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):

Students will compare the relevance of abiotic and biotic factors and their effects on an ecosystem.

Students will differentiate between statistical questions and those that are
Essential Questions:

What are abiotic & biotic factors?

How do an over-population or lack thereof effect the ecosystem in which they inhabit?

What does statistical mean?

What makes a question statistical? not.
Lesson Outcome (s):


Students will understand the impact
(negative and positive that living and nonliving things have on the ecosystem in which they are a part of.
The outcome of this lesson is for students to understand which questions are statistical and which are not.
Key Vocabulary:

Biotic Factors

Abiotic Factors

Organism

Population

Community

Ecosystem

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:

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).
Technology Integration:



Youtube.com ScienceVideo
Youtube.com Math Video
StudyIsland.com Lessons
Materials/Items Needed
1.
Computer, Projector & Internet for Videos.
2.
Abiotic/Biotic Necklaces
3.
Abiotic & Biotic TEST
4.
Pencil/Pen
5.
Statistical Question Task Cards and Answer
Sheets
Strategies:




Writing After Reading
Higher-Order Thinking Skills
Real-World Connections
Necklace Performance Task

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 Histogram

Motion Box Plot

Inertia Dot Plot

Gravity Mean & Median

Friction 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
Antici. Set (10): ”BestIdeaEver” https://www.youtube.com/watch?v=jwPc0kK9VHU&feature=share
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:

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 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
Technology Integration:


Youtube.com ScienceVideo
Youtube.com Math Video
 StudyIsland.com Lessons
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):

Students will describe Newton’s first and second Laws of Motion and apply those laws to real-world examples that demonstrate it.
Essential Questions:

What do Isaac Newton’s first and second laws of motion state?

What are some real-world examples of both if the laws?
Lesson Outcome (s):

Students will be able to explain the
Laws of Motion and provide real-world examples of them.
Key Vocabulary:

Force

Motion

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):
Technology Intgration:
 Youtube.com ScienceVideo
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
Strategies:
 Writing After Reading
 Higher-Order Thinking Skills
 Real-World Connections