Biology:
Lesson 1:
Studying
Biodiversity in a Local Park
Standards:
6a) Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
6b) Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction of nonnative
species, or changes in population size.
6e) Students know a vital part of an ecosystem is the
stability of its producers and decomposers.
Objectives:
1) Students demonstrate a thorough understanding of
biodiversity by making observations of the environment around them and
correctly categorizing organisms under: producers, primary consumers, secondary
consumers, and decomposers.
2) Students demonstrate ability to analyze changes in an
ecosystem by answering the prompt on the back of their observation sheet (example
of squirrels in a park).
Lesson Plan:
1.) In pairs, students are assigned a particular area of the
park (20ft by 20ft)
2.) Working with their partner, students must observe the
biodiversity in their area by identifying and drawing all the organisms they
see.
3.) Individually, students answer prompt on the back of
their observation sheet analyzing the changes in an ecosystem.
4.) Community circle in the park: What is biodiversity?
Discuss which organisms were most prevalent, why. What is the role of the
different types of organisms? What type of changes affect the ecosystem? Etc
Biodiversity
in the Park
In the table below, make observations of the biodiversity in
your given area by identifying the organisms that you see and drawing an image
of organism.
|
|
Organism
|
Sketch
of organism
|
|
Producers
|
|
|
|
Primary
Consumers
|
|
|
|
Secondary
Consumers
|
|
|
|
Decomposers
|
|
|
Pretend you are a squirrel in the park, explain how the
following changes would change the ecosystem you are living in: increase in
climate, increased littering (human activity), introduction of nonnative
species of squirrels (use the same resources), increase in squirrel population
size, and decrease in squirrel population size. Write at least five sentences
for each change.
Lesson 2:
Studying
Photosynthesis in a Local Park
Standards:
1f) Students know usable energy is
captured from sunlight by chloroplasts and is stored through the synthesis of
sugar from carbon dioxide.
Objectives:
1.) Students know that plants capture energy from sunlight
by chloroplasts in their cells and the energy is stored through the synthesis
of sugar from carbon dioxide.
2.) Students explore different leaf shapes and sizes in
plants and how that affects photosynthesis in the plant.
Lesson Plan:
1.) Kinesthetic simulation of photosynthesis by the
students. Students reenact how carbon from CO2 becomes C6H12O6 in the plant.
2.) In pairs, students identify different plants in the
park, specifically describing and drawing the leaves of these different plants.
3.) Individually, students analyze how different plants
accommodate for maximum photosynthesis depending on their leaves (At least 2
different examples)
4.) Community circle: Discussion of the process of photosynthesis.
Discussion how different plants (specifically) their leaves play a role in
photosynthesis and why.
Plant
Observations
Identify at least three different plants in the park; make
sure to include a description of the plant and leaves of the plant (color,
size, shape, quantity etc.) and a sketch of the leaf.
|
Plant
description (include leaf description)
|
Plant
leaf sketch
|
|
|
|
|
|
|
|
|
|
Describe, in paragraph form, how photosynthesis is maximized
in at least two of the plants that you observed. Include how the structure of
the leaves (size, quantity and shape) plays a significant role. Remember, CO2
is absorbed through the stomata of the leaves.
Chemistry:
A Lesson on how soil pH affects the properties of the soil
Standards for High School
Chemistry:
5. Acids, bases, and salts are three classes of compounds that
form ions in water solutions. As a basis for understanding this concept:
a. Students know the
observable properties of acids, bases, and salt solutions.
b. Students know acids
are hydrogen-ion-donating and bases are hydrogen-ion accepting substances.
The First Day (Out in the Field)
1.
Meet in park and review concepts of pH with the
students.
2.
Have students take out composition notebook or
interactive notebook and create a table with four columns (one for plant name,
one for a drawing of the plant, one for the pH of the soil, and one for
plant/soil observations)
3.
Instruct students to collect samples of soil
from the plants, draw a picture of the plant, write down the name if they know
it (or ask teacher at a later point), and write down at least three
observations for each plant.
4.
Give them the rest of the time to collect data.
5.
Five minutes before the end of the time, bring
students back together and debrief. Ask
them about what they found out. Have a
share around and have each student share what they found.
The Next Day (back in the classroom)
1.
Start off the day by having a student review
what you did the day before.
2.
Explain how to find the pH of the soil samples
collected (By putting a few drops of an indicator and waiting for the color
change).
3.
Have them find the pH of the solutions and
record their findings.
4.
Have them make a bar graph of the findings with
the pH of each soil sample in order from most acidic to most basic. Have the color code the bars (one color for
acid, one for neutral and one for base).
5.
Have the students answer a few questions on the
affect of pH on soil and plant growth.
Physics:
Lesson 1:
A Lesson on Conservation of Energy
Standards for High School
Physics:
2.The laws of conservation of energy and momentum
provide a way to predict and describe the movement of objects. As a basis for
understanding this concept:
a. Students
know how to calculate kinetic energy by using the formula E=(1/2)mv2.
b. Students know how to calculate changes in
gravitational potential energy near Earth by using the formula (change in
potential energy) =mgh (h is the change in the elevation).
c. Students know how to solve problems involving conservation of energy in simple
systems, such as falling objects.
1.
Have the students review what they know about
calculating potential and kinetic energy.
2.
Have them set up a table in their composition
notebook or interactive notebook with columns for object name, mass, height,
velocity, and observations.
3.
Instruct them to pick out different objects with
predetermined masses from the previous day, and drop them from a certain
height, calculating the height and the velocity of the fall.
4.
If they finish collecting data early, have them
start on the calculations of potential energy and kinetic energy.
5.
For homework, have them finish calculating
potential and kinetic energy and answer questions on their findings (hopefully
that energy was conserved).
Lesson Plan 2:
Lesson Plan 2:
Studying
Centripetal Motion in a Local Park Playground
Standards:
1 b) Students know that when forces
are balanced, no acceleration occurs; thus an object continues to move at a
constant speed or stays at rest (Newton’s first law).
1g) Students know circular motion requires the
application of a constant force directed toward the center of the circle.
1l)* Students know how to
solve problems in circular motion by using the formula for centripetal acceleration in the following form: a = v2/r.
Objectives:
1.) Students can explain Newton’s first law in relation to
the roundabout activity.
2.) Students can identify what forces act on an object in
circular motion.
3.) Students are able to calculate centripetal velocity and
acceleration.
Lesson Plan:
1.) Students work in groups of four, measure and record
radius of Roundabout.
2.) Students, using a stop watch, record the time it takes
for the Roundabout to make one full turn at a slow initial speed, medium
initial speed, and high initial speed. Students record the Period (time in
seconds) in their data table.
3.) Students individually calculate centripetal velocity of
roundabout.
4.) Students individually calculate centripetal acceleration
of roundabout.
5.) Students individually answer worksheet questions.
6.) Community circle in park playground discussing different
aspects of centripetal motion.
Exploring
Centripetal Motion of a Roundabout
In groups of four:
1.) Measure the diameter of the roundabout (in meters) and
record.
2.) Record the radius of the roundabout (in meters)
3.) Using a stopwatch, record how long it takes for the
roundabout to make one full turn when pushed at a slow speed. Repeat with
medium and fast speed and record the data.
4.) Individually, calculate the Centripetal Velocity and
Centripetal Acceleration of the roundabout at the different speeds. Assume the
force initially applied is constant. Compare answers with group members to
check for accuracy.
5.) Individually answer questions below.
Diameter (d) of Roundabout:
Radius (r) of Roundabout:
|
|
Period
(T): time for one full turn in seconds
|
Centripetal
Velocity (v):
v =
(2πr)/T
|
Centripetal
Acceleration (a):
a =
(v^2)/r
|
|
slow
|
|
|
|
|
medium
|
|
|
|
|
fast
|
|
|
|
1.) State Newton’s 1st Law of Motion. Explain how
this law applies to the roundabout activity.
2.) What forces are acting on the roundabout when it is
still?
3.) What forces are acting on the roundabout when it is in
motion?
4.) What forces slow the roundabout down to a stop? Explain.
5.) How does the period (T) affect the centripetal velocity?
6.) How does the period (T) affect the centripetal
acceleration?
No comments:
Post a Comment