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I put the progress monitoring assessment into quizizz to make it more exciting for students.

https://quizizz.com/admin/quiz/5a82f4cd421d41001f532aec

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This explained it very simply

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Green

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F. Perez

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I would have them do this one independently

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Theres other games as well

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Food Chain Game - Food chains come to life: when a chain is correctly put together, it turns into an animated working chain!

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I definitely used the mosaic game.
F. Perez

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https://jeopardylabs.com/play/photosynthesis1045

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I turned the Progress Monitoring Assessment on STEMScopes into a quiz on Quizizz.

https://quizizz.com/admin/quiz/5a53c3a041f02e1100ed3fee

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I created this graphic organizer to review the different concepts with the students.

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The wacky history of cell theory - Lauren Royal-Woods

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Living things use lots of different strategies for producing offspring, but most strategies fall neatly into the categories of either sexual or asexual reproduction. Asexual reproduction generates offspring that are genetically identical to a single parent. In sexual reproduction, two parents contribute genetic information to produce unique offspring.

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Can be played in class to show how different animals reproduce. It also talks about their mating habits, lifespan, and habitat.

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The Mating Game

Most romantic gestures that help to solidify relationships between people would be useless between individuals of another species. Take the burying beetle, for example. This insect prefers to court his mate underground with the carcass of a dead rodent for ambiance. Amazingly, female burying beetles can't seem to get enough of this sort of treatment. In this interactive feature from the Evolution web site, take a lighthearted but informative look at the reproductive strategies of this and many other fascinating creatures.

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Most romantic gestures that help to solidify relationships between people would be useless between individuals of another species. Take the burying beetle, for example. This insect prefers to court his mate underground with the carcass of a dead rodent for ambiance. Amazingly, female burying beetles can't seem to get enough of this sort of treatment.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Independent reading
Think Pair Share

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I had the kids use the coin flip app on Google to help with the Explore activity. It was less noisy and I did not have to worry about losing pennies.

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Gravity, touch, light, water.

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Took 2 questions from Progress Monitoring Assignment and had students work in groups to answer the questions. Review the questions as a class.

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I have students draw a flower with arrows showing the positive and negative ways tropism affects plants.

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http://fergusonfoundation.org/btw-students/fish-identification/

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http://www.epcc.edu/Biology/Documents/Natural%20Selection%202015/Natural_Selection_Bird_Beak.pdf

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http://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/1747/Opposable%20Thumbs%20Adaptation%20Lab.docx

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Activity for Adaptations and Dichotomous key

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Activity for Adaptations and Dichotomous key

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Design and create an organism that would survive on the moon. Heres an example:
https://prezi.com/berzi-a54dtx/create-your-own-organism-project/

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With aliens

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Twenty pamishan aliens need to be identified using a dichotomous key.

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http://www.teachingideas.co.uk/computing/ways-to-use-pokemon-go-in-the-classroom

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I will do PBL on Friday. Mr. Green Could you send me pictures? 

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I will do PBL on Friday. Mr. Green Could you send me pictures? 

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F. Perez - How to remember levels of groundwater using hands

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F. Perez - How to remember levels of groundwater using hands

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4 finger - make a fan - aeration
3 finger - make a W - water table
2 finger - number 2 - sa"2"ration
1 finger-1st letter alphabet - Aquifer
Closed fist -rock - bedrock

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Finishing up Watershed PBL today and tomorrow. Will post a few pictures once the kids are done.

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To the tune of "If you're happy and you know it"

If the sediment is porous, percolate (x2)
If the sediment is porous and you'd like to be groundwater, if the sediment is porous, percolate.
-Lyrics by F. Perez

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I really found all of these useful. I will be using stemscopes to help guide me as well.

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Geared towards little kids but I understand it now

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Activity 40 minutes

Part A What's a Watershed?

Gather the group around the table holding the materials. Define the term watershed and talk about how you might use the materials to make a model of a watershed.

Then build a large watershed model, incorporating student ideas if possible:

1. Stack the containers on the large tray in a pile that's 1 to 2 feet high. Make an irregular mound with peaks, ridges, and valleys by draping a tarp or large plastic sheet over the containers

2. Talk with kids about the model.

Ask:

Where are there mountains or hills? How many mountains and hills do we have? Where do you think rivers and lakes might form?

If we spray water on the mountain peaks, what will happen to it?The water will flow downhill.

Where does the water come from in nature?Rain or snow

Then have kids take turns spraying the landscape with the spray bottle. What happens as they add water to the system? Can they see rivers and lakes forming?

Part B Where Does the Water Go?

Have kids work in pairs to make their own smaller tabletop version of a watershed.

1. Hand out the materials listed under "Small landscape model," with the exception of the cooking oil, food coloring, glitter, spices, cake sprinkles and spray bottles.

2. Have kids build their own landscape of hills, valleys, lakes, and mountains.

3. Ask kids to make predictions about where rainwater will collect in their landscape.

4. Hand out spray bottles, and tell kids to take turns being "sprayers" and "observers."

Circulate as kids spray, asking each pair to explain what the water is doing and show you lakes and rivers in their model.

Part C What's In the Water?

Next, let kids experiment with how "pollutants" might travel through their watersheds. Show them the bottles of cooking oil, food coloring, glitter, and other materials.

Ask:

What is pollution?Pollution is human-made materials in the environment that may be harmful to the organisms living there.

Have you ever seen pollution? What did it look like?

How could we use these materials to show how pollutants might travel through a watershed?Be sure students understand they should place the materials in different places on their watershed model, spray with water, and watch to see what happens.

Hand out the food coloring, glitter, and other materials after you have had this short conversation. If time permits, kids can wipe their models clean with towels, rebuild the landscape, and experiment with water and pollution again.

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Gather the group around the table holding the materials. Define the term watershed and talk about how you might use the materials to make a model of a watershed. Then build a large watershed model, incorporating student ideas if possible: Stack the containers on the large tray in a pile that's 1 to 2 feet high.

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I had the kids to do a google slide show or poster.

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It's pretty basic but gives them a reference during discussions

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Use CBA as an end goal. Study what and how it is tested

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I connected  the recent events in the Texas Coast to lessons on Catastrophic Events. It allowed the kids to have a better connection to the effects of hurricanes.

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I was here:)

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Sept 20, 2017

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Great for explaining biodiversity and sustainability

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Games : Feed the Dingo . PLUM LANDING | PBS KIDS

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Build your own desert ecosystem in this online PLUM LANDING game. Add plants and animals to create habitats and balanced food chains in this environment.

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This resource can be used for instruction in the following ways:

You can use a single computer and projector to deliver whole-class instruction.

Implement instruction in a setting that includes a combination of teacher computer/projector and individual student computers (in either a computer lab or other 1:1 environment).

Assign specific activities for students to do outside of the school day as part of a "flipped classroom" to allow for application, practice, and additional support during the school day.

Integrate the resource into tutorials.

Share the links with parents in order to inform them about what their child is learning in school.

Assign the resource to students who are unable to participate in the traditional classroom environment.

Differentiation of Content Approaches
Succession is often a difficult concept for students to grasp. After all, to "see" succession, you would have to intentionally watch an area change over a period of time, and students may not understand the implications, even if they observed changes.

Let's look at a few suggestions to extend or differentiate the lesson.

Engage: Welcome to the Neighborhood

Students observe a picture of bare rock and a second picture of fern growing in rock. Students then view a video that explains how pioneer plants make an area habitable for more complex plants.

Strategies that you may want to consider are listed below.

Ask students to design questions about succession that pairs or small groups of students could research in the resource or on the web.

Assign a field study where students observe an area in their neighborhood over a designated time frame, make predictions of changes, and document observations.

Display a Hawaiian Island mature forest, and ask groups of two or three students to create an explanation in writing about how the area went from bare rock to tropical paradise.

​ Explain: Putting It All Together
This section includes a YouTube tutorial video and a succession vocabulary game.

Strategies that you may want to consider are listed below.

Place students in groups of two or three, and challenge them to design a vocabulary memory game using the vocabulary in this section.

Ask students to partner with someone for a vocabulary guessing game. Ask partners to stand shoulder to shoulder. One student faces the screen and the other faces away from the screen. Project one vocabulary term at a time on the screen. The students facing the screen provide hints to their partners to get them to identify the word. They raise their hand every time their partner identifies the word correctly. After four terms, ask the students to reverse roles and repeat the process.

Use the "Alternate Frayer Model" document in the "Related Items" section below.

Elaborate: There Goes the Neighborhood
In this section, students participate in an animated activity where they learn how succession of a lake occurs. The animation requires students to sequence drawings of lake succession into a logical order. A checkpoint question helps students check their understanding of the concept.

Strategies that you may want to consider are listed below.

Ask students to design a series of questions to ask about terrestrial and marine succession, primary and secondary succession, etc. Collect the questions, and reassign them to individuals or small teams of students to research and share with the whole class.

**Note: These questions may be different than those written in the Engage section since the students have learned more detailed information about succession.

Ask students to tell the story of succession in a way they choose. Options could include a storyboard, a descriptive essay, a video, an infographic, etc.

**Note: If your students wrote an explanation of succession as referenced in the Engage section, it might be interesting to compare the first explanation with the final product from the Elaborate section.
Related Items:
There are additional resources at the bottom of the page. Some can be used as extensions for advanced learners or support for learners challenged by the concept of succession.

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This resource can be used for instruction in the following ways: You can use a single computer and projector to deliver whole-class instruction. Implement instruction in a setting that includes a combination of teacher computer/projector and individual student computers (in either a computer lab or other 1:1 environment).

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Teach biomes using animal crackers

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I like this presentation and videos

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Ecological Succession Succession is the gradual change in populations of organisms that happens when the environment changes. All succession means is that the development of an ecosystem happens gradually in stages from bare rock to fully formed forests! OR How things go from this: to this: These guys really get it!

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I want to learn how to better help the kiddos

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I want to learn different activities for pre-ap classes

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A network of peers that face similar problems and how they solve them.