January 27-31 2014
Monday (27)
MS-LS2-4 Construct an argument supported by evidence that changes to physical (abiotic) or
biological (biotic) components of an ecosystem affect populations.
WHST.6-8.1 Write arguments focused on discipline content.
Learning Target – I can construct an argument using evidence for support to prove
that biotic and abiotic factors have an impact on populations in ecosystems.
Students will write to show what they know as they respond to an on-demand prompt about
how abiotic and biotic factors affect populations in ecosystems. Students will use resources in
their composition books to support their arguments.
Media/Technology – Document Camera
Special Needs Strategies – Students will be able to use a writing worksheet to help them
organize their thoughts.
Literacy Strategies – Writing to Show what you know,
Tuesday (28)
SHST. 6-8.8 Write informative/explanatory texts to examine a topic and convey ideas, concepts
and information through the selection, organization, and analysis of relevant content. (MS-LS-4)
Learning Target – I can show what I already know about the carbon cycle based on
my performance on the unit pretest.
Students will begin class by reviewing their Population Ecology Tests. We will discuss questions
that were missed most often by students and any other specific questions that students may
have about test items. Students will record their test results in their composition books and will
decide if they want to retake the Populations Test. With the remainder of class, students will
take the Carbon Cycle Pre-Test.
Media/Technology Document Camera
Special Needs Strategies – None
Formative Assessments – Pre-Test
Literacy Strategies – None
Wednesday (29)
Learning Target – I can use recommendations and examples to help me to improve my
technical writing.
In late October and November, students drafted, peer-edited, and revised an analysis paper
about the health of Triplett Creek. To begin class, the teacher will discuss common problems
students had with the writing. The teacher will use student work to illustrate these issues. The
teacher will use examples and non-examples to give students a better understanding of the
problems. Finally, students will receive their Triplett Creek Analysis Papers. These papers
contain specific feedback concerning ways to improve each student’s writing. Students will
read their feedback and will be asked to follow the recommendations in order to complete the
final copy of the analysis paper which will be due on Friday, Jan. 24th. All copies will be turned
in for scoring and for inclusion into the writing folder.
Media/Technology – Document Camera
Special Needs Strategies – Class discussion of overall writing problems with examples, specific
feedback
Formative Assessments – None
Literacy Strategies – Use of benchmarks
Thursday (30)
Learning Target – I can draw, label, and define the processes involved in the water cycle.
MS-LS2-3 Develop a model to describe the cycling of matter and the flow of energy among
living and nonliving parts of an ecosystem.
SC-08-1.1.4Students will describe interactions which cause the movement of each
element among the solid Earth, oceans, atmosphere and organisms (biogeochemical
cycles)
Earth is a system containing essentially a fixed amount of each stable chemical atom
or
element that can exist in several different reservoirs. The interactions within the earth
system cause the movement of each element among reservoirs in the solid Earth,
oceans,
atmosphere and organisms as part of biogeochemical cycles.
SC-8-STM-U-6
Students will understand that over a long time, matter is transferred from one organism to
another repeatedly and between organisms and their physical environment. As in all material
systems, the total amount of matter remains constant, even though its form and location
change.
MS-LS2-3 Develop a model to describe the cycling of matter and the flow of energy among
living and nonliving parts of an ecosystem.
Students will be asked to diagram and explain the water cycle in their journal. After a brief discussion,
students will correct their water cycle using a colored pencil. Students will then use cardboard cubes,
pipe cleaners, and beads to take a ride through the water cycle (The Incredible Journey from Project
WET). The purpose of the activity is to help students understand that water droplets can take a variety
of paths in the water cycle and water is constantly recycled. Although we are taught that the cycle
occurs in a circular pattern, through the game, students will observe how this can be misleading
depending on where the water exists (ocean, groundwater, plants, soil). At the end of the game,
students will record the locations they visited in their journals and will be asked to explain the water
cycle processes they had to go through to get from one location to another. This lesson will also be used
to take the students from the familiar (water cycle) to the unfamiliar (carbon cycle).
Media/Technology – SMART Presentation Water Cycle
Formative Assessment – Water Cycle Diagram and Corrections
Special Needs Strategies – Assistance as needed
MS-LS2-4 Construct an argument supported by evidence that changes to physical (abiotic) or
biological (biotic) components of an ecosystem affect populations.
MS-LS2-3 Develop a model to describe the cycling of matter and the flow of energy among
living and nonliving parts of an ecosystem.
MS-PS1-5
Develop and use a model to describe how the total number of atoms does not change in a
chemical reaction and thus mass is conserved.
Friday (31)
SC-8-STM-U-6
Students will understand that over a long time, matter is transferred from one organism to
another repeatedly and between organisms and their physical environment. As in all material
systems, the total amount of matter remains constant, even though its form and location
change.
MS-LS2-3 Develop a model to describe the cycling of matter and the flow of energy among
living and nonliving parts of an ecosystem.
MS-PS1-5
Develop and use a model to describe how the total number of atoms does not change in a
chemical reaction and thus mass is conserved.
Learning Target
I can write about the processes involved in the water cycle and the ways that water is
transformed as it moves from one reservoir to another.
Students will review the water cycle by discussing different pathways that were taken in
the Incredible Journey/water cycle activity from Thursday. Students will then write and
explain their individual journeys through the cycle. To close class, students will look at
the water cycle interactive diagram on the Smart Board to review. We will also discuss a
more complex diagram so that students won’t be intimidated or overwhelmed by the
carbon cycle which will be the focus over the next several weeks. Finally, students will
look at a diagram of the carbon cycle. Students will then compare the two cycles by
constructing a Venn Diagram.