This lesson is focused on the short-term cycling of carbon and is designed to put the processes of photosynthesis and respiration within a global perspective.
In this Investigation, students will work toward independent experimentation in the context of cellular respiration and photosynthesis through use of a series of physical labs and either CO2 sensors or a semi-quantitative leaf disk protocol. Students will explore changes in CO2 concentration in the context of spinach leaves in light and dark conditions then develop an independent experiment in groups or as a class to reason through timing of cellular respiration and photosynthesis. The scaffolding for experimentation is less than in previous Investigations, leaning on what students have already experienced in the lactase and osmosis experiments.
Simple diagram illustrating the process of photosynthesis and aerobic cellular respiration
Simple diagram illustrating the process of photosynthesis and aerobic cellular respiration
Simple diagram illustrating the process of photosynthesis and cellular respiration including an option with the chemical formula to accommodate different learning styles and provide differentiation.
Download this flow chart as a word document and share with students in google classroom or print the paper copies. Please feel free to edit and make any needed changes to make it relevant to your classroom.
Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom. This lesson includes the WIDA English Language Development Standards for ELs and differentiation through additional supports for both ELs and other students.
Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom
After reading about physical properties of matter, I wanted students to have a chance to experience what the different vocabulary words meant and gain some common experiences so that we would be able to reference these experiences in later classes. My students were also struggling with the new vocabulary words as well as the idea that melting temperature was a physical property. These six stations are designed for students to rotate through independently in small groups. The teacher will be at the gallium melting demonstration station throughout the activity while also monitoring students' progress around the room. At each station students will create a Frayer Model for the vocabulary term that includes the term, definition, a drawing, a synonym, an example, and a sentence that uses the term.
VDOE resource to assist in the tracking of content in physical science. This is a resource that divisions or schools may use as needed.
Quickcheck assessment to be completed independently at the end of your Science Unit, 10 questions
VDOE resource to assist in the tracking of content in physics. This is a resource that divisions or schools may use as needed.
How do scientists detect planets around distant stars? Use this model to explore how a star's movement and light intensity are affected by an orbiting planet. Explore the effects of changing the orbiting angle (tilt), type, and size of the planet on the star's velocity and light intensity. Use the habitability analyzer to determine whether the planet could harbor life.
Students will work with a partner or as an individual to research a planet and create an informative travel brochure.
I provide all the materials for this project and it is completed in class.
It is used as a summative assessment at the end of the Earth and Space Systems unit.
Students will work with a partner or as an individual to research a planet and create an informative travel brochure.
I provide all the materials for this project and it is completed in class.
It is used as a summative assessment at the end of the Earth and Space Systems unit.
Students will work with a partner or as an individual to research a planet and create an informative travel brochure.
I provide all the materials for this project and it is completed in class.
It is used as a summative assessment at the end of the Earth and Space Systems unit.
This is a Remix of Planet Travel Brochure.
I love this activity, and I think it is a great way to learn about the planets.
Modification: Not only can this lesson be taught by making a brochure, a virtual tour could be created here. What if the students pretended that they had already visited this planet and created a video or slide show presenting their findings.
Students will work with a partner or as an individual to research a planet and create an informative travel brochure.
I provide all the materials for this project and it is completed in class.
It is used as a summative assessment at the end of the Earth and Space Systems unit.
Donovan O'Brien of Culpeper provides this video recording of the second part of a lesson on the Blended and Remote Learning Models, which covers expectations.
Donovan O'Brien of Culpeper provides this video recording of the first part of a lesson on the Blended and Remote Learning Models, which covers expectations.
Students will take their newfound knowledge of plant life cycles and all of its stages and create a visual model using hands-on materials. Creating a visual model aids in the development of questions and explanations, to generate information that can be used to communicate ideas to others.
Students will learn about the functional parts of plants and how they help a plant to survive. Students will use block-based programming language to code a path from plant parts to their matching function.