2013-2014 Week Five
Grade Level: 7
Content: Science
1)
Day 2
Day 3
Day 4
Day 5
examine the dependence of all
organisms on one another and
their environments (GPS)
(7SC_B2005-11)
examine the dependence
of all organisms on one
another and their
environments (GPS)
(7SC_B2005-11)
examine the dependence
of all organisms on one
another and their
environments (GPS)
(7SC_B2005-11)
examine the
dependence of all
organisms on one
another and their
environments (GPS)
(7SC_B2005-11)
examine the
dependence of all
organisms on one
another and their
environments (GPS)
(7SC_B2005-11)
Terraform Mars
Project
Terraform Mars
Project
Terraform Mars
Project
Terraform Mars
Presentations
Standards of SWBAT demonstrate the
Learning dependence all organisms
have on each other and
their environments
SWBAT demonstrate
the dependence all
organisms have on
each other and their
environments
SWBAT demonstrate
the dependence all
organisms have on
each other and their
environments
SWBAT
demonstrate the
dependence all
organisms have on
each other and
their environments
SWBAT
demonstrate the
dependence all
organisms have on
each other and
their environments
d) Content -ecosystem
Vocabulary -biotic factors
-abiotic factors
-autotrophs, heterotrophs
-food webs
-producer, consumer,
decomposer
-predator, prey
-carnivore, omnivore,
herbivore
-ecosystem
-biotic factors
-abiotic factors
-autotrophs,
heterotrophs
-food webs
-producer, consumer,
decomposer
-predator, prey
-carnivore, omnivore,
herbivore
-ecosystem
-biotic factors
-abiotic factors
-autotrophs,
heterotrophs
-food webs
-producer, consumer,
decomposer
-predator, prey
-carnivore, omnivore,
herbivore
-ecosystem
-biotic factors
-abiotic factors
-autotrophs,
heterotrophs
-food webs
-producer,
consumer,
decomposer
-predator, prey
-carnivore,
omnivore,
herbivore
-ecosystem
-biotic factors
-abiotic factors
-autotrophs,
heterotrophs
-food webs
-producer,
consumer,
decomposer
-predator, prey
-carnivore,
omnivore,
herbivore
AKS/CC Objective
a)
b)
Day 1
Lesson Title Terraform Mars Project
Essential Question
c)
e)
Materials/Resourc -Desert Survival Activity
es Needed -chart paper
-Project Rubric
Chart Paper
Stuff to Make models
(students can
provide)
Stuff to Make
models (students
can provide)
Students must be able
to demonstrate they
understand how
types and numbers of
organisms impact
each other.
Students must be able
to demonstrate they
understand how
types and numbers of
organisms impact
each other.
Students must be
able to
demonstrate they
understand how
types and numbers
of organisms
impact each other.
Circulate, assist,
discuss collaboration
rubric with groups
Circulate, assist,
discuss collaboration
rubric with groups
-Circulate, assist,
Start Presentations
discuss
collaboration
rubric with groups
-Discuss gas cycling
with advanced
groups
3) Guided Practice: Plane Crash Rankings
(whole group, pair and
share, elbow partners,
MONITORED LEARNING
& FEEDBACK)
Terraform Mars
Project
Terraform Mars
Project
Terraform Mars
Project
Terraform Mars
Presentations
4) Independent Plane Crash Rankings
Practice: (When you
know you know.)
Terraform Mars
Project
Terraform Mars
Project
Terraform Mars
Project
Terraform Mars
Presentations
Closure/Summariz List of basic necessities of
ing* life
(multiple summaries
during lesson)
Groups report where
they are on their
projects
Groups report where
they are on their
projects
Groups report
where they are on
their projects
I wish I’d thought
of… list
STANDARD: What the Students must be able to
students must be able demonstrate they
to do and by when. understand how types and
numbers of organisms
impact each other.
2) Teacher Input: -Plane Crash Story
(Model, Background
Knowledge etc)
5)
Students must be
able to
demonstrate they
understand how
types and numbers
of organisms
impact each other.
6)
Homework Watch at least first 5
minutes of following
video:
http://safeshare.tv/w/SmAs
CTIwqI . List steps to
terraform mars.
Ted Ed- Habitable
worlds- a needle in
got us to Mars
http://ed.ted.com/lesso countless haystacks
http://ed.ted.com/le
would we settle mars? ns/how-curiosity-gotssons/a-needle-inhttp://science.howstuff us-to-mars-bobakcountless-haystacksferdowsi
works.com/terraformfinding-habitablemars.htm
planets-ariel-anbar
Read the following
article:
HowStuffWorks- How
TedTalk- How Curiosity
Watch Ted ed
Symbiosishttp://ed.ted.com/le
ssons/symbiosis-asurprising-tale-ofspecies-cooperation
Terraform Mars Plan:
Day 1- Desert survival activity
Hook: Share the story from the desert survival handout, telling students our plane has crashed.
IP: Give students 5-10 minutes to personally prioritize each of the items they have for survival.
GP: Give groups 20 min to discuss their lists and decide on a team list. Write lists on chart paper and post for other
grousp to see your survival plans
Share lists.
TI: Introduce project. Discuss rubric and clarify what is expected.
Closing: make a class list of essential biotic and abiotic factors needed for life. Challenge students to design the ideal
ecosystem to terraform mars.
Day 2-4- Terraform Project
Groups work to design and build their mar’s ecosystem models. Time can be used to plan, write organisms profiles, or
to actually build model.
End each day with a 5 minute debrief about what each group accomplished.
Day 5- Present Projects
Give each group 2 minutes to describe significant features of their ecosystems to the class. Allow students to walk
around and examine each group’s project.
Conclusion:
Make a “I wish I’d thought of…” list. Allow students to list things other groups did that they wish they would
have thought of. Stress that a key step in the engineering cycle is revising your plan. If Mars is terraformed,
plans will be edited multiple times before being put into action.