Decomposers Worksheets by rvv47944

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									             Water Cycle
 Our project is designed to enhance current
  units and curriculums that teach ecology
  and the water cycle
 Tanya Sterba, Cheshire High School,
  Cheshire, CT, tsterba@cheshire.k12.ct.us
 Amanda Kostecke, Peabody Veteran’s
  Memorial High School, Peabody, MA,
  A_Kostecke@hotmail.com
                Introduction
 This unit covers ecology and focuses on the water
  cycle component
 Teachers can use materials in this unit to enhance
  their traditional methods with technology, our
  intention is not to replace your labs or assessments
 Our project provides students with a “hands on”
  learning approach to water as it changes states
  through the use of mini-projects and computer
  simulations
        Intended Audiences
 Introductory biology students in the 9th and
  10th grades
 Unit incorporates Connecticut K-12 Content
  Standards and Massachusetts Science
  Frameworks
 Students must master these standards to
  pass state exams (CAPT, MCAS)
Adjustments and Adaptations
 Our unit can be enhanced by incorporating
  terrarium or hydroponics projects
 Rubrics can be modified to accommodate
  varying academic levels
 Pacing modifications can easily be made to
  accelerate advanced groups
                Technology
    Technology Rich          Limited Technology
 Students can perform      Simulations can be used
  simulations at             as demonstrations
  individual stations       Virtual movies can
 Individual                 enhance lecture and
  opportunities for data     discussions
  analysis                  Incomplete notes can be
 More use of Excel for      used to keep students on
  graphs and charts          task during simulations
    Placement in the Curriculum
 Teachers can use this unit to enhance their
  traditional methods of teaching ecology
  with technology
 The simulabs are provided for enrichment,
  they do not have to replace wet labs
 Students will need previous instruction on
  how manipulate the simulab programs
                      Time
 Lesson is intended for a length of five days
 Preparation and clean-up time required for this
  unit are limited according to available materials
  (see lab write-ups for more detail)
 Suggestions to increase efficiency are given in the
  teacher notes
 Follow-up activities can include incorporation of
  other simulabs throughout the curriculum as well
  as post lab questions for the simulabs
      Electronic Equipment
 At least one computer with VMDL software
  and TV with appropriate connections or a
  multimedia projector
 Computer labs with VMDL software on
  each computer (we suggest one computer
  for every one to two students)
                 Resources
 Materials are outlined within teacher notes and
  student labs
 Cost is minimized by availability of in-home
  materials (ie. 2 liter soda bottles, matches,
  balloons)
 Laboratory exercises can be performed in a
  regular classroom
 More information can be located at
  http://polymer.bu.edu/vmdl/
     Internet Resources and
         Shared Materials
 The Fireproof Balloon:
  http://scifun.chem.wisc.edu/HOMEEXPTS/FIRE
  BALLOON.html
 Phase change activities: http://www-
  k12.atmos.wshington.edu/k12/pilot/water_cycle/gr
  abber2.html
 Terrarium Ideas:
  http://www.suite101.com/article.cfm/262/2495
 Hydroponics OnLine:
  http://www.hydroponicsonline.com
        Goals and Objectives
Massachusetts Frameworks:
6.1 Explain how biotic and abiotic factors cycles in
    an ecosystem (water, carbon, oxygen,
    nitrogen).
6.2 Use a food web to identify and distinguish
    producers, consumers, and decomposers, and
    explain the transfer of energy through trophic
    levels.

         Goals and Objectives
Connecticut K-12 Content Standards:
 3.) Students will understand that all organisms in the
     biosphere are linked to each other and to their
     physical environments by the transfer and
     transformation of matter and energy.
  8.) Students will understand the water cycle including
      water transfers, the distribution and characteristics of
      water, and its influences on human activity.
           Enabling Objectives
   Students will identify the levels of organization
    that ecologists study.
   Students will identify the source of energy for life
    processes.
   Students will trace the flow of energy through
    living systems.
   Students will evaluate the efficiency of energy
    transfer among organisms in an ecosystem.
   Students will explain how nutrients are important
    in living systems.
        Enabling Objectives
          Focus on Water Lessons
 Students will describe how matter cycles among
  the living and nonliving parts of an ecosystem.
 Students will manipulate simulations that
  examines how water is affected by its environment
  (heat energy).
 Students will develop presentations associated
  with components of the water cycle.
       Instructional Activities
       Day One: Introduction to Water
 Fireproof Balloon activity – students will observe
  that properties of water will fireproof a rubber
  balloon
 Teacher-led discussion on water, what it is, what
  forms it can be found in, etc.
 Close day with a discussion of the Fireproof
  Balloon
 Online Viewers See: Teacher Notes 1, 2, & 3 and
  Fireproof Balloon Activity
Day Two: Introduction to Sims
   Teacher will demonstrate and explain the use of
    Virtual Molecular Dynamics Laboratory software
   Students will perform simulations that model the
    balloons with and without water
   More discussion of water, now discussing the
    water cycle and phase changes
   Students will share their prior knowledge of water
    with classmates
   Online Viewers See: VMDL Balloon Simulations
    Day Three: States of Matter
 Students will use VMDL to observe the
  states of matter and follow water through its
  phase changes
 Continued discussion of the water cycle
 Teacher will describe Mini-Projects and
  procedure for the next two days
 Online Viewers See: VMDL States of
  Matter and Mini-Projects
Day Four: Water Cycle Centers
 Students will be assigned to groups of four, and
  one person from each group will complete an
  activity at the center of their choice
 Centers include: Evaporation, Condensation,
  Precipitation, and Saturation
 Students will answer questions for their particular
  center and will prepare a ½ page summary and a
  visual for presentations on the following day
 Online Viewers See: Teacher Notes 4 & 5
     Day Five: Presentations
 Groups will be given no more than ten
  minutes at the beginning of class to compile
  all of their visuals and summaries to prepare
  for a presentation
 Presentations will probably be short –
  Teacher should be prepared to introduce the
  Nutrient Cycles
              Assessments
 Since this unit is designed to coincide with your
  standard plans, your original assessments should
  work nicely
 An open-ended quiz on the water cycle is
  included in the unit (See: Water Cycle Quiz)
 We have provided rubrics for the Water Cycle
  presentations and they represent embedded
  assessments for project
 To view these rubrics, see: Water Cycle
  Presentation Rubric and Water Cycle Rubric -
  Excel

								
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