GCU College of Education
LESSON UNIT PLAN TEMPLATE
STEM Unit Plan
6th Grade Science Quarter 3:
| Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | |
| Title of Lesson and Brief Rationale
Create a title for each lesson and 1-2 sentences describing the rationale of the lesson and how it will integrate multiple STEM content areas |
Unit 4: Earth’s Resources
The rationale of this lesson is for the students to understand how renewable resources are used. |
Managing Resources
The rationale of this lesson is to make the students understand how and why the natural resources should be managed. |
Earth’s Water (The water Cycle)
The ration of this lesson is to equip the students with knowledge how water changes its states and move around the earth.
|
Surface Water and
Groundwater The rationale for this lesson is to make students understand how fresh water flows on earth. The students will be able to evaluate the impacts of human activities on the hydrologic cycle |
Human Impact on the Environment
The rationale of this lesson is for the students to understand the impact of human activities have on land and resources. |
| State-Specific Standards
List specific grade-level state standards that teach and assess multiple science content areas. |
Differentiate between renewable and
nonrenewable resources by asking questions about them availability and sustainability. |
Assess the impacts of human activities on the
biosphere including conservation, habitat management, species endangerment, and extinction. |
6.ESS2.4 Apply scientific principles to design a method to
analyze and interpret the impact of humans and other organisms on the hydrologic cycle. |
Students designs might focus on how to minimize impacts
as a consequence of what their monitoring suggests, however, emphasis should be on types of data to be collected and how students might collect data on factors such as location, frequency, purpose for data, in order to begin to define or resolve a design task. |
Assess the impacts of human activities on the
biosphere including conservation, habitat management, species endangerment, and extinction. |
| Next Generation Science Standard
Identify which Next Generation Science Standards align with state standards. |
Renewable resources are resources that can be
regenerated within a human lifetime. |
Crosscutting Concepts such as cause and effect help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design. | Obtain, evaluate, and communicate information
about the negative impacts humans have on the hydrologic cycle IOT explain |
Earth and Human Activity: Students consider the ways that
living organisms impact the land. This standard advances that idea, noting that the increase in the number of organisms present on the planet means that changes to the Earth will occur at a faster rate. |
Apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle |
| Learning Objectives
Based on state standards and NGSS, what will be the purpose and focus of the activity? Describe the learning content to be covered. |
By the end of this lesson, students should be able to;
Differentiate between renewable and nonrenewable resources. • Describe the characteristics of fossil fuels and advantages and disadvantages of using them. • Explain how nuclear energy is created and used to generate electricity. • Explain the advantages and disadvantages of using nuclear energy. |
By the end of this lesson, the students should be able to;
Describe the impacts of resource extraction, use, and disposal. • Explain why resources need to be managed and the role of stewardship and conservation. • Describe the management practices for renewable and nonrenewable resources. • Explain the advantages and disadvantages of managing resources. |
By the end of this lesson, the students should be able to;
Describe the water cycle including how water reaches the atmosphere and what happens after it falls to Earth. |
By the end of this lesson, the students should be able to;
Explain where surface water comes from and why living things depend on it. • Describe how humans use the water in watersheds. • Describe how groundwater forms and how it flows. • Determine how aquifers are discharged and recharged |
By the end of this lesson, the students should be able to;
Explain why fresh water is a limited resource and the importance of water quality. • Describe the various ways in which water can be polluted. • Describe how urbanization can affect water quality. • Explain how humans affect the fresh water flow and supply |
| Unit Resources (including technology) that would be included in the unit. | HMH Tennessee Science TE, Unit 4, Lesson 3 pp. 268-
281 Projector |
HMH Tennessee Science TE, Unit 4, Lesson 4 pp. 282-
295 |
HMH Tennessee Science TE, Unit 6, Lesson 2 pp. 400-
413 |
HMH Tennessee Science TE, Unit 6, Lesson 3 pp. 418-431 | MH Tennessee Science TE, Unit 5, Lesson 1 pp. 326- 341 |
| APA Citations
(include APA citation for each above Unit Resource) |
References
Kelly, R. A. (2009). Energy supply and renewable resources. InfoBase Publishing.
|
References
Tidwell, J., Weir, T., & Weir, A. D. (2006). Renewable energy resources. Taylor & Francis.
|
References
Holtkamp, K. L. (2017). The water cycle. Encyclopedia Britannica.
|
References
Kossel, P. (2015). Ground and surface water hydrology.
|
References
Lifeline. (2019). Human impact on nature: Water.
|
| Resources Rationale
Describe the purpose of the resource and its value in the lesson. |
The textbook is used to guide the students according to the curriculum requirements.
The projector will be used to project visuals to enhance student understanding. |
To provide context for understanding between renewable and non-renewable resources. | The resources will increase the achievement of the students by supporting their learning. | The learning resource is to help the students get the most out of their learning experience . | PowerPoints are crucial for the student’s learning journey |
| Knowledge and Skills
Specific knowledge and skills students demonstrate based on the day’s activities. |
The students acquire knowledge and skills to Describe the characteristics of fossil fuels and
advantages and disadvantages of using them. |
The students acquire knowledge to define problems related to using resources that
are limited IOT explain how resources are not stable and can change over time. |
The knowledge acquired by students in this lesson will help them identify the human activities that affect water cycle | The students acquire knowledge to create a model of the hydrologic cycle IOT display the components of the hydrologic cycle and how it functions as a system | Students develop and design a solution based on collected data (i.e., measurements of precipitation and runoff) IOT explain how it will reduce human impact on water usage, land usage, or pollution and create a stable area to live |
| Academic Language and Vocabulary
Content-specific vocabulary included in the lesson. |
Nuclear Energy, Renewable and nonrenewable energy | energy resources, hydroelectric energy, wind energy,
biomass, solar energy, geothermal energy |
water cycle, sublimation, evaporation,
condensation, transpiration, precipitation |
Surface water, channel, divide, groundwater, tributary, aquifer, permeability, water table, watershed |
water pollution, point-source pollution, non-point source pollution, surface water, groundwater, eutrophication |
| Summary of Activities for the Lesson
Observable student learning activities and how they are aligned to state standards. |
Construct explanations and design solutions
about renewable and nonrenewable resources IOT differentiate between them based on availability and sustainability. |
It is not intended that students memorize the processes
for the formation of all non-renewables, but rather to understand that they are in some way connected to geologic processes. |
student consider the ways that living
organisms impact the land. This standard advances that idea, noting that the increase in the number of organisms present on the planet means that changes to the Earth will occur at a faster rate. |
Students designs might focus on how to minimize impacts as a consequence of what their monitoring suggests, however emphasis should be on types of data to be collected and how students might collect data on factors such as location, frequency, purpose for data, in order to begin to define or resolve a design task. | Some effects on the land are inevitable as human’s attempt to meet their needs, however analysis of impacts can inform sustainable use of resources. |
| Formative Assessments
Assessments used to monitor student progress and modify instruction.
|
At the end of the lesson there will be a quiz on the subject to test and asses the understanding of the students | The teacher will involve the students in a nine-class discussions to discuss the topic and assess the understanding of the students. | Providing feedback to the students. This will involve working with the students giving them the information that they need for better understanding | The teacher will draw a conceit map in class to represent the understanding of the lesson | The teacher will encourage the student to self-reflect on the subject |
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