|Classify That! (ORC#: 3454)|
| MS Analytic Graphic Organizers|
This lesson includes an analytical graphic organizer. Students use the graphic organizer to illustrate the relationships between organisms in a scientifically acceptable classification system.
The goals of this promising practice lesson are to: a) expand students' knowledge of living organisms and further develop their ability to group, or classify, living organisms according to a variety of common features, and b) introduce students to scientific groupings of organisms.
In this lesson, students will get acquainted with diverse forms of life by using modern biological classification systems to group animals that are related. Students will learn about basic scientific groupings like genus, species, mammals, fish, birds, amphibians, and reptiles. The website used in this lesson will allow them to pair different vertebrate animals and learn more about their common traits. By doing this, students will begin to classify organisms in a more sophisticated way. (author/ts)
|Endangered Species 1: Why Are Species Endangered? (ORC#: 3471)|
|MS Anticipation/Reaction Guide|
This lesson opens with a class discussion about endangered and extinct species, a topic students are likely to be familiar with. The discussion helps activate prior knowledge, preparing students for learning. Students then read a short article that reinforces the concepts of endangered, extinct, and threatened species. This is a good place to use an anticipation/reaction guide.
The purpose of this promising practice lesson is to orient students to the plight of endangered species and to help them understand and gain perspective on human issues that continue to endanger species and threaten our global environment. The lesson looks at endangered species from a global perspective. The lesson could be expanded to include a look at Ohio's endangered species using Ohio's Endangered Wildlife and/or Wetlands: Ohio's Endangered Spaces. (author/ts)
|Converting Energy (ORC#: 3459)|
|MS Coding/Comprehension Monitoring|
Content reading is incorporated into a series of inquiry activities in this lesson. This would be a good place to use the coding/comprehension monitoring strategy. As students are reading they can use the monitoring template to indicate where they encountered new information, information they didn't understand, and information they know. Since this is online page numbers cannot be used. Consider changing page numbers on the template to section headings.
The purpose of this promising practice lesson is to introduce students to energy through the idea of energy transformations and conversions, and to develop students' ideas of what energy is and how it can be measured. This investigation could be the beginning of a unit on energy. The lesson begins with students exploring several activities on the Atom's Family website. For best results students should carry out the investigations described in the website. Students then pick up some foundational information about energy as they read part of the Energy Story, an online book. Finally students design and conduct an experiment around a question they devise about heating water. Safety considerations should be reviewed with students before they begin their experiments.(author/ts)
|Inventors and Innovators (ORC#: 428)|
|MS Paired Reading|
This lesson helps students see how the practical application of scientific knowledge benefits society. The lesson begins with students reading about Krysta Morlan and the "Cast Cooler" she invented while in the ninth grade. This reading assignment is ideal for the paired reading literacy support strategy. The reading is short but it is filled with concepts that pairs of students will need to discuss. For example the article mentions that Morlan has a mild form of cerebral palsey. A student reading this independently may not question what cerebral palsey is or why it is important to the story. But when the students read this as a paired reading they have an opportunity to clarify and extend their understanding through summarizing and discussion.
The study of science as an intellectual and social endeavor, the application of human intelligence to figuring out how the world works, should have a prominent place in any curriculum that has science literacy as one of its aims. This investigation focuses on inventions because it allows students to focus on some of the more practical applications of the scientific enterprise. Even at points in American history when women and minorities were excluded from the formal scientific enterprise, ordinary people from all walks of life contributed to science and technology as inventors of products that we use every day. This is important because children in early adolescence need to see science-related careers as a real option for themselves. Students use a variety of resources to investigate the history of invention and the motivation of inventors. Student products include individual reports on individual inventors and a group timeline showing the history of invention. Use of this resource requires Internet access and Acrobat Reader. (author/kct)
|Oceans (ORC#: 463)|
|MS Two-Column Note Taking|
Students begin this lesson with a hands-on activity designed to help them answer the question, "Is there always the same amount of water in the oceans?" This followed with an extensive reading assignment. The reading assignment may be overwhelming to students who have difficulty organizing their thoughts or making connections between concepts. The two-column note taking strategy provides students with a structured way to record what they are learning. Students can reference their notes while they are completing the creative writing assignment that finishes the lesson.
This lesson is designed to help students better understand Earth's oceans and the role they play in the water cycle. The two-fold lesson begins with an experiment that demonstrates water evaporating and coming back down. In the end, students should realize that water in the ocean evaporates into the atmosphere and comes back down as precipitation. This lesson is a good introduction to future lessons on weather and earth's climatic changes. (author/kct)
|Food Webs in the Bay (ORC#: 453)|
|MS Word Analysis|
This lesson requires students to learn about bay plants and animals, including their scientific names. Examining the scientific names of plants and animals is a great place to use the word analysis strategy. Students can look at Latin and Greek roots in the scientific names and use them to learn something about the organism. For example when students research the bay plants they will come across several species in the genus Potamogeton The root "potamo" means river. Knowing that root can lead students to the inference that this is likely to be a genus of subaquatic vegetation. Other roots such as pseudo-, hetero-, and mari- are also likely to be encountered in this lesson.
The purpose of this lesson is to acquaint students with a type of ecosystem (the submerged aquatic vegetation of a bay) and how the different organisms of that ecosystem compete with one another for resources. Students research plants and animals that live in the submerged aquatic vegetation (SAV) of a bay area. After researching the organisms, students do class presentations and create a food web using pictures of all of the organisms. At the end of the lesson, they discuss ideas of organisms sharing food, space, water, air, and shelter. This lesson makes use of the Chesapeake Bay as an example, but could be adapted as necessary to make use of another bay area of interest. The lesson includes several components (research, oral reports, creation of a food web, and discussion), and will most likely take 3-4 class periods to complete. (author/kct)