Curriculum & Planning, Education, Lesson Plans, Resources, Science

The Next Generation Science Standards & Lesson Planning

At the NSTA’s Boston Conference this year, I attended a Professional Development Institute on the Next Generation Science Standards. Since then, I have been looking forward to taking the time to review the standards in greater depth and consider how I can incorporate them into my curriculum.

I am pretty lucky to work at a private school that gives me a good deal of freedom with what and how I teach.  I have a set of standards for each grade level – but to be honest, they are nearly identical.  There are perhaps ten changes between fifth and sixth grade’s seven page documents.  I have been thinking how challenging it is to cover all of that material in one year’s time (and actually, in only three quarters of the year, because I am supposed to teach health as well!), and really, how unfeasible it is to truly explore the content.

As I started to brainstorm some approaches for next year, it occurred to me that because I teach two grades, and these middle level grades are all working towards the same school curriculum documents and NGSS standards, I could divide the curriculum in half.  Fifth grade could explore one half of the seven page list of standards, and sixth grade could cover the other half.  This allows us to take enough time to truly engage with the content and build science practices, instead of just memorizing and “spitting back” a cursory overview of the topic.

Right now, I’m leaning toward starting with the physical sciences in fifth grade (matter and energy), moving into earth science (energy resources/natural resources), and ending with a unit on weather, climate, and global warming/climate change.  Then in sixth grade, they would begin by taking a broad view of life science through the study of ecology, move into biodiversity, and end with a focus on biology (organisms, life cycles, adaptation, anatomy, etc.).  Additionally, I plan to include a “citizen scientist” project and/or a service learning component. With this approach, I would still meet all the standards I am required to over the course of two years, but students would have time to reach deeper depths of complexity and understanding.

Anyway, I will be posting my unit plans on the blog as I complete them, but in the mean time, check out the new lesson planner I created —

NGSS Lesson - Navy Chevron.pdf (Original)
NGSS Lesson Template

While the other lesson plan templates I have made focused on Common Core State Standards and 21st Century Skills, this template is designed for lessons that align with the NGSS.  There are spaces to checkmark which Science and Engineering Practices students are developing and also which Crosscutting Concepts are to be incorporated into the lesson.  It also has room to record the Disciplinary Core Ideas that the lesson will address, as well as the Performance Expectations students are working toward mastering.  On the second page, there are spaces for you to record your lesson’s Warm Up, Instruction, Activity, and Assessment.

I plan to create more designs for this template, utilizing different colors and patterns.  Do you have any designs you would really want to see? I am always up for suggestions!

Advertisements
Curriculum & Planning, Education, Lesson Plans, Middle School, Resources, Science

Science Unit: Introducing Ecology

Right now, my sixth grade students are working through a unit on ecology.  Our first topic is “Interactions in Ecosystems,” and we are looking at everything from the biotic/abiotic factors that are impacting each other to the various types of ecological relationships between organisms in ecosystems.

My school goes by standards set through the Catholic Diocese.  Some of the standards that this first topic addresses are:

S63.22 Define environment.S63.23 Explain characteristics of his/her environment.S63.1 Describe characteristics of living and non-living things.S63.2 Classify familiar objects as living or non-living.S63.3 State basic needs of living things.

S63.29 Construct food chains/food webs illustrating energy flow in an ecosystem.

S63.30 Define and correctly use the terms: producers, consumers, decomposers.

S63.31 Describe ways in which populations of plants and animals in a community interact with one another and their environment.

S63.24 Give examples of changes in environments.

Additionally, I have been trying to incorporate into my curriculum the Next Generation Science Standards.  The activities in this mini-unit begin to address NGSS MS-LS2  Ecosystems: Interactions, Energy, and Dynamics.  According to NGSS, “Students who demonstrate understanding can analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. MS-LS2-1”  Similarly, this unit’s focus on interactions in an ecosystem, such as competitive, predatory, and mutually beneficial, aligns with MS-LS2-2, “Students who demonstrate understanding can construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.” Finally, the MS-LS2-3 standard that addresses the flow of energy in ecosystems is considered in this unit.

I begin each class period with a “Warm Up” or “Bellringer.”  Sometimes my Warm Ups review information from the last class, while at other times they preview the information to come.  I also use these questions to assess prior knowledge.  The first Warm Up for this unit asked: What do you need to survive?

Huh, I don’t see a cell phone anywhere on there.

Water, shelter, air, and food – those are our basic needs.  We tied these needs to the idea of a habitat, or where an organism lives.  A habitat must provide these basic needs if we are to live there.

Branching off from this, we started discussing different types of habitats, and then took a closer look at  a few. Each group received a picture, like the ones below, and were asked to make a list of all aspects of the represented environment that interact in the image.

 

 

After students shared some of the things they listed, I asked them to sort their lists into living and nonliving things.  We then discussed the terms “biotic” and “abiotic” by first discussing the words “symmetrical” and “asymmetrical.”  Students easily put together that “a” in front of the word indicates it is NOT something, and with that knowledge, they were able to make the connection between biotic and abiotic. 

I followed up this discussion with a similar activity, in which students listed the biotic and abiotic elements of a fish tank.  For this activity, I gave them a drawing, although we also have a tropical aquarium in our classroom that they could use as a resource.  After identifying biotic and abiotic factors, students made predictions about the consequences of various actions.

For example:

  • If the water suddenly dried up, I predict…
  • If the temperature increased, I predict…
  • Without soil, I predict…
  • Without sunlight, I predict…

After this introduction to ecosystems and the elements within them, we moved on to the concept of populations and completed a hands-on population sampling activity to estimate population sizes.  Students enjoyed this very much, and it was a great way to tie in math as well. You can download the papers for the activity at my TeachersPayTeachers store – just click on the image below! Also, you can download the entire plan, for FREE, right here: Mini Unit: Community Interactions!

population sampling science learning activity
Population Sampling Activity

 

 

Lesson Plans, Middle School, Resources, Science

Unit Assessment: The Story of A Rock

This past week, my sixth grade students wrapped up their unit on earth science.  Over the last few weeks, we have covered topics like the layers of the earth, plate tectonics, rocks, minerals, the rock cycle, weathering, and erosion.  To sum it all up, I asked students to create a story about a rock, tying together these different topics.

A few students emphasized the story part (missing the science), while a few got the science down pat but missed the mark on the storyline. One group, however, did an EXCELLENT job with not just their story and science but also their animation! These students used an iPad app to animate their Story of A Rock.

Enjoy!

 

PS – For more information about the Story of A Rock assessment, check out the listings at my Etsy and TeachersPayTeachers stores.  You can buy the instructions and rubric for only $1.50!

Curriculum & Planning, Lesson Plans, Middle School, Resources, Science

Simulating An Oil Spill Clean Up

My students are continuing their year-long study of energy by investigating its ties to Earth Science, particularly in the form of fossil fuels.  My goal in this unit is to demonstrate the effects of using fossil fuels on the environment.  While certainly a big impact of fossil fuel use is climate change, my focus in this unit is the environmental impacts of extraction.  (I plan to get into climate change in the next unit, as we examine climate and weather and their impacts on ecological systems.)

In my last post, my students investigated the effects of surface mining on “Earth Cookies.” I wanted to find a similarly hands-on activity to investigate oil extraction, particularly off-shore oil drilling.  I came across an idea online to simulate an oil spill clean up using vegetable oil, food coloring, and student creativity.  From this basic framework, I created a set of instructions and student printables for this activity.  You can find it at my website:

oil spill clean up student activity hands-on learning
$5.00 PDF

First, my students learned about oil by exploring the EIA Energy Kid website.  We also watched a short video on the Exxon Valdez oil spill in Alaska 1989, and read about the 2010 Deepwater Horizon explosion and oil spill.  Finally, students created a chart to list the different tools and strategies that are used in the real world to clean up oil spills.

The list they created included:

– booms  (that contain or corral oil slicks)

– skimmers (that scoop oil from the surface)

– sinking agents (that bind to oil and make it sink to the bottom)

– sorbents (that absorb oil)

– biological agents (fertilizers that speed up plant growth and therefore biodegradation)

– dispersants (that break petroleum into small droplets)

Working from this list, students created their own devices that fulfilled these different purposes.  I provided students with a number of supplies, from cotton balls and string to corks and craft sticks.  They then worked in small groups to develop booms and skimmers, and to identify what materials they would use for sorbents and sinking agents.

 photo IMG_4159.jpg

 photo IMG_4161.jpg

This took about two 45 minute class periods, and they came up with some really creative ideas.  You can see some of their designs below:

 photo IMG_4167.jpg

 photo IMG_4165.jpg

After this engineering activity, students created an oil spill to test their strategy.  One student acted as the group’s recorder, documenting the evaluation of each device and the group’s observations.

 photo IMG_4191.jpg

 photo IMG_4180.jpg

 photo IMG_4184.jpg

This activity was definitely a success.  I was able to incorporate engineering activities into the unit, and students were able to see the challenges of removing oil from the environment.  While climate change has been a hot topic in terms of fossil fuel use, it’s important to remember these energy sources can affect our environment in other ways as well. Finally, this activity will help my students during the upcoming unit assessment, which will ask students to represent various stakeholders in a discussion over a town’s energy decisions.  Stay tuned to hear more about that activity!

Curriculum & Planning, Education, Lesson Plans, Middle School, Resources, Science

Simulating Surface Mining with Chocolate Chip Cookies

My 5th graders are working through a unit on natural resources, particularly our energy sources.  Having learned about the layers of the earth, the rock cycle, and fossils, we are looking at fossil fuels.  While they have built some background knowledge through books and online web sources (I love Energy Kids!), I wanted to incorporate  hands-on activities for each type of fossil fuel.

Since the first fossil fuel we are learning about is coal, I decided to use an activity I first learned about while working at Asbury Woods Nature Center. If you do an online search, there are many free resources outlining this activity.  The gist of it is that students receive a chocolate chip cookie and must “mine” the “coal chips” with a toothpick or paperclip.  They get to see how the cookie, which represents the Earth, is changed by mining – a visual representation of the damage done by surface or strip mining.

To gear my kids up for this project, I started the unit by showing a video: 300 Years of Fossil Fuels in 300 Seconds, available at YouTube.  This video is VERY information heavy, so I made sure to explain to students I don’t expect them to learn or remember everything. I asked them to listen for information about fossil fuels, specifically coal, and identify ONE thing they didn’t know (and now do).  I will admit that I like to push my students – I don’t expect them to master every task I give them, but I always want them to TRY.  And I am blessed to have students willing and motivated to do so!

After we watched the video, I discussed with them how the Industrial Revolution changed our source of energy from “muscle power” to “machine power,” which derives its energy primarily from fossil fuels.  We discussed how nearly everything we use and do each day is in some way created from fossil fuel power, and we brainstormed what might happen if suddenly we didn’t have that source of energy anymore.

After this class discussion, students read about fossil fuels from a volume in a set of books called Science Explorer.  The Science Explorer series are a set of thin books on a wide range of topics, and I actually prefer them to our science textbooks.  As they read, students worked together to make an outline of all of the headings and the important information found in each section.  This was a skill that was new to my students, so we did the first few headings together, and afterward, we reviewed what things students wrote under each heading.  You can see a sample of their outlines below:

 photo 11e6068c-59ce-4282-8e34-8d8a1829c05a.jpg

Then, students read about the mining and transportation of coal in more detail from the Energy Kids website.

Then, our activity started!  Briefly, students were given a set of instructions (class set), the supplies to mine their cookies, the graph paper worksheet, data analysis worksheet, and conclusions worksheet.  As a part of their data analysis, I provided the skeleton of the chart I asked them to create, as this is a skill that is relatively new to my middle school students.  It was a great way to incorporate math into the activity without taking up a ton of time!

Like I said above, you can find many free resources that explain this activity.  They can provide you with the instructions and maybe some follow up questions.  That said, the instruction sheets and student worksheets that I created are available for purchase at my Etsy shop, as well as TeachersPayTeachers. I love resources that look professional AND fun, even if my students and I are the only ones to see them! If you are the same way, please check out my creations! You can also see a preview of these documents below. I was able to utilize Roxie’s CreationsTrina Clark, and  DigiWebStudio to make it all look absolutely wonderful as well!

cover page of activity pack
student worksheets

My students LOVED the activity – let’s be honest, anything that involves food is a hit!

Earth Cookie photo IMG_4145.jpg

Chocolate Chip Coal Mining photo IMG_4135.jpg

They also learned a lot though.  Not only were they able to see the effects of mining on the environment as a problem, but they could also identify its consequences and brainstorm ways to reduce that impact.

Not too bad for a 5th grader!
Not too bad for a 5th grader!
What are three ways we can minimize the impact of coal mining and use on the environment? photo IMG_4155.jpg
What are three ways we can minimize the impact of coal mining and use on the environment?
Curriculum & Planning, Education, Lesson Plans, Middle School, Resources

Spanish Resources: Animal Flashcards

This summer I will be heading to Honduras for six weeks to volunteer at an English school, teaching and (hopefully) testing water quality from local freshwater resources.  I am applying for a grant with Fund for Teachers (fingers crossed!) to help fund the travel and lodging costs, as well as to purchase the water testing supplies (which can get expensive!!).

As my plans for this trip expanded, I wanted to find a way to involve my current students in the project.  I decided to team up with a fellow teacher to create an after school language program at my school. We are about a month and a half in so far, and it has been going great! The students are working at a very basic level, but they are so enthusiastic about it.  We have never had a Spanish program at school — there was a Mandarin program but it was cut a few years ago due to budget restraints.  It’s really a shame, because building these language acquisition skills early is so important! Anyway, this past week we were looking at animals and how to say “I like…”

I had a really difficult time finding printable Spanish flashcards for animal vocabulary (ones with cute clip art, at least), so I decided to make some myself!  I purchased clipart from AMBillustrations and used a pretty font to create cards for 18 different animals.  Each card has either the English or the Spanish term beneath it, and the students can write whichever term fits your activities on the back.  They are so cute, and there are a lot of different things you can do with them.  Click on the picture below to access the flashcards and associated activities.

Hasta pronto!

los animales