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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