Cycles of Matter: Carbon and Human Activity
CW: Draw carbon cycle map before and after human activity. Summary paragraph on changes.
DN: What do nitrogen fixing bacteria do?
EQ: How does human activity change the Carbon Cycle?
Reminder: Ecosystems Vocabulary Video Project are due TODAY via Schoology only. No links.
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CW: Draw carbon cycle map before and after human activity. Summary paragraph on changes.
DN: What do nitrogen fixing bacteria do?
EQ: How does human activity change the Carbon Cycle?
Reminder: Ecosystems Vocabulary Video Project are due TODAY via Schoology only. No links.
Lesson Outline
5min Students complete the Do Now.
5min Teacher outlines procedures for Carbon Cycle Map activity and distributes dice.
10min> Students run through Carbon Cycle activity without human activity.
5min> Discussion on results of activity.
10min> Students run through Carbon Cycle activity with human activity.
5min Discussion on results of activity. Students summarize changes.
5min Review of worm anatomy.
5min< Collect materials. Clean up. Wrap up.
Cycles of Matter: Nitrogen (N)
CW: [1] Completed notes with margin questions (p29) and completed diagram (p28), and paragraph summary (p28). [2] Video notes on p27.
DN: What is protein? How do you get it?
EQ: How do nitrogen atoms cycle through different organisms and places?
Reminders: Ecosystem Vocabulary Videos are due TOMORROW!!! Turn in video files only via Schoology only - no links.
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CW: [1] Completed notes with margin questions (p29) and completed diagram (p28), and paragraph summary (p28). [2] Video notes on p27.
DN: What is protein? How do you get it?
EQ: How do nitrogen atoms cycle through different organisms and places?
Reminders: Ecosystem Vocabulary Videos are due TOMORROW!!! Turn in video files only via Schoology only - no links.
Resources
Lesson Outline
5min Students complete the Do Now by setting up their notebooks.
20min Cycles of Matter (The Nitrogen Cycle) Notes.
5min Students answer essential question in a paragraph summary.
5min Students share paragraphs and write margin questions.
5min Decomposer Video 1 Notes on p27.
5min Collect materials. Clean up. Wrap up.
How to Use Spreadsheets
CW/HW: Finish Spreadsheet Practice Exercises (on Schoology).
DN: What are spreadsheets?
EQ: How do you create a table and chart with a trendline?
Reminder: Ecosystem Vocabulary Video due on Tuesday. Turn in file only through Schoology.
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CW/HW: Finish Spreadsheet Practice Exercises (on Schoology).
DN: What are spreadsheets?
EQ: How do you create a table and chart with a trendline?
Reminder: Ecosystem Vocabulary Video due on Tuesday. Turn in file only through Schoology.
RESOURCES
LESSON OUTLINE
5min Presentations. (From Yesterday.)
5min Practice using Autofill.
5min< Practice finding sums and averages.
5min< Practice entering formulas..
5min< Practice creating charts and adding trendlines.
Complete Wheel Project first and then start on spreadsheet practice.
5min Students start on assignment (via schoology).
5min Put away Chromebooks. Clean up. Wrap up.
AIM: Students will practice using spreadsheets and become familiar with basic skills including creating tables and charts.
Ecosystems: Invasive Species (Good vs Bad Presentations)
HW: Work on Ecosystems Vocabulary Video Project due Tuesday (10/13).
CW: Invasive Species Presentation.
DN: What is an invasive species?
Reminder: Video project file must be turned in through Schoology only. If you need help editing, come in at lunch this week. Don’t wait till the last minute.
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HW: Work on Ecosystems Vocabulary Video Project due Tuesday (10/13).
CW: Invasive Species Presentation.
DN: What is an invasive species?
Reminder: Video project file must be turned in through Schoology only. If you need help editing, come in at lunch this week. Don’t wait till the last minute.
Resources
Presentation Slides: Bad Example, Good Example 1, & Good Example 2.
LESSON OUTLINE
5min Students complete the Do Now by answering the question.
10min Good vs Bad Slides. Overview on how to design slides for informative/persuasive style presentations.
25min Invasive Species Presentation. Students work together to create a ‘Good’ presentation on an invasive species (Lion Fish, Zebra Mussels, Cats, Pigeons, Pythons - the ones in Florida, Feral Pigs, Fire Ants, or Cane Toads). All slides must include a URL to show the origin of the information.
Title and Names of Group Members
1. Invasive Species Scientific Name
2.Origin (Where did it come from?)
3. Current Location (Where is it now?)
4. Why?/How? (How did it get there?)
5. Damage 1 (How is it hurting animals, crops, buildings, etc.?)*
6. Damage 2 (How is it hurting animals, crops, buildings, etc.?)*
7. Solutions/Control (How do we keep to population in check?)
* Needs a number(s). Weight, %, $$$, Years, etc.
5min Collect materials. Clean up. Wrap up.
Quiz: Trophic Levels
HW: Work on Ecosystems Vocabulary Video Project Rubric due Tuesday (10/13).
CW: Work on Invasive Species Slides.
DN: Review for your quiz.
Reminders: If you need help editing or filming please come in at lunch. We have people who can help as well as equipment you can use.
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HW: Work on Ecosystems Vocabulary Video Project Rubric due Tuesday (10/13).
CW: Work on Invasive Species Slides.
DN: Review for your quiz.
Reminders: If you need help editing or filming please come in at lunch. We have people who can help as well as equipment you can use.
Resources
Presentation Slides: Bad Example, Good Example 1, & Good Example 2.
Lesson Outline
5min Students complete the Do Now.
15min Trophic Levels Quiz.
5min How to Present. Quick overview on strategies for presenting well even if you’re nervous.
15min Invasive Species Presentations. Students give a ‘Good’ presentation on an invasive species (Lion Fish, Zebra Mussels, Cats, Pigeons, Pythons - the ones in Florida, Feral Pigs, Fire Ants, or Cane Toads). All slides must include a URL to show the origin of the information.
Title and Names of Group Members
1. Invasive Species Scientific Name
2.Origin (Where did it come from?)
3. Current Location (Where is it now?)
4. Why?/How? (How did it get there?)
5. Damage 1 (How is it hurting animals, crops, buildings, etc.?)
6. Damage 2 (How is it hurting animals, crops, buildings, etc.?)
7. Solutions/Control (How do we keep to population in check?)
5min Collect materials. Clean up. Wrap up.