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Students responded to an informational read through with a graffiti wall. Then students took turns pretending to be the "predator" by using tweezers to "capture" white punched holes and newspaper punched holes on a newspaper background and white background. Students wrote a summary on the evolution of peppered moths and answered analysis questions.

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Performance Indicator: 6.P.3A.6 Design and test devices that minimized heat transfer by conduction, convection, and radiation.
SEPs:
6.S.1A.1- Ask Questions
6.S.1A.2- Develope, use and refine models
6.S.1A.4- Analyze and interpret data
6.S.1A.6- Construct Explanations
CCCs:
-Cause and Effect
-Scale and Proportion
-System and System Models
-Energy and Matter
Description of Learning: The goal for this lesson and project where to explain the processes of conduction, convection and radiation and get the students to connect how the materials used to build homes help them maintain energy efficiency and minimize the transfer of heat.
What the students did: The students researched different materials and constructed homes that were efficient enough to keep an ice cube from melting when the home is placed under a heat lamp. The students learned about different types of building materials and insulators.
Why they did it: This project was done in order for the students to relate how different types of materials that homes are made of (insulation, siding, etc.) are used to minimize the transfer of heat through conduction, convection and radiation. Depending on the type of insulators used (among other things that effect home efficiency) will determine if your home is energy efficient.

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Lake View Elementary- 1st grade students working on activity.

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Beth Pittman & Ashley Powell_Lake View Elementary_Dillon Four

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Beth Pittman & Ashley Powell_Lake View Elementary_Dillon Four

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SC State Standard (Kindergarten)
K.E.3A.3-Obtain and communicate information to support claims about how changes in seasons affect plants and animals.

The learning covered:
Objective: Get information and explain how the seasons affect plants.
1. Review what the students have learned about seasons.
2. Show videos of how plants are affected by the seasons.
3. Conduct research on the Internet to obtain more information about how plants are affected by the seasons.
4. Evaluate/communicate the information gathered by creating a graphic organizer.

Students:
1. Analyze and interpret the data gathered from the research to create an accurate model of how trees are affected by the seasons.
2.Create a model showing how a tree changes throughout the seasons.

3. Present and explain the model to the class.

The students did this to:
1. Understand how plants are affected by seasons.
2. Compare and contrast seasonal weather.
3. Observe, predict and describe patterns.

They were further able to:
1. Make connections to other CCCs such as stability and change.
2. Find concrete examples to match their model.
3. Understand the concept of time as it relates to how long it takes the tree to change.

SEPs

1. Obtain, evaluate, and communicate information

2. Develop and use models

3. Analyze and interpret data

CCCs

1. Patterns

2. Stability and change

3. Cause and effect

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SEP Action Plan

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Artifact (Codon Match Game) Bingo

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Students Working on Activity

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Marion High School

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David Doughty, Kim Jordan, Victoria Holdaway, and Penny Brown

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David Doughty, Kim Jordan, Victoria Holdaway, and Penny Brown

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Marion Intermediate School

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The learning covered:
Students:
Students did this to:
They were further able to:
SEPs:
CCCs

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