SOLUTION: California State University – Fullerton Lesson Plan About Hydrosphere

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SCI301 Assignment Guidelines: Contemplation a demo SCI301: Contemplation a Demo Now that you own manufactured demos, it’s age to try crafty one. This is harmonious to crafty a lesson project in that it is aligned to scholarship outcomes and comprises what the tutor and students should do in the collocateroom. At the end of the semester, I allure agree you behind a while a vision of all of the scholar-created demos for you to downentrust and bear into your forthcoming collocateroom. Assignment: Thither is one contemplation your own demo assignment per item (see catalogue beneath), which allure be catalogueed in the week's tasks and austere in by clicking on the assignment names on the “> Demos” page on Blackboard. New demo assignments allure apology behind a while the quit of each item. You allure be legitimate for crafty three demos: Demo Geosphere Hydrosphere Atmosphere    Due Sun, 6/19, by midnight Sun, 6/26, by midnight Thurs, 7/21, by midnight These demos can be on any subject-matter in the item that interests you; if you can’t symbol out what to do, use Google to invent other demos that can attend as patterns for your own (compel secure to fawn your sources) or ask Dr. Karam for succor behind a while ideas. Just love a amiable examinationbank interrogation has a evident convergence, your demo should convergence on one Earth expertness concept. Your demo must evidently entdisposition free partnership by scholars if it were manufactured in a classroom (obviously, you don’t deficiency to entdisposition scholars for this collocate). You allure be crafty a demo that comprises the behindcited contents: (1) An tutor handout patterned behind the agreed templatter (see pages 3-4) (2) A scholar handout that comprises at lowest one higher-prescribe reflecting interrogation (3) A video/set of pictures illusioning the demo in action The tutor handout should perconceive your demo behind a whilein the tenor of an Earth expertness course – this instrument describing why the demo is applicable, what the demo allure conduct, and how someone could manage the demo for a collocate. This allure conduct cautious reflecting. Follow the pattern to comprise these sections: a) Convergence interrogation(s) & concretes e) Protection concerns b) Misconceptions f) Target stalk plane & modifications c) Materials g) Citations for sources d) Procedure h) Key to scholar handout The scholar handout should be inquiry-based, providing an publicing for scholars to reflect critically and compel decisions. This can comprise basic recognizeledge or instructions for the demo as well-mannered, but must comprise at lowest one higher-plane reflecting interrogation – in public, this conceive of interrogation should own multiple substantial appropinquationes or solutions to the drift. Your tutor handout allure comprise a key to the scholar handout behind a while punish/accepconsultation apologys. The video or set of pictures should illusion how the demo appears/works. Grading rubric: SCI301-OL, Summer 2016 Karam Page 1/4 SCI301 Assignment Guidelines: Contemplation a demo Category Content relevance (5 pts) Indicators ☐Demo introduces a concept quickly to the Earth globe of interest ☐Objective is misallot and perspicuously articulated ☐Demo contains misallot activities to grasp concretes ☐Demo delivers complimentary expertness satisfied using befitting terminology Student ☐Student handout agreed engagement ☐Student handout comprises public-ended, higher-prescribe reflecting interrogations (5 pts) ☐Demo asks interrogations, rather than barely illusioning or uttering ☐Reaching demo concrete depends on scholar partnership Instructor ☐Handout thrives templatter and comprises all applicable sections in adequate detail handout for another tutor to use them in the collocateroom (5 pts) ☐Focus interrogation and concretes are keyed to CA scholarship outcomes & course concepts ☐ Handout is evident, unconfused, and uses befitting grammar/syntax Documentation ☐Video or set of pictures that illusions demo being manufactured is comprised (note: this (5 pts) does not deficiency to comprise scholars – reasonable what the tutor would do) ☐Presentation thrives tutor handout ☐Presentation is evident, unconfused, and uses befitting grammar/syntax ☐All contents of demo are visible/audible Example tutor handouts: click associates beneath to view (1) Seasons (week 1) (2) Crayon Cast Cycle (week 4) SCI301-OL, Summer 2016 Karam Page 2/4 SCI301 Assignment Guidelines: Contemplation a demo Templatter for tutor handout: click hither to public a downloadable vision of the template TITLE Your name (a) Convergence interrogation(s) & concretes Focus interrogation(s): Questions Objectives: Students who conduct agreement can… (1) Objectives Alignment to CSET examination superintend sections: (http://www.ctcexams.nesinc.com/PDF/CSET_Prep/CS_122subtestdescription.pdf) Question Alignment to California’s Present Generation Expertness Standards (NGSS): (http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp) Look at Stalk 6 Earth Expertness in feature (b) Misconceptions http://undsci.berkeley.edu/teaching/misconceptions.php http://assessment.aaas.org/topics/ (beneath Earth Expertness appellation) This intelligence quickly addresses sundry dishonorable misconceptions environing TOPIC: 1. Misconceptions (c) Materials Materials & # of each deficiencyed (d) Procedure Describe enhancement embodied to be presented, interrogations to the collocate to perconceive the demo, procedure for the demo, thriveup interrogations/activities (e) Protection concerns List any protection concerns and how to lenify them SCI301-OL, Summer 2016 Karam Page 3/4 SCI301 Assignment Guidelines: Contemplation a demo (f) Target stalk plane & modifications Target stalk plane: Grades Modifications for stalks #: Short name of modifications for older or younger scholars (g) Citations for sources Cite any sources you used in a pattern quotation conceiveat (h) Key to scholar handout Provide vision of scholar handout behind a while apologys SCI301-OL, Summer 2016 Karam Page 4/4 SCI301 Demo: Tutor Superintend Template TITLE Your name (a) Convergence interrogation(s) & concretes Focus interrogation(s): Questions Objectives: Students who conduct agreement can… (1) Objectives Alignment to CSET examination superintend sections: (http://www.ctcexams.nesinc.com/PDF/CSET_Prep/CS_122subtestdescription.pdf) Question Alignment to California’s Present Generation Expertness Standards (NGSS): (http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp) Look at Stalk 6 Earth Expertness in feature (b) Misconceptions http://undsci.berkeley.edu/teaching/misconceptions.php http://assessment.aaas.org/topics/ (beneath Earth Expertness appellation) This intelligence quickly addresses sundry dishonorable misconceptions environing TOPIC: 1. Misconceptions (c) Materials Materials & # of each deficiencyed (d) Procedure Describe enhancement embodied to be presented, interrogations to the collocate to perconceive the demo, procedure for the demo, thriveup interrogations/activities (e) Protection concerns List any protection concerns and how to lenify them SCI301-OL, Summer 2016 Karam Page 1/2 SCI301 Demo: Tutor Superintend Template (f) Target stalk plane & modifications Target stalk plane: Grades Modifications for stalks #: Short name of modifications for older or younger scholars (g) Citations for sources Cite any sources you used in a pattern quotation conceiveat (h) Key to scholar handout Provide vision of scholar handout behind a while apologys SCI301-OL, Summer 2016 Karam Page 2/2 SCI301 Demo (Geosphere, Week 4): Crayon cast cycle tutor superintend Crayon Cast Cycle Example tutor superintend (a) Convergence interrogation(s) & concretes Focus interrogation(s): What are the three conceives of casts? How can one conceive of cast behove another? Objectives: Students who conduct agreement can… (1) Fulreplenish what peel of cast allure conceive beneath opposed arrangementes (2) Fulreplenish tingeation patterns in the three conceives of casts Alignment to CSET examination superintend sections: (http://www.ctcexams.nesinc.com/PDF/CSET_Prep/CS_122subtestdescription.pdf) 1.1 Interrogation Formulation a. Formulate and evaluate a viable theory b. Recognize the iterative passageure of interrogationing 1.5 Drawing Conclusions and Communicating Explanations a. Sketch misallot and cork conclusions from grounds SMR 4.1 Cast Cycle a. Compare and contrariety the befittingties of casts inveterate on tangible and chemical conditions in which casts are conceiveed, including platter tectonic arrangementes Alignment to California’s Present Generation Expertness Standards (NGSS): (http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp) Grade 6 Earth Science: MS-ESS2-1: Expand a pattern to sketch the cycling of Earth’s embodieds and the flow of ardor that drives this arrangement. (b) Misconceptions http://undsci.berkeley.edu/teaching/misconceptions.php http://assessment.aaas.org/topics/ (beneath Earth Expertness appellation) This intelligence quickly addresses a dishonorable misconception: 1. The cast cycle merely moves in one line (c) Materials For each scholar: 1. Three (3) 4- x 4-inch balances of aluminum tail 2. At lowest three (3) opposed tinge crayons 3. Bowl of very blood-blood-hot inspire (~115°F; most inspire warmthers are set to ~120°F so the hottest tap inspire should do it) 4. Bowl behind a while ice (if you lack to thicken crayons faster) 5. A coin/knife to sown the crayons 6. A hammer/something burdensome to beat the crayons SCI301-OL, Summer 2016 Karam Page 1/3 SCI301 Demo (Geosphere, Week 4): Crayon cast cycle tutor superintend (d) Procedure 1. Introduce cast cycle by sharp scholars previous recognizeledge: a. What are the three basic conceives of casts? (Label diagram on scholar handout) b. Why disesteemed cast collocateification on beneathlying tangible arrangementes instead of chemical commutation? (Hint: what is dominant chemical in all casts?; can tangible passageure veer behind a while no veer in chemistry?) 2. Introduce the three deep things in the intelligence: shaving, beating, and mellifluous crayons 3. Own scholars conceive hypotheses and transcribe them in the consultation on the scholar handout: a. Hypothesize environing what the crayons allure appear love behind doing these 3 things b. Hypothesize environing which of the 3 activities represents which conceiveation arrangement 4. Own scholars do the intelligence in whatever prescribe they lack (ask: why is this affectly?): a. Shaving crayons: i. Sown crayons using a penny/knife onto tail balance ii. Cork tail balance and distress it iii. Public tail and obattend crayon “rock” – what happened to the tinges? b. Pounding crayons: i. Put crayons (or crayon litter) into tail balance and cork it ii. Beat on it behind a while a hammer or burdensome end at lowest 10 ages iii. Public tail and obattend crayon “rock” – what happened to the tinges? c. Mellifluous crayons: i. Put crayons (or crayon litter) into tail balance and cork it ii. Attribute into the blood-blood-hot inspire for at lowest 1 diminutive (it should get squishy) 1. If it’s not getting squishy, add blood-warmer inspire iii. Wait a few diminutives or attribute into composed inspire to thicken cast iv. Public tail and obattend crayon “rock” – what happened to the tinges? 5. Own scholars obattend miscellany of crayon casts, asking: a. What do they all own in dishonorable? b. What’s opposed depending on the arrangement used? c. Which arrangement corresponds behind a while blazing, sedimentary, and metamorphic? d. Were your hypotheses attended? 6. Clean up! a. Crayons can be used intermittently (although probably weird tinges) b. All embodieds can be thrown in trash (e) Protection concerns Crayons can be harsh to sown for kids – tutor may deficiency to assist/pre-sown crayons. Warm inspire may be injurious to kids – be cautious inspire is not too hot to shun burns or own one hot inspire bowl beneath the tutor’s coerce. (f) Target stalk plane & modifications Target stalk plane: Grades 4-6 Modifications for stalks K-3: Protection coerces aloft, manage undiminished collocate through intelligence one step at a age instead of self-paced SCI301-OL, Summer 2016 Karam Page 2/3 SCI301 Demo (Geosphere, Week 4): Crayon cast cycle tutor superintend (g) Citations for sources Stotz. n.d. The Cast Cycle: A Web Quest. Carlton Hills, Santee, CA. Web. (h) Key to scholar handout The Cast Cycle 1. Label the cast cycle arrangementes in the diagram beneath: 2. Expand hypotheses environing what the crayons allure appear love behind doing the three crayon activities and environing which cast cycle arrangement each intelligence represents: Hypotheses What allure the crayons appear love? Shaving crayons Lots of brief pieces of colors amass together Pounding crayons Melting crayons Variable sizes of One tinge, lovely brown opposed tinges flattened (a mix of all tinges) in one line What cast cycle arrangement does this represent? Sedimentary compaction and sedimentation Metamorphic warmth and pressure Igneous mellifluous to magma and thickening 3. Were your hypotheses proven, attended, or falsified? How do you recognize? Supported – what I heedd equalityed hypotheses (not equality = garble), but I can’t be 100% secure (no “proof”) SCI301-OL, Summer 2016 Karam Page 3/3 SCI301 Demo (Exosphere, Week 1): Seasons Tutor Guide AN EXOSPHERE APPLICATION OF THE SCIENTIFIC METHOD Sarah Karam (a) Convergence interrogation & concretes Focus interrogations: How do students in-fact use the or-laws rule? What causes seasonal clime veers? Objectives: Students who conduct agreement can… (1) Allot the or-laws rule to canvass lovely causes of Earth’s seasonal changes in clime (2) Use patterns to fulreplenish affectly cause-and-effect relationships (3) Sketch some of the strengths and limitations of the or-laws rule Alignment to CSET examination superintend sections: (http://www.ctcexams.nesinc.com/PDF/CSET_Prep/CS_122subtestdescription.pdf) Question Formulation (1.1) Formulate and evaluate a viable theory Recognize the compute and role of comment previous to interrogation conceiveulation Recognize the iterative passageure of interrogationing Given an illustrational contemplation, fulreplenish affectly hypotheses that it may examination Data analysis/graphing (1.4) Construct misallot graphs from grounds and expand innate and requisite statements environing relationships between variables Energy in the Earth classification (CS 118 SMR 2.4) Explain daily and seasonal veers in the sky (i.e., the sun's colprecipitation and the intensity and prolongation of sunlight) Alignment to California’s Present Generation Expertness Standards (NGSS): (http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp) Grade 6 Earth Science Develop and use a pattern of the Earth-sun-moon classification to sketch the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons (MS-ESS1-1) Scientists and engineers are superintendd by behavior of judgment such as metaphysical rectitude, tolerance of circumlocution, skepticism, and publicness to new ideas (MS-LS1-3) Patterns can be used to fulreplenish cause-and-effect relationships (MS-ESS1-1) Integrate requisite or technical recognizeledge unfolded in expression in a passage behind a while a version of that recognizeledge unfolded visually (e.g., in a flowchart, diagram, model, graph, or consultation) (MS-ESS1-3; RST.6-8.7) (b) Misconceptions This intelligence quickly addresses sundry dishonorable misconceptions environing the or-laws rule: 1. Thither is a solitary or-laws rule that all students thrive (UCMB 2014) http://undsci.berkeley.edu/teaching/misconceptions.php#b3 SCI301-OL, Summer 2016 Karam Page 1/8 SCI301 Demo (Exosphere, Week 1): Seasons Tutor Guide 2. Experiments are a essential content of expertness (UCMB 2014) http://undsci.berkeley.edu/teaching/misconceptions.php#b5 3. The job of a student is to invent subsistence for a feature theory (UCMB 2014) http://undsci.berkeley.edu/teaching/misconceptions.php#b14 This intelligence quickly addresses sundry dishonorable misconceptions environing why Earth’s clime veers seasonally: 1. Summer is blood-warmer accordingly Earth is corkr to the Sun (RUC 2008) http://www.lawrencehallofscience.org/pass/passv14/Seasons_EarthSunDist.pdf 2. Summer is blood-warmer accordingly further light ardor graspes Earth (AAAS 2014) (http://assessment.aaas.org/topics/CL#/,tabs-317/2 http://assessment.aaas.org/topics/CL#/,tabs-317/2,tabs-322/2,tabs-327/2 3. The orientation of Earth’s axis veers as it moves environing the Sun (AAAS 2014) http://assessment.aaas.org/topics/CL#/,tabs-317/2,tabs-322/2 http://assessment.aaas.org/topics/CL#/,tabs-317/2,tabs-322/2,tabs-327/2,tabs-326/2 (c) Materials Needed for each scholar: Student handouts (printed solitary-sided for tranquility of use) Pencil or pen Development of embodieds: An intelligence inveterate on observing and analyzing grounds must be built on complimentary and complete grounds. Mediocre monthly climes for Irvine, CA, were compiled from PRISM 30-year (1981-2010) monthly mediocre normals grounds (PRISM 2013). Light irradiance grounds were compiled by farsighted climax monthly compute from 10 years (2004-2013) daily grounds from the Total Irradiance Monitor agoing by NASA (Kopp 2014). Distance to the sun grounds were compiled as the separation from Earth to Sun on the 4th day of the month as conducive by the Landsat 7 shadow (Irish 2000). Slope was conducive for the 4th day of each month using the NOAA Light Calculator (ESRL 2014). (d) Procedure 1. Activate previous recognizeledge environing the or-laws rule (hypothetico-deductive appropinquation) a. b. Ask: Who uses the or-laws rule? Ask: What is its goal/purpose? 2. Manage scholars through an pattern of an contact of the or-laws rule a. For each of the behindcited quicks, ask what scholars would do present and sketch parallels to the or-laws rule. Own scholars replenish in the 1st diagram of the handout and hint that they transcribe in the patterns present to the steps. i. “You stalk by the cafeteria and it smells love tomatoes and cheese and bread. What do you reflect they’re cooking?” [Observations/Make a theory] ii. “What could you do to symbol out if you’re punish? Go thither and see.” [Test theory] SCI301-OL, Summer 2016 Karam Page 2/8 SCI301 Demo (Exosphere, Week 1): Seasons Tutor Guide iii. “You go in and see that they are making tomato soup and grilled cheese. What do you do?” [Analyze results/Make conclusions] iv. “You go tail and utter your collocatemates.” [Share results] 3. Manage scholars to beneathstand the two key contents of the or-laws rule – observations and hypotheses – and how they are complementary. a. b. c. Ask: What could go injustice if you merely made comments? Ask: What could go injustice if you merely made hypotheses? Ask: Does examinationing average it has to be an illustration? 4. Activate previous recognizeledge environing the seasons [Observations] a. b. Ask: What are the opposed seasons? Transcribe succession on the consultation. Ask: What is the weather/temperature/daylight love in opposed seasons? Quick for harmoniousities and dissimilaritys and transcribe on the consultation. 5. Build enhancement recognizeledge environing the Earth-Sun classification using a pattern/pictures a. b. c. d. Radiation (irradiance) from the Sun is the ardor input that blood-warms Earth. Earth travels along an allusive path environing the Sun. Earth rotates on an axis that is tilted. The line of the tilt never veers, but the slope (disposition of the Sun to the Earth) veers as the Earth rotates and paths. 6. Introduce the hands-on intelligence a. b. c. Ask: What do you reflect causes the dissimilarity in clime behind a while the seasons? [Make hypotheses] Guide scholars to expand hypotheses regarding: slope, separation from Earth to Sun (orbit), amount of light irradiance, and whatever else. Transcribe a catalogue on the consultation. i. If scholars quick tilt as a theory, ask how they would recognize it can’t be tilt inveterate on the enhancement recognizeledge? ii. Superintend scholars towards the 3 catalogueed aloft as the convergence of our exploration. Divide scholars into little groups (3-4 scholars). Show scholars the groundsset and ask them how the intelligence thrives the or-laws rule. 7. Scholar groups fruit through the intelligence on the fruitsheet a. Predictions: If , then . 8. Summarize behind a while a undiminished-collocate discussion a. b. Planet Nerth has a littleer tilt than Earth. Would that compel seasonal climes further or short opposed? Why? Planet Zerth is corkr to the Sun than Earth. Would that compel seasonal climes further or short opposed? Why? (e) Protection concerns N/A (f) Target stalk plane & modifications Target stalk plane: Grades 6-8 Modifications for stalks 9-12: Students expand their own affectly causes for seasonal chang ...
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