Cycles and Patterns in Nature
Read the children’s book, “Bees, Snails, and Peacock tails;, by Betsy Franco. This book is loaded with beautiful pictures of patterns seen in nature . The teacher will ask the question, What is a pattern? Students answer. Teacher asks, What types of patterns do you know about? Students respond. Teacher ask,;What words can you think of that describe a pattern? Possible list of words that describe the word pattern. Repeated Sequence Reoccurring The teacher reads the book.
Students are asked to sit and listen to the story while taking notes.
Walk the campus looking for patterns in nature. If you find something that can be picked up and brought back to class, place it in your bag. If you can take a picture of it, do so. Call the class photographer to take a picture with the class digital camera. When you return from your walk get into your groups and share your findings.
Students will take pictures of patterns explored on nature walk using smart phones or class digital camera. 10-minute Nature Walk around the campus to explore what patterns can be seen in nature on campus and any part of the neighborhood that can be seen from campus. After the walk students will discuss the different categories their findings fit into.
Information for Commonsense Resource Quizlet 6th Grade Science Vocabulary – Moon Phases, by Rebekah_Sorrells https://quizlet.com/31592191/6th-grade-science-vocabulary-moon-phases-fl... Earth Cycles- By Chuck_Levkulich https://quizlet.com/168448021/earth-cycles-flash-cards/ What have you learned about patterns? What types of patterns have you learned about? Teacher guides students into a discussion of repeating patterns the experience daily. The teacher states, Just like there are patterns that reoccur in your daily life, there are patterns that occur in our world daily, monthly, and yearly. I want to name a few of the cycles that take place in our world? First, I want you to list cycles that occur in your world. (Next questions are from By Design, level 6) What patterns do you have in your personal life? List any cycle that takes place in nature. Here is a list of earth cycles. 1. The Carbon Cycle 2. The nitrogen Cycle 3. Water cycle 4. Seasonal Cycle 5. Reproductive Cycle 6. Predator Cycle 7. Earth-sun-moon Cycle Vocabulary Given on Quizlet Each student in the group must select a cycle to produce a poster for cycles 1-6. All students will present a model, created book, PowerPoint presentation or Photostory2, that illustrates with graphics and text the relationships between these three entities.
Students will read the information from their textbook, ;By Design” level 6, Unit, Lesson 3, pages 34-41. Create 1 poster for one of the cycles 1-6 Cycle 7 a created book 1. Share findings from the nature walk and Explore session 2. List cycles they experience personally. 3. In cooperative learning groups, the students will research the different cycles of earth.
Each student in the group must for research select 1 cycle to produce a poster for in cycles 1-6. The teacher will explain the final project. All students will present a model, created book, PowerPoint presentation or Photostory3, or poem that illustrates with graphics and text the relationships between the earth-sun-moon, seasons
Students are still in their groups researching the cycles and deciding which one they will complete for their poster. No duplicates in a group. Students are to use Quizlet at home and during class assigned computer time. Vocabulary should be written in the journal.
All students will present a model (models may be motorized), created book, PowerPoint presentation, Photostory3, or poem that illustrates with graphics and text the relationships between the earth-sun, moon, and seasons. The teacher will observe the students as they present their models, Photo Stories, or PowerPoint presentations. Students will be asked questions about the relationships of the earth-sun-moon cycle. Teacher may ask open ended questions or questions that have specific answers. What do you think would happen if... Tell me what produces a 24-hour period?
Students are to present their product. They must speak loudly and clearly They must be able to pronounce the words on their own. They need to answer questions to the best of their ability.
Key Standards Supported
|K-ESS2-1||Use and share observations of local weather conditions to describe patterns over time.|
|K-ESS2-2||Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.|
|2-ESS2-1||Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.|
|2-ESS2-2||Develop a model to represent the shapes and kinds of land and bodies of water in an area.|
|2-ESS2-3||Obtain information to identify where water is found on Earth and that it can be solid or liquid.|
|3-ESS2-1||Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.|
|3-ESS2-2||Obtain and combine information to describe climates in different regions of the world.|
|4-ESS2-1||Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.|
|4-ESS2-2||Analyze and interpret data from maps to describe patterns of Earth’s features.|
|5-ESS2-1||Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.|
|5-ESS2-2||Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.|
|MS-ESS2-1||Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.|
|MS-ESS2-2||Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.|
|MS-ESS2-3||Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.|
|MS-ESS2-4||Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.|
|MS-ESS2-5||Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.|
|MS-ESS2-6||Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.|
|HS-ESS2-1||Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.|
|HS-ESS2-2||Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.|
|HS-ESS2-3||Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.|
|HS-ESS2-4||Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.|
|HS-ESS2-5||Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.|
|HS-ESS2-6||Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.|
|HS-ESS2-7||Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.|