```Teacher: Ms. Nowell
Dates: March 23-30, 2015
Common Core Standards: Science: 7.4d: Conclude why factors such as lack of resources and climate
can limit the growth of populations in specific niches in the ecosystem (DOK 2).
MATH: 6.SP.1: Recognize a statistical question as one that anticipates variability in the data related
to the question and accounts for it in the answers.
Student Learning Objective (s):
Essential Questions:
 Students will compare the relevance of
 What are abiotic & biotic factors?
abiotic and biotic factors and their
 How do an over-population or lack thereof
effects on an ecosystem.
effect the ecosystem in which they inhabit?
 Students will differentiate between
 What does statistical mean?
statistical questions and those that are
 What makes a question statistical?
not.
Lesson Outcome (s):
Key Vocabulary:
 Students will understand the impact
 Biotic Factors
(negative and positive that living and
 Abiotic Factors
nonliving things have on the ecosystem
 Organism
in which they are a part of.
 Population
 The outcome of this lesson is for
 Community
students to understand which questions
 Ecosystem
are statistical and which are not.
 Statistical Questions
Stage 2 – Assessment Evidence
Performance Task: Test Review
MATH: Statistical Questions Task Card Activity
Summative Task: Biotic/Abiotic TEST
MATH: Statistical Questions HW
Stage 3 – Learning Plan
Anticipat. Set (10):“Abiotic and Biotic Factors” https://www.youtube.com/watch?v=E1pp_7-yTN4
MATH: “What is a Statistical Question” https://www.youtube.com/watch?v=Zw-U4j4_UD8
Input/Modeling/Crafting (10): Ms. Nowell will discuss the key points in the video.
MATH: Ms. Nowell will explain the Statistical Questions Anchor Chart
Guided Practice (5): Ms. Nowell will pass out the Abiotic/Biotic Factor Necklaces and practice the
necklace activity with them. MATH: Ms Nowell will practice several questions with the students to
get them used to differentiating whether or not certain questions are statistical.
Independent Practice (20): Students will take their Abiotic & Biotic TEST
MATH: Students will be paired up and will complete the Stat. Questions Task Card Activity
Closure (14): Students will turn in their test and prepare for our math lesson.
MATH: Ms. Nowell and the students will discuss the Task Cards Activity and explain the HW.
Alignment Extension (Homework): Students will read the Force Article for HW and answer the
questions that follow. Math: Students will complete the Task Cards Activity if not finished.
Differentiation Notes:
Technology Integration:

Students needing extra attention and
instructions will be worked with one-on-one
 Youtube.com Math Video
during and after class.
 StudyIsland.com Lessons

Students who need extra time on assignments
will receive an “NM” when the assignment is
due until completed (within a reasonable timeframe).
Materials/Items Needed
Strategies:
1. Computer, Projector & Internet for Videos.
 Writing After Reading
2. Abiotic/Biotic Necklaces
 Higher-Order Thinking Skills
3. Abiotic & Biotic TEST
 Real-World Connections
4. Pencil/Pen
 Necklace Performance Task
5. Statistical Question Task Cards and Answer
Sheets
Teacher: Ms. Nowell
Dates: March 23-30, 2015
Common Core Standards: Sci: 6.2c: Investigate and describe the effects of forces acting on objects
(DOK 2). MATH: 6.SP.2: Understand that set of data collected to answer a statistical question has a
distribution, which can be described by its clear, spread and overall shape.
Student Learning Objective (s):

Students will describe the types of force and
motion and understand the various
components that make them up.

Students will describe the parts of a given set
of data required to create a statistical
question and will connect the shape of
certain graphs to the quantity of its
components.
Lesson Outcome (s):

Students will understand the causes and
affects of forces and motion.

The outcome of this lesson is for students to
fully understand the meaning behind parts of
graphs and how the overall shape of certain
graphs contribute to the results of the data.
Essential Questions:

What is a force and what creates it?

What is motion and what creates it?

What are the parts of a graph representing?

How does the shape of a histogram, dot plot, and
box plot contribute to the trend of the overall data?
Key Vocabulary:

Force

Motion

Inertia

Gravity

Friction
Histogram
Box Plot
Dot Plot
Mean & Median
Mode & Range
Stage 2 – Assessment Evidence
Performance Task: Force and Motion Poster
MATH: Statistical Questions Task Card Activity
Summative Task: Force and Motion Exit Ticket
MATH: Statistical Questions HW
Stage 3 – Learning Plan
MATH: “Mean, Median and Mode Toads” Vid. https://www.youtube.com/watch?v=5C9LBF3b65s
Input/Modeling/Crafting (10): Ms. Nowell will discuss and model the Force and Motion Vocabulary
and will assist students as they fill out their vocabulary 4 square sheets.
MATH: Ms. Nowell will display and describe the different graphs as stated in our vocabulary.
Guided Practice (5): Ms. Nowell and students will read Section 1: Forces and Motion in our
textbooks. MATH: Ms Nowell will practice creating and using the different parts of those graphs
with student interaction.
Independent Practice (20): Students will create the Force & Motion Poster on their own.
MATH: Students will complete the Interpreting Data Sheet on their own using what they learned
from the anchor charts and Guided Practice.
Closure (14): Ms. Nowell will take up Last Nights HW and go over the Exit Ticket instructions.
MATH: Ms. Nowell will hand out the Interpreting Data Exit Ticket and go over the instructions.
Alignment Extension (Homework): Students will complete the Force and Motion Exit Ticket for HW
if they didn’t finish.
Math: Students will complete the Exit Ticket for HW if they didn’t finish.
Differentiation Notes:
Technology Integration:

Students needing extra attention and instructions will  Youtube.com ScienceVideo
be worked with one-on-one during and after class.
 Youtube.com Math Video

Students who need extra time on assignments will
 StudyIsland.com Lessons
receive an “NM” when the assignment is due until
completed (within a reasonable time-frame).
Materials/Items Needed
1. Computer, Projector & Internet for Videos.
2. Force and Motion Anchor Chart
3. Mean, Median, Mode & Range Anchor Chart
4. Pencil/Pen/Marker
5. Interpreting Data Exit Ticket
6. Forces and Motion Exit Ticket
Strategies:
 Writing After Reading
 Higher-Order Thinking Skills
 Real-World Connections
 Anchor Chart Modeling/Review
Teacher: Ms. Nowell
Dates: March 23-30, 2015
Common Core Standards: Sci: 6.2c: Investigate and describe the effects of forces acting on objects
(DOK 2).
Student Learning Objective (s):
Essential Questions:
 Students will describe Newton’s first
 What do Isaac Newton’s first and second laws
and second Laws of Motion and apply
of motion state?
those laws to real-world examples that
 What are some real-world examples of both if
demonstrate it.
the laws?
Lesson Outcome (s):
Key Vocabulary:
 Students will be able to explain the
 Force
Laws of Motion and provide real-world
 Motion
examples of them.
 Acceleration
 Inertia
 Gravity
Stage 2 – Assessment Evidence
Performance Task: Bill Nye Force Movie Sheet
Summative Task: Force and Motion Essay
Stage 3 – Learning Plan
Anticipatory Set (10): Students will be given the Bill Nye Sheet & I will explain the instructions.
Input/Modeling/Crafting (10): Bill Nye will model each Law of Motion.
Guided Practice (5): Students will be able to see those laws using real-world examples.
Independent Practice (20): Students will complete the Movie Sheet relating this film to Force.
Closure (14): Ms. Nowell and the students will discuss the various examples used for each Law.
Alignment Extension (Homework):
Differentiation Notes:

Students needing extra attention and
instructions will be worked with one-on-one
during and after class.

Students who need extra time on assignments
will receive an “NM” when the assignment is
due until completed (within a reasonable timeframe).
Materials/Items Needed
1. Computer, Projector & Internet for Video.
2. Bill Nye “Force” Movie Sheet
3. Writing Utensil
Technology Intgration:
Strategies:
 Writing After Reading
 Higher-Order Thinking Skills
 Real-World Connections
```