Running head: MINI LESSONS

Kaitlin Gagen
PPE 310
Dr. Lineberry
4/2/1016

Running head: MINI LESSONS

Healthy living means sick prevention

Priority PO

Linking POs

Knowledge

Skills

S4C3PO2
organism
ecosystem
niche
predator
prey
ecology
abiotic
photosynthesis
biotic
population
community
producer
consumer
herbivore
carnivore
omnivore
scavenge
r
decomposer
adaptation
habitat

S4C3PO2
1. Define each term.
2. Describe the biotic and
abiotic components of a
variety of ecosystem.
3. Describe the roles of
organisms in an
ecosystem.
predator/prey
niche
producer
consumer
decomposer
scavenger

PART I
ECOSYSTEMS
S4C3PO6
Create a model of the
interactions of living
organisms within an
ecosystem.

S4C3PO2
Explain how
organisms obtain
and use resources
to develop and
thrive in:
niches
predator/prey
relationship

S4C3PO1
Compare food
chains in a
specified
ecosystem and their
corresponding food
web.

S4C3PO1
energy transfer
food chain
food web
herbivore
carnivore
omnivore
decomposer

S4C3PO1
1. Define each term.
2. Construct a food chain.
3. Identify a food chain
within a food web.
4. Construct a food web.

Running head: MINI LESSONS

Sleep

S6C3PO6
Explain the
relationship among
common objects in the
solar system, galaxy,
and universe.

S2C1PO1
Identify how people and
cultures have contributed
to scientific innovations.

S2C1PO1
heliocentric
geocentric
Ptolemy
Copernicus
Galileo
Newton

S2C2PO2
Describe how a major
milestone in science or
technology has
revolutionized the
thinking of the time.

S2C2PO2
Optical and nonoptical telescopes
Hubble telescope

S6C3PO4
Explain the seasons in
the Northern and
Southern Hemispheres.

S6C3PO4
seasons
N. Hemisphere
S. Hemisphere
tilt
axis
revolution
rotation
equator
planet
day
night
year
orbit

S2C1PO1
1. Define terms.
2. Describe how ancient
civilizations studied
astronomical
events.
3. Describe the contributions of
each scientist to the current
model
of the solar system.
S2C2PO2
Explain how the use of
telescopes and mathematics
caused changes in models of the
solar system and universe.
S6C3PO4
1. Define bolded terms.
2. Describe the direction of
Earths axis (relative to the
sun)
during each season as toward,
away, or parallel.
3. Explain that each season is
caused by:
the angle of the suns rays
the tilt of the axis
the location of Earth in its
orbit
4. Use a model or diagram to
show the relationship between
the orientation of the Earths
axis and the sun at each
season (relative positions).

Running head: MINI LESSONS

Sustainability

S2C1
S2C1PO1
HISTORY
OF
how people
Running head: MINIIdentify
LESSONS
SCIENCE AS A
have made important
HUMAN
contributions to
ENDEAVOR
scientific innovations

S2C1PO1
Rachel Carson
Jacques
Cousteau

S2C1PO1
Describe the ecological
contributions of historical
figures.

John Muir
S2C1PO2
Describe how a major
milestone in science
or technology has
revolutionized the
thinking of the time.
S2C1PO3
Analyze the impact of
a major scientific
development
occurring within the
past decade.
S3C1PO1, PO2, PO3
S3C1PO1
Analyze
Analyze
environmental
environmental risks benefits of the
caused by human
following human
interaction with
interactions with
biological or
biological or
geological systems. geological systems
reforestation
habitat
restoration

S3C2PO1
Propose viable
methods of
responding to a
need or a
problem.

S3C2PO2
Compare solutions to
best address an
identified need or
problem.
S3C1PO3
Propose possible
solutions to address
environmental risks in
biological or
geological systems.

Teddy Roosevelt

S2C1PO2
e.g. computer
technology,
information
highway, smart
phones.
S2C1PO3
e.g. hybrid and
electric cars

S3C1PO1
recycling
reclamation
conservation
sustainable
solutions
S3C1PO2 and
PO3
deforestation
reforestation
habitat
restoration
dam construction
mining

S3C2PO2
problem
solution

S2C1PO2
Develop a timeline
showing major milestones
in science or technology.

S2C1PO3
Research the impact of a
major scientific
development occurring
within the past decade.
S3C1PO1
Explain reclamation and
the ecological risks of
mining

copper
uranium

S3C1PO2 and PO3

1. Explain each of the
terms as to
its benefits and
environmental costs.
2. Propose a possible
solution to an
environmental issue
such as but not limited
to the following:
air/groundwater
pollution
habitat destruction
dams
urbanization
non-native
(invasive) species
earth fissures/land
subsidence
wild fires
S3C2PO2
Design/construct a solution
to an identified need or
problem

Running head: MINI LESSONS

My school is Shepherd Junior High which is located in the Mesa school district. I am currently in
a 7th grade classroom where I teach science all day long. My class size ranges from 22-34
students per class period. These lessons were created to add to the science content that is already
being taught at shepherd Junior High.
Sickness prevention
S4C3PO2
Explain how organisms obtain and use resources to develop and thrive in: niches, predator/prey
relationship
The teacher will start by reminding students that they are learning about
ecology and the food chains within it.
First, the teacher will play the video, Baby deer rescue and release which
shows a baby fawn with a broken leg. I will then ask my students what they
think is going to happen to the deer. Expect responses like it probably will
be eaten. Explain that this is a part of the ecosystem and that a predator
will more than likely eat the prey that is easiest to catch. Incorporate health
by reminding students that it is always important to be in the best health
possible. Relate this topic to students by asking them what happens when
they dont get enough sleep. I would expect responses like, I get grouchy,
and I dont pay attention in class, etc. Explain that animals are not the only
creatures who need to stay healthy to stay out of trouble.
Tell students that they are going to brainstorm in groups of 4 about the
importance of health. Each group will receive a giant whiteboard to write

Running head: MINI LESSONS

their answers on. Instruct students to write down an answer to each of the
questions listed on the teachers white board. The questions will be:
1. Why is sleep important? What happens if you dont get enough sleep?
2. What happens when you are hungry?
3. How do you feel when you are expected to complete a task when you
havent eaten all day?
4. What resource do you need when its really hot outside and you are
exercising?
The teacher will go around to each group and ask what they wrote down for
each question. The teacher will discuss each answer and elaborate when
necessary on what the students are sharing. Once everyone has shared, the
teacher will instruct students to sit back down in their assigned seats. The
teacher will summarize what all the students said and bring the lesson to a
close.

Sleep

S6C3PO4: Explain the seasons in the Northern and Southern Hemispheres.

Introduce the topic by telling students that we are currently learning about the seasons and what
causes them. Remind students that when seasons change, so does the amount of sunlight present.

Running head: MINI LESSONS

Ask students, When is there less daylight during the year? Students should respond with
winter. The teacher will then ask when daylight is longest. The students should respond with
summer.
Discuss with students that the amount of sleep people need does not change
with the seasons. Kids in 7th grade need at least 8 to 9 hours a sleep of
night. Tell students that, on average, 66% of adolescents and 30% of adults
are sleep deprived. The teacher will then play the video, What would
happen if you didnt sleep? - Claudia Aguirre, from 1:31-2:00.
Instruct students to turn to their table partner and share one thing that they
learned about sleep today. Remind students that they cannot say the same
thing, each student must come up with their own response. Give the
students 2 minutes to complete this task. Pick several students to share
aloud what their partner had told them about what they had learned today.
The teacher will encourage students to think of how the seasons might affect
the sleeping patterns in people. Do students feel like they sleep less or more
during winter? What about the summer? Instruct students to share with their
partner what they had thought of. The teacher will walk around the room and
listen to students respond to one another.
Tell students to collaborate with their partner to come up with a sentence
summing up what they learned in class today about sleep. The teacher will
then go to each group and ask them to share their sentence with the rest of
the class to check for comprehension.

Running head: MINI LESSONS

Sustainability through recycling

S3C1PO1: Analyze environmental risks caused by human interaction with biological or

geological systems.

Teacher will play the video, Recycle PSA to engage students attention. The teacher will then
ask students what this video is about. Expect the response, recycling. Tell students that we are
going to be learning about the environmental risks that are caused by humans living on the Earth.
We are also going to discuss how we can reduce these effects. Tell students we are going to make
a KWL chart. The teacher will draw the chart on the board and ask students what they know
about recycling. The teacher will write down the students responses under the k.
Next, the teacher will ask students what they want to learn (w) about recycling. The teacher
will call on students and ask them what they want to know about this topic. If students struggle
with this part, the teacher can suggest ideas by asking students if they know how recycling works
or how much recycling actually helps.

Running head: MINI LESSONS

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Next, the teacher will pass out an article about recycling from the National Geographic website.
Have students read this silently to themselves and highlight any new information they come
across in the article that they didnt know before. After students finish, have them share with a
partner 3 things they learned from the article for 1 minute.
Once the time is up, ask students to share the things they have learned with the class. The teacher
will write these responses under the L on the KWL chart. Once the learn side is filled, the
teacher will wrap up the topic by saying that recycling is important because it reduces the
amount of waste humans produce and leaves less of an effect on the environment.

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References
H. (2015). Baby deer rescue and release. Retrieved April 03, 2016, from
https://www.youtube.com/watch?v=eStXV_TYFFw
Lee, Z. (2015). Recycling PSA. Retrieved April 03, 2016, from
https://www.youtube.com/watch?v=N8LhLB2Qio4
T. (2015). What would happen if you didn't sleep? - Claudia Aguirre. Retrieved April 03,
2016, from https://www.youtube.com/watch?v=dqONk48l5vY
Why Recycle? (n.d.). Retrieved April 03, 2016, from
http://ngm.nationalgeographic.com/2008/01/high-tech-trash/recycling-text

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