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Day 1 |
Day 2 |
Day 3 |
Day 4 |
Day 5 |
| Title of Lesson and Brief Rationale
Create a title for each lesson and 1-2 sentences describing the rationale of the lesson and how it will integrate multiple STEM content areas |
Unit 4: Earth’s Resources
The rationale of this lesson is for the students to understand how renewable resources are used.
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Managing Resources
The rationale of this lesson is to make the students understand how and why the natural resources should be managed. |
Earth’s Water (The water Cycle)
The ration of this lesson is to equip the students with knowledge how water changes its states and move around the earth.
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Surface Water and
Groundwater
The rationale for this lesson is to make students understand how fresh water flows on earth. The students will be able to evaluate the impacts of human activities on the hydrologic cycle |
Human Impact on the Environment
The rationale of this lesson is for the students to understand the impact of human activities have on land and resources. |
| State-Specific Standards
List specific grade-level state standards that teach and assess multiple science content areas. |
Differentiate between renewable and
nonrenewable resources by asking questions about them
availability and sustainability. |
Assess the impacts of human activities on the
biosphere including conservation, habitat management,
species endangerment, and extinction. |
6.ESS2.4 Apply scientific principles to design a method to
analyze and interpret the impact of humans and other
organisms on the hydrologic cycle. |
Students designs might focus on how to minimize impacts
as a consequence of what their monitoring suggests,
however, emphasis should be on types of data to be
collected and how students might collect data on factors
such as location, frequency, purpose for data, in order to
begin to define or resolve a design task. |
Assess the impacts of human activities on the
biosphere including conservation, habitat management,
species endangerment, and extinction. |
| Next Generation Science Standard
Identify which Next Generation Science Standards align with state standards. |
Renewable resources are resources that can be
regenerated within a human lifetime. |
Crosscutting Concepts such as cause and effect help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design. |
Obtain, evaluate, and communicate information
about the negative impacts humans have on the
hydrologic cycle IOT explain |
Earth and Human Activity: Students consider the ways that
living organisms impact the land. This standard advances
that idea, noting that the increase in the number of
organisms present on the planet means that changes to
the Earth will occur at a faster rate. |
Apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle |
| Learning Objectives
Based on state standards and NGSS, what will be the purpose and focus of the activity? Describe the learning content to be covered. |
By the end of this lesson, students should be able to;
Differentiate between renewable and nonrenewable
resources.
• Describe the characteristics of fossil fuels and
advantages and disadvantages of using them.
• Explain how nuclear energy is created and used to
generate electricity.
• Explain the advantages and disadvantages of using
nuclear energy. |
By the end of this lesson, the students should be able to;
Describe the impacts of resource extraction, use,
and disposal.
• Explain why resources need to be managed and the
role of stewardship and conservation.
• Describe the management practices for renewable
and nonrenewable resources.
• Explain the advantages and disadvantages of
managing resources. |
By the end of this lesson, the students should be able to;
Describe the water cycle including how water
reaches the atmosphere and what happens after it
falls to Earth. |
By the end of this lesson, the students should be able to;
Explain where surface water comes from and why living things depend on it. • Describe how humans use the water in watersheds. • Describe how groundwater forms and how it flows. • Determine how aquifers are discharged and recharged |
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