Science Unit 1-Weekly Lesson Outlinebridges.ws.gc.cuny.edu/.../07/3.Science-Unit-1-Weekly-Lesson-Outli… · Science Unit 1 Weekly Lesson Outline 6 Weeks= 30 Lessons1 1Inallsubjects,Unit1issixweekslong.Allotherunits

Science Unit 1 Outline Bridges to Academic Success Draft, Summer 2013 1

Science Unit 1

Weekly Lesson Outline

6 Weeks= 30 Lessons1

1 In all subjects, Unit 1 is six weeks long. All other units (2-‐4) are seven weeks. Because Unit 1 is introductory and shorter, it does not include all components of the Bridges Unit Structure as described in the Curriculum Introduction.


Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION (EQ) & BUILD BACKGROUND

FOCUS QUESTION

EQs: How do people and plants work?2 How are people and plants similar and different?

OVERVIEW In Week 1, students will be introduced to the unit essential questions. They will define ‘organism’ and distinguish

between living and nonliving things. Students will identify major structures and functions of both plants and humans, as

they are introduced to the idea that all living things are equipped with structures that help them carry out the various

functions needed to survive. Students will begin to work with Venn diagrams to compare and contrast plants and

people.

Students will begin to take notes like scientists in the ‘Science Journal’ section of their binders. They will conduct two

basic experiments and collect data to better understand the structures and functions of humans and plants. The

Science binders must be checked regularly and assessed using the ‘Organization’ rubric in the Academic Habits

section of the Interdisciplinary Outcomes.

Note: While plants and humans are presented side by side in Unit 1, human health is highlighted in Weeks 4 and 5.

Because the Bridges Science curriculum for most of the year focuses more on ecology than on human biology, Unit 1

highlights foundational understandings about the human body, health, and nutrition through hands-on activities. This

allows for the introduction of key Science skills (like experimentation and lab reports) using high interest content that is

immediately relevant to student lives.

2 The word ‘animal’ is not included in the unit questions, because the unit focuses on plants and humans and the relationship between them. Of course, it should be made clear that humans are animals and that students will study non human animals very closely in Units 2 and 3.


Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND

TEXT Non-Print Central: Print Supplementary

• Human Body diagram (outside)

http://www.buzzle.com/images/diagrams/labeled-‐human-‐body.jpg

• Human Body diagram (inside-major organs) http://www.mikecurtis.org.uk/body5.jpg

• Plant diagram

http://learningtogive.org/lessons/documents/images/ unit48_lesson2_flower.jpg

• So Many Systems (video)

http://www.youtube.com/watch?v=0yjLJfz6saU

• Week 1 LEA Text3- Structures and

Functions

• See Inside the Human Body

• Brainpop ‘Human Body’

• Access Science (textbook)

VOCABULARY Central Concepts General Academic Words Easy to Illustrate Words

Each concept gets full notebook page in the ‘Word Study’ book.

Each word is logged in ‘General Academic Vocabulary’ section of vocabulary binder.

Each word is in Weekly glossary to be put into subject section of vocabulary binder.

organism

experiment

Nouns: structure, function *Students will be exposed to various structures that do not need to be memorized in unit 1. Labeled diagrams will serve as references in notebooks.

Signal Words: both, and, but

Nouns: scientist, human, body, plant, parts, sun, water, air, food, soil Verbs: need, live, die, breathe, eat, grow, absorb, support Adjectives: living, nonliving, similar, different

3 LEA is the ‘Language Experience Approach.’ See the Teacher’s Guide for a full description.


Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND

Lesson Objectives4 Lesson Summary

1 CO: Classify things pictures as ‘living’ or ‘nonliving’ and identify characteristics of organisms. LO: Justify using ‘_____ is living/ nonliving because it ______.’

Picture Sort & ‘Organism’ Concept Map Students will learn the word ‘living’ and ‘nonliving’ through a sort of things that are living and things that are nonliving. Using the sort categories, the class will define ‘organism’ in a concept map.5

2 CO: Conduct an experiment by following the steps of the Scientific Method. LO: Connect human body structures and functions using ‘_____ need _____ to _______.’

Introduce Essential Question #1 & Lab #1: Human Body Structures/ Functions Students will be introduced to first unit EQ by translating and responding in home language. Then they will conduct a simple experiment to illustrate the function of the nose in both smell and taste. (Lab description will be uploaded to Lesson 2 materials on the website.) Lab notes will be documented in the Science Journal. Begin LEA text.

3 CO: Conduct an experiment by following the steps of the Scientific Method. LO: Connect plant structures and functions using ‘_____ need _____ to _______.’

Lab #2: Plant Structures/ Functions Students will conduct another simple experiment, this time illustrating a major structure and function of plants. 6 (Lab description will be uploaded to Lesson 3 materials on the website.) Lab notes will be documented in the Science Journal. Continue LEA text.

4 CO: Connect structures and functions in humans and plants. Identify similarities and differences LO: Name and label human / plant structures and explain functions ‘_____ need _____ to _______.’ Compare and contrast using ‘Both ____ and ____. ___but ____.’

Introduce Essential Question #2, Review Labs and Create LEA Text7 Students will review the labs and structures and functions from Lessons 2 and 3, and synthesize their learning into a LEA chart facilitated by the teacher. Students will view labeled diagrams with structures and work in groups to make oral sentences using the sentence frame. Students will translate the EQ#2 and begin a class Venn diagram to compare and contrast humans and plants. The teacher will then type this LEA text to use for fluency practice in tomorrow’s warm up.

4 CO= Content Objectives, LO= Language Objectives. See Teacher’s Guide for a detailed explanation of objectives. 5 Find out which students know about farming, as they will have knowledge about plants. 6 Students are not expected to master all structures and functions on the diagrams. They will only need to know a select few in this unit, and they will use the diagrams as references to expand their knowledge of structures and functions in Units 2,3, and 4. 7 Once the LEA is created and typed for students, it should be used as often as possible during the warm-‐up for fluency reading. The teacher can use this text to highlight pronunciation of difficult sounds, as well as attention to punctuation.


5 CO: Classify structures and functions as characteristic of plants, humans, or both. LO:

Review & Learning Log Students will read the LEA text for fluency practice in partners, review the week’s content and language through a sort activity, and complete a short learning log.

Week 1 Assessments Week 1 Outcomes

See ‘Unit 1 Science: Outcomes and Assessments’ in Teacher Materials.


Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT8

FOCUS QUESTION

FQ: What are cells? Why do people and plants need cells? OVERVIEW

Students will begin Week 2 by reviewing their assessment and outcomes results from Week 1. This is the students’ first

experience with this routine, so it will require extra time to explain and time for students to process and ask questions.

Students will begin the bean planting experiment, growing beans under different conditions and hypothesizing about

which conditions result in most plant growth. Students will begin their observations of plant growth, collecting data

each week in the Science journal section of their binders.

For the rest of the week, students will observe cells using microscopes. They will define ‘visible’ and ‘invisible,’ and

experience how the invisible becomes visible under the microscope. Students will learn to use the microscope

respectfully, as they observe and draw plant and human cells.

Note: In Bridges Science, students will not learn all of the parts of the cell or the different kinds of cells, nor will they build

a model of a cell. The goal is to introduce the cell as the smallest unit of living things, like a letter is the smallest unit of

writing, or a music note is the smallest unit of a song. Since ‘cell’ means ‘room,’ teacher will use this metaphor to help

students understand that organisms are made of these the tiny invisible ‘rooms’ that are busy with activity, working very

hard inside of our bodies, keeping us alive and helping us grow. As students study energy and food for the rest of the

unit, the concept of the cell will be reinforced.

8Only some elements of the Bridges Unit Structure appear in Unit 1, which is only 6 six weeks. Units 2 through 4 in all subjects follow the Bridges unit structure closely. The bulk of the ‘print’ that students will read in Unit 1 are the weekly LEA texts that are generated from student oral language.


Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT

TEXT Non-Print Print: Central Print Supplementary

• Beautiful Microscopic Images from

Inside the Human Body http://www.youtube.com/watch?v= eS7UBMvEj6s

• Week 2 LEA Text9- Cells






resource water, air, sun, food, soil

visible-invisible

microscopic

cell

There are no new general academic words this week.

Nouns: room, microscope Adjectives: small, smaller, smallest, tiny

9 LEA is the ‘Language Experience Approach.’ See the Teacher’s Guide for a full description.



Lesson Objectives Lesson Summary

6 CO: Make a hypothesis about plant growth and follow a procedure in an experiment. LO: Retell steps in a procedure while watching a teacher model.

Review Week 1 Assessment & Lab #3: Bean Planting After reviewing the Week 1 assessment and feedback, students will identify the things or ‘resources’ that plants need to live and grow. Students will think about what is the most important resource for plant growth and make a hypothesis. Following a model, students will set up their bean planting in groups. (Lab #3 will be uploaded to the website under lesson 6. You will need decide how often students will collect data throughout the weeks during the warm up.)

7 CO: Classify things in the world as visible or invisible. LO: Justify using, ‘______ is visible/ invisible because you can/ cannot see it.’

Cell Video with See-Think-Wonder & Begin LEA Text Students will be introduced to the weekly FQ and say what they know about ‘cells.’ (This might be nothing at this point.) Students will identify structures on plants and humans that are ‘visible.’ They will look at some of these parts using a hand lens to show how this tool can help them see more closely. Students will experience the ‘invisible’ world by watching a short video (Beautiful Microscopic Images) on cells inside the human body, and process the video using see-think-wonder. Students will define ‘visible’ and ‘invisible’ by making a T chart in their word study notebook. In each column they will list things that are visible and invisible. (Students will define cell later in the week, after they have seen cells under the microscope.) The teacher will introduce the microscope as a tool for seeing the ‘invisible’ things on our bodies that our eyes, even with a hand lens, cannot see. Return to weekly FQ at the end of class and begin the LEA text.

8 CO: Describe cells as seen with a microscope. LO: Describe using ‘Cells are_______. Cells have ___________.’

Microscope Safety, Cell Observations & Drawings10 Students will add ‘microscopic’ under ‘invisible’ on their concept map, with the teacher highlighting the meaning of ‘micro.’ After a demonstration of microscope use, each student will observe a plant cell (onion or other) and a human cell (cheek or other). Following a teacher model, students will draw what they observe under the microscope in the Science Journal. At the end of class, students share what thy observed.

10 Each teacher will need to decide if he/she will prepare the slide mounts in advance, or if students will prepare them.


9 CO: Explain what a cell is and what is has. LO: Define using ‘Cells are_______. Cells have ___________.’

Cell Concept Map & LEA The teacher will facilitate a discussion of ‘cells’ so students can create a full -page concept map using this information and their drawings. A short text on cells (to be uploaded to Lesson 9) will support student understanding. The class will continue the LEA text about plant and human cells.

10 CO: Review information about plant and human cells. LO: Ask and answer WH questions about cells.

Review, Learning Log & Bean Plant Data11 Students will read the LEA text in partners. They will review the week’s concepts and complete a learning log. Students will spend the last half of the period observing and measuring their plants.



11 Students love drama and props. Providing a lab coat for the person in the hot seat helps students get into ‘character.’ If students have not had much warm up time to observe their plants, you might spend the whole period on plant data.


Week 3: PRESENTATIONS12 & WRITING

FOCUS QUESTION

FQ: What are cells? Why do people and plants need cells?

OVERVIEW

Students will begin Week 3 by reviewing their Week 2 assessments and outcomes. They will continue their investigation

of cells this week, but in relation to energy. Students will define energy as something we need to do work, which

includes growing, breathing, thinking, moving, reproducing, etc. Students will revisit ‘resource’, as they learn how

plants get energy from the sun, how human gets energy from food, and the role that cells play. Both plants and

humans need cells to create and transport energy throughout the organism. Without energy there would be no life,

because all organisms need energy to carry out all functions.

Note: This week is an introduction to the processes of photosynthesis and digestion as the ways plants and humans get

energy through cellular processes. This is not an in depth study of either process. The goal is for students to identify the

similarities and differences in energy transfer between plants and humans.

12 While students will present each week in all classes in Weeks 3 and 5, Science presentations will not begin in these weeks until Unit 2. Students will, however, present in Week 6 in Science Unit 1.


Week 3: PRESENTATIONS & WRITING

TEXT Non-Print Print: Central Print: Supplementary

Photosynthesis • Learn about Plants-Photosynthesis (video) http://www.youtube.com/watch?v=1gLa5EWn9OI • Photosynthesis diagram

http://www.sheppardsoftware.com/content/ animals/kidscorner/foodchain/photosynth.gif

Digestion

• Human Digestive System (video) http://www.youtube.com/watch?v=b20VRR9C37Q

• Digestion System Diagram

http://www.teachpe.com/images/ digestive_system.jpg

• Week 3 LEA Text- Energy

• Energy from the Sun by Allan Fowler

• From Seed to Plant by Allan Fowler

• Investigate Sunlight by Sue

Barraclough






energy

photosynthesis

digestion Photosynthesis and digestion must be illustrated on concept maps. Students can draw or be provided with diagrams.

Nouns: process, chemical Signal Words: first, then, next, finally

Nouns: blood, glucose, sugar Verbs: give, take, absorb, travel, use, change, break down


Week 3: GROUP PRESENTATIONS & WRITING13


11 CO: Identify reasons why all living things need energy. LO: Define ‘energy’ and explain cause and effects using ‘We need energy to + verb.’

Review Week 2 Assessment & Introduce ‘Energy’ with See-Think-Wonder After reviewing Week 2 assessments and outcomes, the teacher will simulate an experience that ‘shows’ an energy jolt that comes from drinking soda. Students will process this experience using see-think-wonder. Students will create a concept map for ‘energy’ and list all of the things we need energy for. Begin LEA text.

12 CO: Describe the basic process of photosynthesis. LO: Orally describe steps in the process using ‘First…then…next…finally’ and structure vocabulary.

Plant Energy: Photosynthesis Introduction Students will predict where plants get energy from, given that they do not eat food. Students will watch a short video of photosynthesis (Learn about Plants-Photosynthesis, link on pg. 11) and, as the teacher pauses, describe what is happening using LEA. This will be named ‘photosynthesis’ at the end of class and students will enter this diagram into their binders to use in warm up tomorrow. The teacher needs to highlight the meaning of ‘photo’ and ‘synthesis’ to start building awareness of word parts and their meanings.

13 CO: Describe the process of digestion in the human body. LO: Orally describe steps in the process using ‘First…then…next…finally’ and structure vocabulary.

Human Energy: Food and Digestion System Introduction14 Students will begin the class by reading the LEA text from photosynthesis and using the diagram to explain the process to a partner. Then students will move to human energy. Before watching a short video, students will predict how food changes into energy in humans using the Human Body Diagram. They will watch a short video on human digestion (Human Digestive System, see link on pg.11). They will describe this process through LEA adding a new paragraph for humans. (Optional Lab Demo: You might want to show students the vinegar / egg shell experiment to show a chemical change. This illustrates a process that is similar to the chemical breakdown of food in the digestive system.)

13 In all other units, Week 3 is for group presentations. In Unit 1, however, students will not present but they will focus on compare and contrast thinking and writing at the end of the week. 14 Students do NOT need to learn all of the organs in the digestive system. The big idea is that is that food travels through the body and it is absorbed into the blood through cells. The blood then carries this to all cells in the body who use this as energy.


14 CO: Review photosynthesis and digestion. Identify similarities and differences between the processes of photosynthesis and digestion. LO: Orally and in writing describe steps in the process using ‘First…then…next…finally.’ Compare and contrast the processes using ‘Both _____ and _______ ________. _________ but ____________.’

Review using LEA Text Students will read the LEA for the week and engage in several activities to both processes, including retelling the processes using diagrams. Use a Venn diagram to compare the processes, and students describe using sentence frames. Students will practice saying and writing compare and contrast sentences using the frames. Add to the LEA text.

15 CO: Review the processes of photosynthesis and digestion. LO: Ask and answer WH questions about cells and energy.

Review, Learning Log & Bean Plant Data Students will read the LEA text in partners. They will review the week’s content and language and complete a learning log. Students will spend the part of the period collecting and recording plant data.





FOCUS QUESTION

How does energy go in and out of the human body?

OVERVIEW

After reviewing Week 3 assessments and outcomes, students will begin Week 4 with an investigation of food. Students

have identified food as an energy source, and this week they will focus on more closely on food as ‘energy in.’ They will

learn that while certain foods are healthier than others, ‘balance’ is essential in a healthy diet. This week’s activities

include sorting into different food groups, understanding calories, and identifying foods that provide a lot or a little

energy. Students will analyze food labels15 and learn how to identify serving size, calories, fat, sugar and sodium

content as well as vitamins and minerals. Students will begin a personal food log in their Science journal16 to keep track

of their daily food intake.

Note: During the analysis of food labels, the teacher should engage students in a discussion of ‘imbalance’ and what

happens when you eat too much sugar or salt and fat. Many students come from families and communities with high

rates of diabetes and heart disease. While students will not do an in-depth study of food related illnesses, they should

be aware of the major dietary contributors to the common diseases that affect people they know.

15 An analysis of fats, carbohydrates and protein is not included in this unit. 16 You might also choose to have students keep online food journals, if you have regular access to technology. This way students can see their calorie intake without having to calculate calories. www.myfitnesspal.com is one of many programs that keeps track of calories consumed and burned.


Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT TEXT

Non-Print Print: Central Print Supplementary • Sugar in Coke (picture)

http://pics.blameitonthevoices.com /052009/how_much_sugar_is_there_in_it.jpg Food labels (coke and diet coke) http://www.grandviewdentalcare.com/wp-content/uploads/2009/06/coke_nutrition_info.gif (coke and diet coke)

• Food pyramid http://www.whale.to/a/food_pyramid.gif

• Food Labels

http://labelchoices.com/wp-content/uploads/2009/07/nutritional.gif (potato chips)

• Week 4 LEA Text- Energy In: Food


• Food from Farms by Nancy Harris

• World of Farming: Farms Around the World by Catherine Veitch

• Graph of diabetic/ normal blood

sugar http://2.bp.blogspot.com/-XbpiWSjbUtg/T6lVs9SG4jI/AAAAAAAAHyI/ UeegoRRz_jQ/s1600/diabetes-blood-sugar-chart.jpg





diet This concept is best illustrated using two diagrams: 1. Food pyramid 2. Food label (included in links above)

balanced-imbalanced

healthy-unhealthy

Adjectives: nutritious

Nouns: calorie, fat, sodium/ salt, fiber, vitamins, sugar Verbs: gain weight, lose weight


Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT17


16 CO: Explain the amount of sugar in coke and its effect on energy. LO: Read and identify sugar grams on a food label using ‘______ has _______ grams of sugar.’

Review Week 3 Assessment & Soda Demonstration using See-Think-Wonder After reviewing the Week 3 assessments, the class will watch a simulation. The class will watch as the sluggish, low energy teacher measures ten teaspoons into twelve ounces of water and proceeds to drink it (not all!). Then the teacher will show a spike in his/ her energy, followed by a crash. Students will process this using see-think-wonder, and the teacher will reveal that this is the amount of sugar in a can of coke by showing a food label, as well as other sugary drink labels with similar levels. Students will discuss how much soda (or other sugary drinks) they consume and how they think this affects their energy. Students will then be introduced to the weekly question. For homework and following a model using the coke label, students will find five food labels in their house and enter the food name and sugar grams into a chart.

17 CO: Classify foods into group. LO: Justify using ‘_______ goes in this group because it _____________.’

Sort Foods into Food Groups & Concept Map for ‘balanced’ ‘imbalanced’18 After sharing homework, students will watch a demonstration by the teacher of ‘balanced’ and ‘imbalanced’ in order to define the concept. The teacher will start an energy in/ out chart and begin to list different foods we eat to give us energy, defining ‘diet’ as the food we eat. Students will learn about the food pyramid and classify various foods into food groups. Begin LEA text. Students will enter a food pyramid into their notebooks and annotate the different groups and foods in home language. Students will set up their food logs19 (sample food log is included in student materials, with directions) to use for the next two weeks.

17 The ‘print’ for this week is food labels. 18 A group of students can do a challenge project on analyzing the nutritional value of school lunch, and recommendations to make it healthier. 19 Sharing data from food logs should be part of warm-‐ups during Weeks 4 and 5.


18 Analyze Food Labels & Evaluate Food as Healthy or Unhealthy Students will analyze food labels as a class, and enter a food label in their binder, annotating with words in home language. ‘Calorie’ will be defined as ‘energy.’ Students will learn that food gives both energy (as calories) and nutrients by looking at food labels. Continue with LEA text.

19

CO: Create a graph that shows nutritional content of different foods. Evaluate as healthy or unhealthy. LO: Read labels and justify foods as healthy/ unhealthy using, ‘_______is healthy/ unhealthy because it has _____________.’

Analyze and Graph Food Labels & Evaluate Food as Healthy or Unhealthy Following a model, each group will create a graph for the food including a title, drawing of the food, side bar with calories, serving size, sodium and vitamin %. They will create a graph to show the sugar, fat, and fiber grams. The chart will also include an evaluation statement about whether the food is healthy or unhealthy.

20 CO: Use visuals to present on a food. LO: Orally present to an audience using target vocabulary and sentence frames.

Present graphs20 Each group will present their food and graph to the class. The teacher synthesizes the information and engages students in a discussion and LEA chart about how calories give energy, but not all calories are equal. The class discusses why fruits and vegetables are healthy, and why junk food is not, as well as how a hundred-calorie banana differs from a hundred-calorie piece of candy. Students should understand that most foods that come from plants are healthy because they are low in calories, fat, sugar and sodium and are high in fiber and vitamins.



20 In other units, students are not presenting in Lesson 20. The group graphs and the presentations are the assessment for the Week 4.



FOCUS QUESTION

How does energy go in and out of the human body?

OVERVIEW

Students will begin Week 5 by reviewing Week 4 assessments and outcomes. Then they return to their ‘Energy Balance’

T-chart, with columns for ‘energy in’ and ‘energy out.’ Since last week’s focus was on food as the energy we put in our

bodies as food calories, the Week 5 focus is on ‘energy out’ in the form of exercise. The overarching concept is

‘energy balance,’ with activities that illustrate the importance of balancing the calories we consume with the calories

we burn through exercise and other activities. This week students will calculate calories in and calories out, as well as

conduct a simple experiment with heartbeat during different kinds of physical activity. In the final activity for the week,

students will analyze their energy balance for a typical day in their home country and the U.S.



TEXT Non-Print Print: Central Print: Supplementary

• ESL Verb Lists (for physical activity)

http://www.englishcurrent.com/wp-‐content/uploads/2012/09/action-‐cards-‐game1.jpg http://www.englishcurrent.com/wp-‐content/uploads/2012/09/action-‐cards-‐game2.jpg • Effects of energy on the heart

http://www.youtube.com/watch?v=_AXQnM-jai0

• Week 5 LEA Text- Energy Out:

Exercise

• Calorie Needs Chart

http://www.chartsgraphsdiagrams.com/ HealthCharts/calorie-requirement.html






physical activity

This concept is best illustrated through a picture glossary of physical activities, ranging from low

energy (cooking) to high energy (running).

burn energy

heart rate pulse-oxygen

Adjectives: typical

Nouns: blood Verbs: move, exercise, pump Adjectives: underweight, healthy weight, overweight, dangerous, more, less Adverbs: in-out




21 CO: Infer why people may be are overweight, normal weight, under weight. LO: Infer using ‘I think __________ is underweight/ normal weight/ underweight because _____________.’

Review Week 4 Assessment & Balance: Energy In/ Energy Out After reviewing the assessment and outcomes from Week 4, the teacher will review the Week 4/5 question and the ‘energy in’ column that lists foods and their calories. Students will understand that part of maintaining a healthy body means keeping a balance between how much energy (calories) goes in the body through eating and how much energy (calories) goes out of the body through exercise. Students will use a chart to find out their calorie needs each day. Students will analyze three pictures of people: 1. Overweight 2. Normal weight 3. Underweight . They will make inferences about the energy input/ output of the different people. The teacher will facilitate an LEA text about the balance of energy in and energy out.

22 CO: Calculate pulse rate for different physical activities and infer why there are differences. LO: Describe what happens using ‘When I _________, my pulse is _______ beats per minute.’ 21

Energy Out: Lab # 4: Measuring Pulse During Activities Students will focus on the ‘energy out’ column and list activities we do that use energy. In partners, students will then participate in different physical activities and collect data, each for 1 minute using stopwatches. Activities will include walking in place and jumping jacks. Partners will record three pulse measurements in a table: resting, after 1 minute of walking, and after 1 minute of jumping jacks. Students will infer why the pulse rates were different, and what might be happening in the body.

21 Students will compare their inferences to the video information tomorrow.


23

CO: Identify causes for increased pulse with exercise. LO: Explain cause and effect using ‘because’ and ‘so.’

Energy Out: Heart Rate Video Students will review their inferences from yesterday about why pulse changes. Then they will watch an animated video on the effects of exercise on heart rate. Students will describe the video, and learn that the heartbeats faster to provide more oxygen to cells. This will be added to the week’s LEA text.

24 CO: Create an energy in/out chart for a day in my country and a day in NY. LO: List foods and activities using glossary lists as a reference.

My Health: Diet and Physical Activity In my Country and in the U.S. After reading the LEA text for fluency, students will create two energy in/ out charts (each on 11X17 paper), one for a typical day in their home country and a typical day in New York. For each chart, students will list food consumed as well as physical activities. Students will evaluate their health, in terms of diet and physical activity, in both home country and New York.

25 CO: Create an energy in/out chart for a day in my country and a day in NY. LO: Evaluate in which location diet and physical activity were more balanced using ‘In _________________ my diet and physical activity are more/less/ equally balanced because ___________________. ‘

My Health: Diet and Physical Activity In my Country and in the U.S. Students will present their charts to a partner or a group when complete. Students will share their findings with the class. Ask students about the foods they ate in their countries that came from plants grown, and highlight this important connection between people and plants. The teacher will tally student responses and create a graph to represent the data. The class will complete the LA text on energy balance.




Week 6: CREATIVE PROJECTS & PRESENTATIONS

FOCUS QUESTION

FQ: What makes a balanced school lunch?22 OVERVIEW

After reviewing the Week 5 assessments and outcomes, students will be introduced to the project for Week 6, where

groups23 will create and present food graphs related to school lunch. The first three days of the week are for students to

prepare their group presentation and last two days are for presentations. Each group will create two graphs on chart

paper and present them at the end of the week. In groups of four, two students can work on each graph. 24

Graph 1- A Typical School Lunch

Two students will draw the ‘plate’ and list three foods and/ or drinks in a typical school lunch and graph their nutritional

information.

Graph 2- Vision of a Healthy School Lunch

Two students will draw the ‘plate’ and list three foods and/ or drinks in an ideal school lunch and graph their nutritional

information.

In their presentation, students will need to explain the differences in the graphs and why graph 2 shows a healthier

school lunch.

22 Typically the project returns to the unit EQs. In future revisions, the project will need to be revised to do this. The return to the EQs will come in the review lessons following Week 6, in preparation for the Unit 1 exam. 23 The Unit 1, Week 6 projects for ELA and SS are individual, but the project for Science is in a group. 24 Models for this project will NOT be included in the curriculum for the 2013-‐2014 school year. Teachers must create these two graphs as models to guide the groups. Groups can work much more efficiently when they have models to follow.


Week 6: CREATIVE PROJECTS & PRESENTATIONS

TEXT Non-Print Print: Central Print Supplementary

• Students will research online to find the food labels they need for the foods in their two graphs. If you include ‘healthy/

unhealthy plate’ as part of project, see these images: • Healthy Plate

http://www.healthykidsplate.com/2011/12/dinner-on-plate/ http://healthylivingnw.blogspot.com/2011/09/few-months-ago-usda-replaced-food.html http://www.superhealthykids.com/uploads/files/4534/large/201111breakfast-on-healthy-plate.jpg • Unhealthy plate

http://www.dreamstime.com/royalty-free-stock-photos-bacon-egg-toast-tomato-fried-breakfast-image4148828 http://i.istockimg.com/file_thumbview_approve/4505777/2/stock-photo-4505777-unhealthy-food-plate.jpg





recommendation

Verb: improve

There are no new tier 1 words this week.


Week 6: CREATIVE PROJECTS & PRESENTATIONS25


26 CO: Create a plan for the graphs. LO: Collaborate and negotiate using ‘My idea is_______’ ‘I agree/ disagree because____’

Prepare: Model and Plan After reviewing Week 5 assessments and feedback, students will see a teacher model of the project groups need to create and present. Groups will decide how to divide the tasks, and they will plan the information that will go on each graph.

27 CO: Organize data in a table. LO: Read and transfer information from a food label.

Prepare: Research Students will take the information from their plan and gather nutritional information from the internet and / or teacher handouts. They will complete the information for the graphs they will create tomorrow.

28 CO: Create a graph. LO: Represent data visually and with words.

Prepare: Drawings and Graphs Students will create their graphs, which must include all elements of the teacher models.

29 Practice & Present The teacher will model a presentation. Groups will have 15 minutes to practice presenting, following the model. One to two groups will present toward the end of class.

30

CO: Present information from a graph. LO: Describe using ‘This food is/ has______’ and evaluate using ‘This food is healthy/ unhealthy because ______________.’

Present The other groups will present today. The teacher will synthesize the learning, and highlight the importance of certain foods in a balanced diet.



25 You might want students to show what the ‘unhealthy’ and ‘healthy’ plates look like for the cafeteria food. See images for healthy/ unhealthy plate in the links on page 23.

Documents

Science Unit 1-Weekly Lesson Outlinebridges.ws.gc.cuny.edu/.../07/3.Science-Unit-1-Weekly-Lesson-Outli… · Science Unit 1 Weekly Lesson Outline 6 Weeks= 30 Lessons1 1Inallsubjects,Unit1issixweekslong.Allotherunits