RH                    6th Grade Science Lesson Plan

3^rd Quarter Lesson Plans   

STAGE 1  - Desired Results February 2013                   (What do we want student to know and be able to do?)
Established Goals: Grade Level Expectation Earth Systems Sciences 3.3: Earth's natural resources provide the foundation for human society's physical needs. Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled
Students will understand that … ·       There are advantages and disadvantages of each type of energy source. ·       There are resources that are non-renewable, and resources that can be renewed and recycled.	Essential Questions: ·        How are energy resources used in my community and what impact is this having on the availability of renewable and non-renewable energy resources? ·        What are the advantages and disadvantages to using fossil fuels? ·        What are the advantages and disadvantages to using alternative energy resources?
Students will know … ·        That energy is defined as the ability to do work ·        Renewable ·        Non-renewable ·        The types of non-renewable resources (3.3b DOK 2-3) o   Fossil Fuels o   Oil (petroleum) o   Natural Gas o   Coal o   Nuclear Energy ·        The types of renewable resources (3.3b DOK 2-3) o   Solar o   Wind o   Hydropower o   Geothermal o   Biomass ·        The availability of various natural resources (3.3a DOK 2-3) ·        How resources are used in communities (3.3c DOK 1-2) ·        The advantages and disadvantages of using fossil fuels versus alternative energy sources (3.3d DOK 2-3)	Students will be able to … ·        Identify the types of renewable and non-renewable resources. ·        Evaluate the availability of various renewable and non-renewable resources using data and information (3.3a DOK 2-3) ·        Research and gather data and information to evaluate advantages and disadvantages  of fossil fuels and alternative energy sources (3.3d DOK 2-3) ·        Use direct and indirect evidence to determine types of resources used in communities (3.3c DOK 1-2)

STAGE 2  -  Assessment Evidence (How do we know when they know it?)
Performance Tasks: ·       Students will identify, classify and evaluate tree products ·       Students will discuss, represent, compose, summarize, interpret and predict ·       Critical/analytic reading of selected expository texts.	Other Evidence: ·       Cornell notes ·       Reflections/summary ·       Marking the text
STAGE 3  -  Learning Plan
Learning Activities: Mon: Project Learning Tree (PLT) Pre K-8 Environmental Education Activity Guide (EEAG): “We All Need Trees, part B” pp. 65-68.  Tues: Conclude “We All Need Trees, part B” with #8, p. 67 discussion.  Modify part A so that students add this as a reflection in their notebooks, making a montage of tree products.  If time allows, do the Enrichment activity, “Find Out the Mystery Product,” p.67. Wed: PLT EEAG: “Renewable or Not?” pp. 69-74.  Use marking the text strategies for students to read Background, pp. 69-70.  Insert into notebooks. Students reflect, composing their own definitions of renewable and non-renewable resources. Thurs: PLT EEAG: “Renewable or Not?” pp. 69-74, part A & B1. Fri: PLT EEAG: “Renewable or Not?” pp. 69-74, part B2, B3. Further activities from PLT EEAG that I will use for this Established Goal will be “Make Your Own Paper,” pp. 224-227, “A Look at Aluminum,” pp.228-231, “A Few if My Favorite Things,” pp. 75-76 and “Resource-Go-Round,” pp. 355-359.

                                                                                                    (Ubd template McTighe and Wiggins)

4^th Quarter Lesson Plans   

STAGE 1  - Desired Results April 2013                        (What do we want student to know and be able to do?)
Established Goals: Grade Level Expectation Life Science 2.2: Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem
Students will understand that … ·       Ecosystems are composed of both living and non-living things, which interact with and depend on one another. ·       Living systems interact and all organisms share similar characteristics and basic needs that are unique to living things. ·       Organisms, populations and the environment interact and are dependent on each other.	Essential Questions: ·        What does it mean to say that energy flows through an ecosystem? ·        How do different ecosystems cycle matter differently? ·        How do humans impact an ecosystem? ·        Describe how a change in an environmental condition could affect the survival of an organism, population or species. ·        How do ecosystem changes affect biodiversity? ·        How does biodiversity contribute to an ecosystem’s equilibrium?
Students will know … ·        A set of interrelated components forming a system. ·        Components of an ecosystem ·        Biodiversity ·        What an organism is ·        Producers and consumers ·        Energy flow of an ecosystem ·        Food chain food web, food pyramid, population, community	Students will be able to … ·        List the characteristics and needs of living things. ·        Describe the flow energy and matter within ecosystems. ·        Describe how environmental conditions can affect the survival of individual organisms, populations and species. ·        Design a food web diagram to show the flow of energy through an ecosystem. ·        Investigate how food webs overlap into other ecosystems. ·        Develop, communicate and/or justify an evidence-based explanation about why there generally are more producers than consumers in an ecosystem. ·        Observe and document the range of organisms to illustrate the biodiversity within a local ecosystem. ·        Identify energy flow in ecosystems. ·        Examine the impact of invasive species on an ecosystem. ·        Identify the factors that result in species becoming at-risk ·        Describe factors that limit the size of a population. ·        Model various ways in which natural populations maintain equilibrium and relate this equilibrium to the resource limits of an ecosystem. ·        Compare and contrast how organisms change and evolve when their environment changes.

STAGE 2  -  Assessment Evidence (How do we know when they know it?)
Performance Tasks: ·       Critical/analytic reading of selected expository texts.	Other Evidence: ·       Cornell notes ·       Marking the text ·       Reflections/summary
STAGE 3  -  Learning Plan
Learning Activities: Mon:  Use marking the text strategies for students to read Background, pp. 45, focusing on defining biodiversity, habitat, population, species, and adaptation.  Insert into notebooks. View download of “More is Better- The Biodiversity Story” 19:30. Tues: Project Learning Tree (PLT) Pre K-8 Environmental Education Activity Guide (EEAG): “Planet Diversity,” pp.45-49 Wed: Finish “Planet Diversity”. Thurs: PLT EEAG: “Charting Diversity,” pp. 50-53. Add student pages to notebooks. Fri: PLT EEAG: “Field, Forest, and Stream,” pp. 203-206.  This activity will carry over to the following Monday. Further activities from PLT EEAG that I will use for this Established Goal will be “Web of Life,” pp.194-196, “Living with Fire,” pp.350-354, “Nothing Succeeds Like Succession,” pp. 345-349 and “Tree Cookies,” pp. 327-331.