complete cloze activity
- They could finish it for homework.
Cloze activity
Demonstrate understanding
2
Water cycle
- change of states
Lesson Three:
LI: to describe changes of state that occur in the water cycle
Teacher led discussion:
- Discuss how in the main steps of the water cycle a change of state
occurs.
- E.g. gas to liquid = condensation
- Discuss other change of states that occur and their names.
- Put names on the board for students to see the spelling.
Chalk and talk
Class discussion
Hand out water cycle game.
- Students match change of states to each arrow.
- Then they can add heat loss or gained cards to each change of state.
- Discuss answers and how it fits together.
Hands on activity
Co-operative learning
Making decisions
Using the “understanding the water cycle” worksheet in workbook
- Students complete sheet by themselves.
- Or complete it for homework.
- Or do it as part of tomorrow’s lesson.
Water cycle
Thinking Goal
Science Goal
Lesson Four:
LI: to demonstrate understanding of the water cycle
Whiteboards and
pens
Using the “water cycle – all together” worksheet in workbook
- Students complete sheet by themselves.
- Then they can share with their group and compare answers.
- Use the group ideas to construct an answer on the whiteboards.
- Share answers with the class and discuss key words involved.
- Do one paragraph at a time.
Or do the opposite way
– Construct on whiteboards a group answer (using 4 corner technique).
– Then together as a class, discussing key words.
– Finally write it into their workbook.
3
Thinking Goal
Science Goal
Individual work
Co-operative group work
Demonstrate understanding
Water in oceans
- properties
Lesson Five / Six :
LI: to investigate properties of different types of water
Using ‘testing water’ sheet in workbook
- Students go through practical and fill out sheet.
Practical hands on activity
Group work
Teacher led discussion:
- Discuss answers as a class.
- Students can justify their answers.
- Discuss experiment design – how accurate the results were and
whether there is enough data to make conclusions.
Class discussion
Justifying decisions
Thinking Goal
Science Goal
HWK: write down what they have learnt about sea water.
Water in oceans
- composition
Lesson Seven:
LI: to describe the composition of sea water
Watch Tim and Moby “water”
- Emphasis that water is made up of salts etc.
ICT visualisation
Using “sea water” worksheet in workbook
- Students complete sheet.
- Go through answers.
Individual work
Demonstrate understanding
Literacy Goal
Using “the dead sea” worksheet in workbook
- Students complete sheet.
- Go through answers.
4
Bottles labelled A, B,
C
Distilled water
Sea water
Mineral water
pH indicator
Water in oceans
- structure
Water in oceans
- cold vs warm
Water in oceans
-thermohaline
circulation
Lesson Eight:
LI: to describe the layers of the ocean
COWS or computers
Using “layers of the hydrosphere” worksheet in the workbook
- Students use computers to get information.
- They could work together or individually to construct the end result.
- Discuss with students how a picture can convey a 100 words.
Literacy Gaol
Thinking Goal
Science Goal
Individual work
Watch Tim and Moby “underwater”
- Students can use it as a check of their diagram.
ICT visualisation
Lesson Nine:
LI: to explain how salty cold water behaves in the ocean
Using “density of water” sheet in workbook
- Students complete practical or do as a teacher demo and questions.
- Then complete thinking exercise.
- They can then report back to rest of class their ideas.
- Teacher can go through ideas and tie it all together (salty and cold
water sinks, moving along the bottom of ocean, as it hits underwater
mountains it mixes with warmer water above. Warm water moves
- along the top.)
- http://www.atmosphere.mpg.de/enid/1_Oceans_and_climate/_Ocean_circulation_1vc.html
Lesson Ten:
LI: to describe how currents are formed
Practical hands on activity
Thinking Goal
Science Goal
Watch Bill Nye the Science guy on currents
http://www.youtube.com/watch?v=w_8mw-1HYFg&feature=related
ICT visualisation
http://www.youtube.com/watch?v=FuOX23yXhZ8&feature=related
Note making
Decision making
Literacy Goal
Science Goal
Demonstrate understanding
Teacher led discussion:
- On clip, it talks about how currents form.
- In your workbook “ocean circulation” discusses5 this further.
- Read the information and then go to the website to finish the
reading.
- Take notes about each section as in the workbook.
Salt
Cold water from
fridge
Beakers
Food colouring
Computers
Water in oceans
-thermohaline
circulation
Lesson Ten:
LI: to describe how currents are formed
Computers
Watch Bill Nye the Science guy on currents
http://www.youtube.com/watch?v=w_8mw-1HYFg&feature=related
ICT visualisation
http://www.youtube.com/watch?v=FuOX23yXhZ8&feature=related
Note making
Decision making
Literacy Goal
Science Goal
Demonstrate understanding
Teacher led discussion:
- On clip, it talks about how currents form.
- In your workbook “ocean circulation” discusses this further.
- Read the information and then go to the website to finish the
reading.
- Take notes about each section as in the workbook.
- Complete the worksheet online which tests knowledge.
6
Water in oceans
-thermohaline
circulation
Lesson Eleven:
LI: to explain what occurs in the thermohaline circulation
Using worksheet “thermohaline circulation” in the workbook
- Students explain how heat is moved around the oceans and the
connection to the atmosphere.
- They can work on the whiteboards in groups and do a section at a
time.
- They can do a walk and gawk in between each one and add to their
ideas.
- Final versions go into their workbook.
Water in oceans
- nutrients
Whiteboards and
pens
Co-operative group work
Walk and gawk
Demonstrate understanding
Lesson Twelve:
LI: to link phytoplankton growth to thermohaline circulation
Computers or COWS
Using worksheet “phytoplankton in the ocean” in the workbook.
Literacy Goal
- Students decide on what phytoplankton need to survive – emphasis
Science Goal
it’s a plant so will photosynthesis.
Making decisions
- Use computers to research where they live.
- Complete worksheet.
- Go through need to be near the top as warmer water and sunlight can
reach them. Also carbon dioxide can be used.
Using worksheet “nutrients and currents” in the workbook
- Students use information gained above to fill out the cloze activity.
- Could be finished for homework or done at same time as research
above.
http://earthobservatory.nasa.gov/Features/Phytoplankton/printall.php
article on phytoplankton and blooms and has NZ eg. Could be put up
for extn if reqd.
7
Demonstrate understanding
Carbon cycle
- vocabulary
Lesson Thirteen:
LI: to define the processes of the carbon cycle
Teacher led discussion:
- Discuss with students how carbon dioxide is part of a larger cycle
than just with the ocean.
- That this carbon cycle has a few main processes and going to look at
them today.
Activities:
- Hand out whiteboards and pens
- Students are to work in groups to write definition for photosynthesis,
respiration, combustion and decomposition if already done unit
“plants for survival”.
- They then share with the class, keeping adding to each definition till
it is complete.
- They can then put these into their worksheet “carbon cycle
vocabulary” in the workbook. Or do mix and match in the
workbook exercise if haven’t done PFS unit yet.
- Students use COWS to go onto website mentioned.
http://epa.gov/climatechange/kids/carbon_cycle_version2.html
- They complete diagram based on their research.
Carbon cycle
Chalk and talk
Whiteboards and
pens
COWS
ICT visualisation
Co-operative group work
Shared definitions
Hands on practical work
Demonstrate understanding
Literacy Goal
Science Goal
Thinking Goal
Lesson Fourteen:
LI: to investigate the carbon cycle in more detail
COWS or computers
Teacher led discussion:
- Discuss about how there is more to yesterday’s cycle.
- Ask students where else the carbon cycle is featured – in the oceans.
- Remind them of the phytoplankton and they could draw in the
exchange of carbon dioxide with the ocean.
- Today – going to look in more detail at the carbon cycle.
Using the worksheet “ the carbon cycle” in the workbook
- Students do questions and look at animation.
- Go through answers.
8
Class discussion
Activating prior knowledge
ICT visualisation
Co-operative group work
Demonstrate understanding
Literacy Goal
Carbon cycle
Lesson Fifteen:
LI: to explain the carbon cycle
Using the “reporting on the carbon cycle” worksheet in workbook
- Students complete sheet by themselves.
- Then they can share with their group and compare answers.
- Use the group ideas to construct an answer on the whiteboards.
- Share answers with the class and discuss key words involved.
Whiteboards and
pens
Thinking Goal
Science Goal
Individual work
Co-operative group work
Demonstrate understanding
Limewater and straws
Or do the opposite way
– Construct on whiteboards a group answer (using 4 corner technique).
– Then together as a class, discussing key words.
– Finally write it into their workbook.
Students could also blow into limewater to see respiration.
Greenhouse effect
Lesson Sixteen:
LI: to explain the greenhouse effect
Teacher led discussion:
- Discuss with students results from yesterday.
- Either wait till they introduce greenhouse effect or introduce the
words yourself.
- Link CO2 levels –cause to greenhouse effect – the effect.
- Ask students to write down a definition for the greenhouse effect
down in their books – what they think it means.
Class discussion
Activating prior knowledge
Computers or COWS
Climate change
booklet 1
Show animation to students and discuss as it goes.
ICT visualisation
http://www.planetguide.net/book/chapter_3/greenhouse_effect.html
Using the worksheets “the greenhouse effect” and “greenhouse gases” in
the workbook
- Students can research the greenhouse effect and fill in the sheets.
- They can use numerous sites like below:
Greenhouse effect
Lesson Sixteen:
9
LI:
to explain the greenhouse effect
http://www.ngfl-cymru.org.uk/cc-greenhouse-effect-mainpage/ccgreenhouse-effect.htm
Teacher
ledthe
discussion:
- Or
Climate Change booklet 1 – found in the resource room by
Literacy Goal
Making decisions
Demonstrate understanding
Class discussion
Computers or COWS
Climate change
booklet 1
CO2 emissions
Lesson Seventeen:
LI: to investigate CO2 emissions
Family emission
cards
Teacher led discussion:
- Discuss homework and the use of analogies in Science.
- Discuss how humans are helping the greenhouse effect to occur –
we are increasing the carbon dioxide levels especially.
Using “CO2 emissions for a family” in the workbook
- Hand out a family card to each pair.
- Students work in pairs to complete the sheet.
- They can report back on their family – what they are like and what
their emissions are.
- Students could be asked – who are they most like?
- Discuss if everyone was like these people – what is the consequence
–i.e. climate change.
This may take some classes two periods to do as the maths can be
complicated.
10
Making connections
Co-operative learning
Making decisions
Science Goal
Greenhouse effect
Lesson Nineteen:
LI: to demonstrate an understanding of the greenhouse effect
Using “ What do you know about the greenhouse effect” in the workbook
- Students go through the questions and answer them.
Demonstrate understanding
Thinking Goal
Science Goal
Using “Illustrating the enhanced greenhouse effect”
- Students complete the sheet.
- They can compare their paragraphs.
Assessment
- stopping climate
change
Lesson Twenty - Twenty-two :
LI: to research how to stop climate change
Hand out assessment
- Students use computers to research OR climate change booklet 2 –
one period.
- They use information to present a poster or booklet on how to stop
climate change – two periods.
- Hand in on the last day to be marked.
There are some extra worksheets in the workbook for those who finish
early.
11
Literacy Goal
Science Goal
Thinking Goal
Demonstrate understanding
Computers or COWS
Climate change
booklet 2