Flow+of+Matter+&+Energy+Weeks+6&7

__**Moore Magnet Elemetary School**__
||

2. Students use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to the learning of others. 3. Students apply digital tools to gather, evaluate, and use information 4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources 5. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 6. Students demonstrate a sound understanding of technology concepts, systems, and operations. || |||||||||||| SPI 0506.5.1 Depict data using various representations, including decimal and/or fractional data ||
 * 2 week Lesson Plan Template Components ||
 * ==**Flow of Energy - Weeks 6 & 7**== ||  ||   ||
 * **Learning Targe**t: (Essential Question) - How does the process of photosynthesis support all living things? ||
 * **What is the end result?** Students will be able to design a graphic organizer that illustrates the movement of food energy through an ecosystem. ||
 * __Standards:__ ||  ||   ||   ||   ||   ||
 * Science- ||  ||   ||   ||   ||   ||
 * GLE - 0507.3.1 Demonstrate how all living things rely on the process of photosynthesis to obtain energy ||
 * SPI 0507.3.1 Identify photosynthesis as the food manufacturing process in plants ||
 * SPI 0507.3.2 Compare how plants and animals obtain energy ||
 * Technology/ ISTE- ||  ||   ||   ||   ||
 * 1. Students demonstrate creative thinking, construct knowledge, and develop products and processes using technology
 * Technology/ ISTE- ||  ||   ||   ||   ||
 * 1. Students demonstrate creative thinking, construct knowledge, and develop products and processes using technology
 * Math- ||  ||   ||   ||   ||   ||
 * GLE 0506.5.1 Make record, display and interpret data and graphs that include whole numbers, decimals, and fractions ||
 * GLE 0506.5.2 Describe the shape and important features of a set of data using the measures of central tendency ||

GLE 0507.T/E.2 Recognize that new tools, technology, and inventions are always being developed GLE 0507.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve tools and technologies GLE 0507.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies GLE 0507.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and wants || GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams GLE 0507.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations GLE 0507.Inq.5 Recognize that people may interpret the same results in different ways GLE 0507.Inq.6 Compare the results of an investigation with what scientists already accept about this question || |||||| Manipulatives - graph paper |||||| Food Chain Song - AIMS Field Detective Book ||
 * SPI 0506.5.2 Make predictions based on vairous data representations including double bar and line graphs ||
 * SPI 0506.5.3 Calculate measures of central tendency to analyze data ||
 * Engineering/ Inquiry ||  ||   ||   ||   ||   ||
 * GLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems
 * GLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems
 * GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data
 * Assessments, activities, and resources for learning: ||
 * Math |||||| Science ||
 * Textbook Lessons - Lesson 5.5 (analyzing graphs), Lesson 6.1 (choosing a reasonable scale), Lesson 6.2 (graphing ordered pairs), Lesson 6.3 (making line graphs), Lesson 6.5 (histograms), Lesson 6.6 (appropriate graph) |||||| Create flow of energy cahrt for one organism and its food chain/food web using classroom biome. Be sure to include sun as ultimate source of energy. ||
 * Assesments - Teacher Made |||||| Science Text Bk pages 40 - 45 ||

Engineering Project - SW create flow of energy chart for a selected organism and its food chain/web using the classroom biome. SW recognize that all energy ultimately comes from the sun and food chains/webs should reflect this. ||
 * TW introduce concepts using Math Text and SW collect data from classroom biome to create various graphs and data charts. |||||| Assesment - SW create a food web using the organisms in a neighboring teacher's classroom biome. ||
 * ||  |||| Integrated Activities: ||   ||   ||
 * Engineering Project - SW use organism created during Biodiversity section of project and research nutritional facts about animal. Student will identify nutritional needs of their organism, as well as researching where their original animal falls in the food chain. SW create 2 organisms that fall on either side of their original organism in the food chain.
 * Engineering Project - SW use organism created during Biodiversity section of project and research nutritional facts about animal. Student will identify nutritional needs of their organism, as well as researching where their original animal falls in the food chain. SW create 2 organisms that fall on either side of their original organism in the food chain.
 * SW create a poster showing the different examples of symbiosis using organisms in classroom biome. ||
 * *Catch me if you Can - page 136 in Critters Life Science Book ||
 * *Life in the Food Chain Game - pages 40-54 AIMS book - Field Detectives investigating playground habitats ||