Embed Size (px)
Citation preview
GCISD PBLTeaching & Learning Guide
Use this form to prepare for anticipated learning opportunities for students.
Driving Question: How can we as research scientists, begin to understand the role that nature has played in the evolution of our technologies?
Overall Timeline: 9/21-10/5 Water Cycle, Renewable/Nonrenewable Resources 10/6-10/20 Weather 10/21-11/4 Properties of Soil 11/4-11/19 Changes to Earth’s Surface 11/20-TEKS CHECK - Earth ScienceENGINEERING NIGHT - November 19th
9/23 - Water Treatment Plant10/21 - Nash Farm
Knowledge and Skills Needed by Students:
to be able to complete major products and presentations
Scaffolding/Lessons/Materials:What specific resource/lesson/material will you provide for students to learn that skill or
standard?
Formative Assessment:In what ways will you assess the level
of mastery for the specific knowledge or skill?
● 4.8B Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the sun as a major source of energy in this process.
9/21 Project LaunchDriving QuestionTeam Formation- Native American NamesKnowledge/Application/Next Step Inquiry (from STEMscopes)
● Formulation of questions
© Grapevine-Colleyville Independent School District - 06/2015
● 4.8B Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the sun as a major source of energy in this process.
9/22Essential Questions IntroducedEduSmart (software downloaded onto computer)- Water Cycle
- Creates common vocabulary base for labs.
Generate Questions - Water Treatment Plant
● STEMScopes Preassessment Sun and Water Cycle
● 4.8B Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the sun as a major source of energy in this process.
9/23Water Treatment Plant Field Trip
- Water source- Water filtration- Mixtures and solutions :-0!- Conservation- Systems and Interactions
● Reflection
● 4.8B Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the sun as a major source of energy in this process.
9/24Reflection and Connections- Water Treatment PlantConservation
● Constructed Response
● 4.8B Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the sun as a major source of energy in this process.
9/25-
Big Dig!!
● Model
● 4.8B Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the sun as a major source of energy in this process.
-
© Grapevine-Colleyville Independent School District - 06/2015
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.
● 4.8B Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the sun as a major source of energy in this process.
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of
9/29
Review
●
© Grapevine-Colleyville Independent School District - 06/2015
conservation.
● (C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.
9/30TEKS Check
●
● (C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.
10/1EduSmart Conserving ResourcesSTEMScopes - Reading in Science ARTI - TEKS Check based
● (C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.
10/2STEM Book of Month - KennedyVorachard - Model Water treatment plant
● (C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.
10/5STEMScopes Explore Day 1
- Constructing a model- SW plan, utilize math skills, build
and refine their model as they discuss their ideas. Solving problems, building models, using math, and argumentation.
● 4.8 Earth and space. The student knows that there are
10/6STEMScopes Explore Day 2
© Grapevine-Colleyville Independent School District - 06/2015
recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
- Constructing a model- SW plan, utilize math skills, build
and refine their model as they discuss their ideas. Solving problems, building models, using math, and argumentation.
● 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
10/7
● 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a
10/8
© Grapevine-Colleyville Independent School District - 06/2015
map key
● 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
10/9
● 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
10/13
● 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
10/14
© Grapevine-Colleyville Independent School District - 06/2015
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
● 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
10/15
● 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
10/16
● 4.8 Earth and space. The 10/19
© Grapevine-Colleyville Independent School District - 06/2015
student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
● 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
● (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
10/20
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (A) examine properties of soils, including color and texture, capacity to retain water, and
10/21
© Grapevine-Colleyville Independent School District - 06/2015
ability to support the growth of plants.
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
10/22
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
10/23
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (A) examine properties of soils, including color and texture,
10/26
© Grapevine-Colleyville Independent School District - 06/2015
capacity to retain water, and ability to support the growth of plants.
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
10/27
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
10/28
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
10/29
© Grapevine-Colleyville Independent School District - 06/2015
● (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
10/30
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
11/2
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly
11/3
© Grapevine-Colleyville Independent School District - 06/2015
changing. The student is expected to:
● (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
● (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.
11/4
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
11/5
© Grapevine-Colleyville Independent School District - 06/2015
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
11/6
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
11/9
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
11/10
© Grapevine-Colleyville Independent School District - 06/2015
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
11/11
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water,
11/12
© Grapevine-Colleyville Independent School District - 06/2015
wind, and ice;
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
11/13
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
11/16
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly
11/17
© Grapevine-Colleyville Independent School District - 06/2015
changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
11/18
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface
11/19
© Grapevine-Colleyville Independent School District - 06/2015
caused by weathering, erosion, and deposition from water, wind, and ice;
● (4.7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
●
● (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;
11/20
© Grapevine-Colleyville Independent School District - 06/2015
© Grapevine-Colleyville Independent School District - 06/2015
