Lesson Plans for the week of March 10-14, 2014
Standards for the week
MS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and non living
parts of an ecosystem. [Clarification statement: emphasis is on describing the conservation of matter
and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.]
[Assessment Boundary: Assessment does not include the use of chemical reactions to describe the
processes.]
MS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over
the past century. [Clarification Statement: Examples of factors include human activities (such as fossil
fuel combustion, cement production, and agricultural activity) and natural processes (such as changes
in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and
maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and
methane, and the rates of human activities. Emphasis is on the major role that human activities play
in causing the rise in global temperatures.
Crosscutting Concepts
Stability and Change


Stability might be disturbed either by sudden events or gradual changes that accumulate over
time.
Ask questions to identify and clarify evidence of an argument. (MS-ESS3-5)
Monday (10)
LT I can identify reservoirs (sinks) and can explain processes that are part of the “delayed” carbon
cycle.
Students will complete a short bell work to review the “short cycle” in the carbon cycle. Students will
also be asked to revise their models of the short cycle in their journals. Students will watch two video
clips about making and breaking carbon bonds. WE will review plant roles in the carbon cycle.
Afterwards, students will revise their “Giant Sequoia” probe and will post assess LT 2. Students will
then prep their journals for learning target three on the delayed carbon cycle.
Formative Assessment – Bell work over the short cycle and the role of plants in the carbon cycle.
Identifying sinks and sources.
Special Needs Strategies Copy of learning target, assistance from teacher or aide as needed
Media/Technology – “Carbon Cycle Video
Tuesday (11)
LT I can explain the difference between weather and climate
LT I can use scientific data to construct an argument about earth’s climate and can use the data to
support my claim.
Students will be asked to answer the following questions in their journals: How are climate and
weather different? What do you know about climate? Is our climate changing?
After responding to the questions, students will share responses with an across the table partner.
Students will then be called on randomly to share what they know about climate. The thinking will be
shared on a chart on the SMART presentation. Next, the students will be introduced to this part of
the unit which will be carried out in small groups. The students will be given the following data:





Glacier photos
Satellite photos of polar ice over time
Global average temperatures and CO2 changes over the last 300,000 years
Ice core extraction photos
Global temperature averages since 1980
With the data, students must answer the questions: Is the earth warming, cooling, or staying the
same and what are Earth’s historical patterns of climate change? Students will complete the
questions individually in class today but will use their responses to eventually help their group create
an argument with the evidence later in the week.
Formative Assessment: Elicit prior knowledge with the beginning climate questions
Media/technology – Smart Presentation with data
Special Needs Strategies – Assistance as needed
Wednesday (12)
LT I can use scientific data to construct an argument about earth’s climate and can use the data to
support my claim.
Students will be assigned to small groups of 3 or 4 students. Students will be asked to share their
individual responses to the questions they answered on Tuesday with their group members. Next,
students will be asked to construct an argument following a template as a guide. Before students
begin their arguments, discuss with the students what components would make a good argument.
Help students to develop a checklist/rubric that they can use to guide their work. This beginning
argument will be worked out on paper or a whiteboard. The teacher will then give guidance about
the content of the argument which needs to be evidence driven not opinion driven. Student
arguments will focus on making a claim for the following questions as well as providing evidence for
supporting the claim. “Is the Earth presently warming, cooling, or staying the same and what are
Earth’s historical patterns of climate change?” If time remains, students will put their argument on a
piece of poster paper.
Formative: Argument plan on paper
Media/Technology: None
Special needs Strategies: Small group
Thursday (13)
High School counselors will be at RCMS to help students with their high school class schedules. This
will be done through science classes.
Friday (14)
LT – I can use scientific data to construct an argument about earth’s climate and can use the data to
support my claim.
Students will continue to complete their poster arguments in class. Students will have 20 minutes to
prepare the poster and themselves for a poster presentation. In this portion of the activity, if a group
has 4 students, then one student will stay and the other three will split up and move to another
poster where they will listen to a different presentation. Students will be asked to critique the poster
and argument presented by the speaker. Students will use a prepared checklist to guide their
critiques. After about 5-7 minutes, students will switch roles so that each student will have an
opportunity to present as well as critique.
Formative Assessment: Poster presentation
Media/Technology: None
Special Needs Strategies: None