1 Hook/Attention Getter
The teacher will show the picture of the creature that lives in the midnight zone. The teacher will ask students what zone they think we will be discussing next. The teacher will show students a map of where the midnight zone is located.
2 Direct Instruction
The teacher will review characteristics of the midnight zone using the worksheet students have been referencing from day 1.
3 Guided Practice
The teacher will review the different midnight zone animals with the students.
The students will look through the different creatures with a partner. Each partner will choose his/her own creature that they want to create a popplet of.
4 Independent Practice
The teacher will explain that after students have chosen their creature they will create their own popplet to display information about their midnight zone ocean creature.
Students will choose one creature from the enchanted learning website and create popplet to share with the class. The popplet can be any information they feel is important for their classmates to know about their creature. Students will also create a test to test students on their creature.
5 Wrap Up
Students will present their popplets to the class. The students will take the quizzes that go along with each creature. The teacher will use the quizzes and teacher observation for formative assessment of this lesson.
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.|