Unit Title: Eco-Friendly 10 Days

Unit Title: Eco-Friendly 10 Days

/ Science
Lesson Plan
Teacher:
7th Grade Science Teacher / Grade:
7th Grade
Lesson Titles:
Week 1: “Eco-Friendly” – Watershed Health
Week 2: “Eco-Friendly” – The Science of Gardening
STRANDS
Science – Earth – Man’s Effect on the Environment
Embedded Inquiry
Motion – Preparation for 8th Grade Curriculum
LESSON OVERVIEW / Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will learn about man’s effect on the environment. This set of lessons will focus on the study of water quality and water pollution. The inquiry components of this week’s lessons will include experimentation and the creation of a science laboratory write-up. The students will apply their inquiry and problem solving skills while determining the relationship between macro invertebrates and water quality. The students will participate in a project will span two project days this week. During these projects students will gain a real-world understanding of the application of these skills and content.
Students will begin the second week by wrapping up their learning about man’s effect on the environment. The students will apply their inquiry and problem solving skills while determining the relationship between macro invertebrates and water quality.
Students will then study the science of gardening. The students will participate in a project that will span two project days this week. During these projects students will gain a real-world understanding of the application of these skills and content. The students will learn about the chemistry, ecology, and biology of gardening.
MOTIVATOR / Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
The motivator for the firstweek will be a video montage that focuses on pollution and man’s effect on the environment. This motivator video will be shown during a science class on Monday. When students have science class on Monday they will be studying the cause and effect of air, land, and water pollution. (Appendix A – “A Natural Focus with Laurie Sanders: Water Quality”.
The motivator for the second week will be a skype interview with a local greenhouse owner, worker, or operator regarding the science of gardening. The students will be able to ask questions they have prepared for the event.
DAY /

Objectives

(I can….) /

Materials & Resources

/

Instructional Procedures

/ Differentiated
Instruction /

Assessment

1 / I can differentiate between renewable and nonrenewable resources in terms of their use by man.
I can evaluate how human activities affect the earth’s land, oceans, and atmosphere.
I can determine the impact of man’s use of renewable and nonrenewable resources on future supplies.
I can evaluate how human activities affect the condition of the earth’s land, water, and atmosphere.
I can describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading.
I can analyze and evaluate the impact of man’s use of earth’s land, water, and atmospheric resources. / Materials:
1. T chart (labeled on board)
2. Pre-Test (Man’s Effect)
3. Video – Man’s Effect
4. Post-Test (Man’s Effect)
5. PPT – Water Quality
6. Exit Ticket / Essential Questions:
·  How do human impact the environment – positively and negatively?
·  Compare and contrast land, air, and water pollution?
·  What are some causes and effects of land, air, and water pollution? / Differentiated Instruction:
- Remediation: Peer Tutoring, Guided Notes, Visual Aids, Prompting, and Reduced assignment
- Enrichment:
Peer Tutoring / Formative Assessment for lesson effectiveness:
- Bell Work and Exit Ticket
- Water Quality Pre-Test and Post-Test
Topic – “Eco-Friendly” – Watershed Health
Set
Bell Work – 10 minutes
-  Pros & Cons list of Man’s Effect on Environment (T-chart).
-  Discussion =
Is there a connection between the “pros” and the “cons”? Does one cause the other? What are the causes of the items listed in the “cons” list?
-  Think-Pair-Share
Pre-Test
Pre-Test – 5 minutes
-  Man’s Effect on the Environment
-  Water Quality Focus
Video Clip
“Introduction to Land, Air, Water Pollution” – 20 minutes
-  Review information and discuss.
-  Post-Test for Video comprehension
Direct Instruction
Water Quality & Water sheds PPT
-  Focus:
a.  What is it?
b.  How is it affected?
c.  How do we qualitatively and quantitatively check water quality?
d.  What is the long-term impact?
e.  How can we change water quality for the better?
Closure
Exit Ticket – 5 minutes
-  Students will define watershed, list two ways water quality is impacted, and describe how water quality is measured.
2 / I can differentiate between renewable and nonrenewable resources in terms of their use by man.
I can evaluate how human activities affect the earth’s land, oceans, and atmosphere.
I can determine the impact of man’s use of renewable and nonrenewable resources on future supplies.
I can evaluate how human activities affect the condition of the earth’s land, water, and atmosphere.
I can describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading.
I can analyze and evaluate the impact of man’s use of earth’s land, water, and atmospheric resources. / Materials:
1. KWL Chart – colored paper and markers
2. iPads for research
3. Lab – Oily Birds Data Sheet
4. Large Plastic Cups
5. Vegetable Oil
6. Feathers
7. Sponge
8. Paper Towels
9. Water
10. Dish Detergent
11. Science Write-Up Rubric / Essential Questions:
·  How do human impact the environment – positively and negatively?
·  Compare and contrast land, air, and water pollution?
·  What are some causes and effects of land, air, and water pollution? / Differentiated Instruction:
- Remediation: Explanations on Science Lab Write-Up, Heterogeneous Grouping, and Hands-On Activity
- Enrichment: Peer Tutoring, Heterogeneous Grouping, and Hands-On Activity / Formative Assessment for lesson effectiveness:
Set
- “KWL” chart
Closure
- Exit Ticket
Science Lab Write-Up
Topic – “Eco-Friendly” – Watershed Health
Set
Bell Work – 15 minutes
-  Research two events that have impacted water quality.
1. Specific (with dates)
2. Local or Global
-  Write on KWL Chart – K and W section.
-  Write two sentences about each.
-  Discussion – 5 minutes
Small Group Laboratory Project
Oily Birds (Groups of 3) – 30 minutes
-  Students will work in groups of three to conduct an oil spill simulation.
- Whole class review of directions.
-  Record research question, hypothesis, and variables.
-  Small Groups will experiment and collect data.
-  Students will complete the Science Write-up sheet by analyzing data and forming a conclusion.
Closure
Exit Ticket – 5 minutes
-  What have you learned from today’s lab?
-  Complete the KWL chart by writing your response in the L section.
Homework – Complete “Oily Birds – Written Report” (due Friday)
3 / I can differentiate between renewable and nonrenewable resources in terms of their use by man.
I can evaluate how human activities affect the earth’s land, oceans, and atmosphere.
I can determine the impact of man’s use of renewable and nonrenewable resources on future supplies.
I can evaluate how human activities affect the condition of the earth’s land, water, and atmosphere.
I can describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading.
I can analyze and evaluate the impact of man’s use of earth’s land, water, and atmospheric resources. / Materials:
1. Bell Work question incorporated into PPT
2. PPT – Macro invertebrates & Water Quality
3. Collage / Chart Activity Directions
4. Pictures of Macro Invertebrates
5. Description of Macro Invertebrates
6. Poster Board
7. Markers
8. Scotch Tape
9. Completed Organization Chart / Essential Questions:
·  How do human impact the environment – positively and negatively?
·  What are some causes and effects of water pollution?
·  What is the relationship between macro invertebrates and water quality?? / Differentiated Instruction:
- Remediation: Peer Tutoring, Heterogeneous Grouping, Visual, Hands-on, and Verbal learning activities
- Enrichment: Peer Tutoring, Heterogeneous Grouping, Visual, Hands-on, and Verbal learning activities / Formative Assessment for lesson effectiveness:
Set & Closure
- Bell Work and Exit Ticket
Small Group Activity
- “Macro invertebrates collage” hypotheses, presentations, and checking their work
Topic – “Eco-Friendly” – Watershed Health
Set
Bell Work – 5 minutes
-  What is a macro invertebrate?
-  Where do macro invertebrates live?
-  What do macro invertebrates do?
-  What do macro invertebrates eat? Where do they fit in an ecosystem of a stream?
-  Provide two examples of macro invertebrates.
Direct Instruction
Relationship between Macro invertebrates and water quality PPT – 20 minutes
-  Students will take notes in their science notebook.
-  Students will learn about the lesson’s essential questions.
Small Group Work – Collage
Small Group Work – 20 minutes
-  Students will hypothesize where a variety of macro invertebrates would be found given the macro invertebrates picture, description, needs, and food.
-  Students will create a poster board collage chart with tape and markers.
-  The collage will represent their hypotheses.
-  Each small group will present their collage.
-  A completed and correct collage will be presented to the class so they may check their work and discuss any misconceptions.
Closure
Exit Ticket – 5 minutes
-  Students will reflect and respond to the following questions:
1.  What is the relationship between macro invertebrates and water quality?
- For example – Why are _____ found only in high quality (un-polluted) water?
Homework – Complete “Oil Birds – Written Report” (due Friday)
4 / Essential Questions:
Project Day – Refer to Unit Plan
5 / Essential Questions:
Project Day – Refer to Unit Plan
6 / I can differentiate between renewable and nonrenewable resources in terms of their use by man.
I can evaluate how human activities affect the earth’s land, oceans, and atmosphere.
I can determine the impact of man’s use of renewable and nonrenewable resources on future supplies.
I can evaluate how human activities affect the condition of the earth’s land, water, and atmosphere.
I can describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading.
I can analyze and evaluate the impact of man’s use of earth’s land, water, and atmospheric resources. / Materials:
1. Student field journals
2. Bell work chart and answers
3. Macro invertebrates information, charts, and books, or links
4. Our Stream’s Water Quality PPT
5. Exit Ticket – on back of Bell work sheet
6. Colored pencils
7. Rulers
8. iPads / Essential Questions:
·  How do human impact the environment – positively and negatively?
·  Compare and contrast land, air, and water pollution?
·  What are some causes and effects of land, air, and water pollution? / Differentiated Instruction:
- Remediation: Peer Tutoring, Guided Notes, Visual Aids, Prompting, Hand-on activity, Community link, and Reduced assignment
- Enrichment:
Peer Tutoring, Hand-on activity, and Community link / Formative Assessment for lesson effectiveness:
- Bell Work and Exit Ticket
Topic – “Eco-Friendly” – Watershed Health
Set
Bell Work – 5 minutes
-  What type of data did you collect at each field station during the project days – quantitative or qualitative, explain?
-  Students will answer this question using the prepared chart.
-  Discussion =
How can this data help you determine the overall biodiversity, interdependence, and health of our school campus?
-  Think-Pair-Share
Whole Class Discussion and Lab Analysis
Class Discussion and Data Analysis – 30 minutes
-  Creating a class period data chart.
1.  Identify the macro invertebrates.
- Look at the needs and actions of the macro invertebrates identified.
- Work in pairs.
2.  Chart the macro invertebrates according to their association with water quality.
- According to the location of collection.
- Work in pairs.
3.  Create a class chart according to pair work and location.
Direct Instruction
Water Pollution – Cause & Effect
-  Water Pollution – Causes and Effects PPT
f.  Possible sources of local pollution to creak water quality
- The watershed associated with our creek.
- Explain cause and effects.
- What can we do to fix the water quality?
Closure
Exit Ticket – 5 minutes
-  Students will explain two ways you are going to help improve the local water quality.
7 / Essential Questions:
Project Day – Refer to Unit Plan
8 / I can explain the basic difference between acids and bases.
I can determine whether a substance is an acid or a base by its reaction to an indicator.
I can identify the basic properties of acids and bases. / Materials:
1. Bell Work – sheet for questions
2. Sharing Activity – white board and expo markers
3. Science of Gardening PPT
4. Soil and Fertilizer Lab – samples (5), science write-up sheet, testing pH and composition / Essential Questions:
·  What is the relationship between gardening and science?
·  What is pH?
·  Compare and contrast acids and bases. / Differentiated Instruction:
- Remediation: Peer Tutoring, Heterogeneous Grouping, Visual, Hands-on, and Verbal learning activities
- Enrichment: Peer Tutoring, Heterogeneous Grouping, Visual, Hands-on, Link to High School Content Subjects, and Verbal learning activities / Formative Assessment for lesson effectiveness:
Science Lab Write-Up
Topic – “Eco-Friendly” – The Science of Gardening
Set
Bell Work – 5 minutes
-  Students will respond to the following questions:
1.  Do you or your family have a garden? Or a neighbor?
2.  What types of plants to you grow?
3.  Do you have any special food or treatments for your garden to be healthier? Where di you learn about this method? Why do you do this (specifically)?
-  Share and Discuss – 10 minutes
Direct Instruction
The Science of Gardening PPT – 20 minutes
-  Students will take notes in their science notebook.
-  Students will learn about the lesson’s essential questions.
- Companion plants
- pH
- Trophic levels and interdependence
Hands-on Lab
The Chemistry of Soil and Fertilizer – 20 minutes
-  Students will record the research question, hypothesis, and variables.
-  Students will observe samples with testing materials.
-  Students will work in groups of two.