1 Hook/Attention Getter
The students will discuss the physical characteristics of the twilight zone.
2 Direct Instruction
The teacher will give a brief description of the twilight zone. Then, since we know that scientists do not know a lot about the twilight students will make a telegama pretending to be an animal from the twlight zone. Students will work as a group for the final project.
3 Independent Practice
The teacher will instruct the students to choose an animal from the twilight zone.
The group will choose one animal that they would like to research. For 10-15 minutes the students will discover facts about this animal on their own in their observation journal.
4 Guided Practice
The teacher will instruct the group to come up with a 20 second story line to give scientists information about their animal.
Students will create a telegami and pretend they are the animal so that scientists have more information about the twilight zone. They must include the facts that they feel are most important.
5 Wrap Up
The teacher will show each groups telegami. The teacher will use the telegami and an exit ticket as a formative assessment for 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.|