Chat with us, powered by LiveChat Games are an interactive and engaging way for students to express their understanding of content in an alternative manner. Teachers often get a more authentic view | WriteDen

Games are an interactive and engaging way for students to express their understanding of content in an alternative manner. Teachers often get a more authentic view

 Games are an interactive and engaging way for students to express their understanding of content in an alternative manner. Teachers often get a more authentic view of students’ level of comprehension, because of the higher level of engagement.

Use the information from your STEM unit plan to create an 8-10 slide digital presentation about formative assessment games that could be shared with colleagues in your content area.

Include the following:

  • Description of three types of learning games. Include how the assessment outcome for each game aligns with the learning objectives.
  • Brief rationale for each game describing how a teacher would use the game as an immediate reference to monitor and adjust for student learning.

GCU College of Education

LESSON UNIT PLAN TEMPLATE

STEM Unit Plan

6th Grade Science Quarter 3:

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.

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.

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

By the end of this lesson, the students should be able to;

Explain why fresh water is a limited resource and the importance of water quality. • Describe the various ways in which water can be polluted. • Describe how urbanization can affect water quality. • Explain how humans affect the fresh water flow and supply

Unit Resources (including technology) that would be included in the unit.

HMH Tennessee Science TE, Unit 4, Lesson 3 pp. 268-

281

Projector

HMH Tennessee Science TE, Unit 4, Lesson 4 pp. 282-

295

HMH Tennessee Science TE, Unit 6, Lesson 2 pp. 400-

413

HMH Tennessee Science TE, Unit 6, Lesson 3 pp. 418-431

MH Tennessee Science TE, Unit 5, Lesson 1 pp. 326- 341

APA Citations

(include APA citation for each above Unit Resource)

References

Kelly, R. A. (2009). Energy supply and renewable resources. InfoBase Publishing.

References

Tidwell, J., Weir, T., & Weir, A. D. (2006). Renewable energy resources. Taylor & Francis.

References

Holtkamp, K. L. (2017). The water cycle. Encyclopedia Britannica.

References

Kossel, P. (2015). Ground and surface water hydrology.

References

Lifeline. (2019). Human impact on nature: Water.

Resources Rationale

Describe the purpose of the resource and its value in the lesson.

The textbook is used to guide the students according to the curriculum requirements.

The projector will be used to project visuals to enhance student understanding.

To provide context for understanding between renewable and non-renewable resources.

The resources will increase the achievement of the students by supporting their learning.

The learning resource is to help the students get the most out of their learning experience .

PowerPoints are crucial for the student’s learning journey

Knowledge and Skills

Specific knowledge and skills students demonstrate based on the day’s activities.

The students acquire knowledge and skills to Describe the characteristics of fossil fuels and

advantages and disadvantages of using them.

The students acquire knowledge to define problems related to using resources that

are limited IOT explain how resources are not stable and

can change over time.

The knowledge acquired by students in this lesson will help them identify the human activities that affect water cycle

The students acquire knowledge to create a model of the hydrologic cycle IOT display the components of the hydrologic cycle and how it functions as a system

Students develop and design a solution based on collected data (i.e., measurements of precipitation and runoff) IOT explain how it will reduce human impact on water usage, land usage, or pollution and create a stable area to live

Academic Language and Vocabulary

Content-specific vocabulary included in the lesson.

Nuclear Energy, Renewable and nonrenewable energy

energy resources, hydroelectric energy, wind energy,

biomass, solar energy, geothermal energy

water cycle, sublimation, evaporation,

condensation, transpiration, precipitation

Surface water, channel, divide, groundwater, tributary, aquifer, permeability, water table, watershed

water pollution, point-source pollution, non-point source pollution, surface water, groundwater, eutrophication

Summary of Activities for the Lesson

Observable student learning activities and how they are aligned to state standards.

Construct explanations and design solutions

about renewable and nonrenewable resources IOT

differentiate between them based on availability and

sustainability.

It is not intended that students memorize the processes

for the formation of all non-renewables, but rather to

understand that they are in some way connected to

geologic processes.

student 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.

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.

Some effects on the land are inevitable as human’s attempt to meet their needs, however analysis of impacts can inform sustainable use of resources.

Formative Assessments

Assessments used to monitor student progress and modify instruction.

At the end of the lesson there will be a quiz on the subject to test and asses the understanding of the students

The teacher will involve the students in a nine-class discussions to discuss the topic and assess the understanding of the students.

Providing feedback to the students. This will involve working with the students giving them the information that they need for better understanding

The teacher will draw a conceit map in class to represent the understanding of the lesson

The teacher will encourage the student to self-reflect on the subject

© 2022. Grand Canyon University. All Rights Reserved.

© 2018. Grand Canyon University. All Rights Reserved

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