Objective
SWBAT create a list of characteristics and interesting facts about spiders.
Big Idea
Students critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific information to gather evidence about the natural world.
Objective
SWBAT
1. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
2. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Big Idea
Students investigate the idea that small changes in one part of a system might cause large changes in another.
This unit investigates the delicate balance of an ecosystem through the disruptive effects of an invasive species. Students look at various case studies of different invasives, most of which affect ecosystems in Michigan. The great Lakes provide a backdrop for an exploration of food webs, predator-prey interactions, and trophic levels through the lens of the changes caused by the introduction of an invasive species.
Meg set out to climb up and investigate the rain forest tree canopies — and to be the first scientist to do so. But she encountered challenge after challenge. Male teachers would not let her into their classrooms, the high canopy was difficult to get to, and worst of all, people were logging and clearing the forests. Meg never gave up or gave in. She studied, invented, and persevered, not only creating a future for herself as a scientist, but making sure that the rainforests had a future as well. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Your community has many different areas to explore - it might be a park, a grocery store, a forest, or an alley. For some people, it might be difficult to explore these areas because they may have differing abilities. Select one area in your community, and come up with a plan to build a way for it to be more accessible to everyone.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
CK-12 Life Science Honors For Middle School covers seven units: Understanding Living Things; Cells: The Building Blocks of Life; Genetics and Evolution; Prokaryotes, Protists, Fungi, and Plants; The Animal Kingdom; The Human Body; and Ecology.
LESSON DESCRIPTIONStudents will research potential careers of stakeholders involved in making land use decisions then engage in a role-playing scenario about a proposed dam removal in their community.
Students will learn about Michigan’s four ecological regions, how these unique regions come together to help support Michigan’s environment, and the important role they play in Michigan’s economy, as well as globally. Students will become “CSI agents” investigating and collecting information that supports why Michigan‘s environment is unique. Students will apply what they have discovered by creating an infographic that advertises the importance of their region.
LESSON DESCRIPTIONStudents will use problem-based learning to engineer a solution to the animal car collision problem.
LESSON DESCRIPTIONStudents will study existing examples of habitat restoration efforts related to promoting biodiversityin order to write their own management plan for an endangered species/habitat.
A young girl has a wonderful idea to make the most MAGNIFICENT thing! But making her magnificent thing is anything but easy, and the girl repeatedly tries and fails. Eventually, she quits, but a walk with her dog and time to think, she comes back to her project with renewed enthusiasm and manages to get it just right. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Create small groups. Pass out one of the challenges listed in the lesson plan/book card to each group for them to come up with an invention that will solve the problem at hand.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
Objective
SWBAT recognize several characteristics and the habitat of spiders.
Big Idea
Students begin to investigate the "alien" nature of spiders to begin to appreciate their beauty and importance.
Objective
SWBAT create a Venn diagram that compares spiders and insects.
Big Idea
Students critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific information to gather evidence about the natural world.
Objective
SWBAT explain how the large variety of web types is evidence that there is great diversity in the spider population.
Big Idea
Students put their field journal skills to the test as they document evidence of spiders within their home and school environments.
OpenSciEd middle school is NGSS-aligned science curriculum. Designed for all students and teachers, OpenSciEd includes student-facing materials as well as teacher guides. As with most instructional materials, excellent professional learning for teachers should be provided. For more information in Michigan contact the Michigan Mathematics and Science Leadership Network, starrm@mimathandscience.org
This lesson focuses on the process of pollination. The learning objectives include learning the anatomy and physiology of flowers, the ecology of pollination, and a focus on plants as essential players in the natural world. There are no prerequisites for the lesson. The lesson will take 1½ hours, or 2 class periods or more -- depending on the areas teachers want to spend more time on or how far in depth they want their students to go. Materials needed are colored modeling clay, 8 or more assorted fresh flowers or pictures of flowers, preferably native to the local ecosystem. Dissecting microscopes or magnifying glasses are great for examining the fresh flowers, but not necessary. Additionally, pictures of different subjects/objects amongst plants are needed for the last activity. Activities for the breaks include assessing student knowledge of flowers by model building, and examining flowers to determine and distinguish between the pollination anatomy of different flowers.
This lesson focuses on the process of pollination. The learning objectives include learning the anatomy and physiology of flowers, the ecology of pollination, and a focus on plants as essential players in the natural world. There are no prerequisites for the lesson. The lesson will take 1½ hours, or 2 class periods or more -- depending on the areas teachers want to spend more time on or how far in depth they want their students to go. Materials needed are colored modeling clay, 8 or more assorted fresh flowers or pictures of flowers, preferably native to the local ecosystem. Dissecting microscopes or magnifying glasses are great for examining the fresh flowers, but not necessary. Additionally, pictures of different subjects/objects amongst plants are needed for the last activity. Activities for the breaks include assessing student knowledge of flowers by model building, and examining flowers to determine and distinguish between the pollination anatomy of different flowers.
Understanding Biodiversity presents an overview of biodiversity, its importance and relevance to humans, all living things, and the Earth. It includes species pages and a template to engage and involve students in real-life data collection.
Views of the National Parks can be used in the classroom in many different ways. Most simply, it can be made available for students to explore on their own. Lesson plan available: Biodiversity Right Outside – Biodiversity is the abundance and variety of life-forms (animals, plants, fungi, and microorganisms) at all levels of organization (ecosystems, species, and genes). In this activity students will learn about biodiversity, the importance of biodiversity to ecosystems, and will conduct their own biodiversity study.
Students are introduced to the physical, chemical, andbiological characteristics of an ecologically healthystream and to the procedures used by scientists andaquatic biologists for assessing the health of a stream.
Students reflect on what is “great” about the Great Lakes.Next they investigate aquatic food chains in the GreatLakes and how some contaminants can bioaccumulate inGreat Lakes and inland lake fish, resulting in state fishconsumption advisories.