Student example- I was cold so I put on my jacket. 

Student example 2- I was thirsty so I drank water. 

We did a close read of Sunlight in the Night from Read works. 
1st Read: We talked discussed the main idea and details of the story. 
2nd Read: We reread and stopped after each sentence to discuss what we found out about the sun then I wrote down their responses. 
3rd Read: Students reread the text with a partner and found examples of cause and effect in our story. 
Then the class discussed the causes and effects that we found. One example was the moon lights the sky at night because the sun shines on it and reflects the light. Then students talked about other effects that the
sunlight has on the earth. 

Examples
-  If we are too hot outside at recess we stand in the shade. 
- If we are cold we stand in the sunlight. 
Students did an excellent job finding examples of cause and effect in their books and relating it to their life.
Science standard: 1.E.3A.4 Conduct structured investigations to answer
questions about the effect of sunlight on Earth’s surface.

The cause and effects of gravity on objects.   

The students will work in four groups of four. 

 

After a short Story about Sir Isaac Newton and his discovery of gravity proceed to the next step.   

 

Take two identical zip lock bags and place ten marbles in one and five in the other.  The teacher will tell the students, “I will stand on a ladder and drop the two bags at the same time.”  Have the students, considering the weight difference, predict which bag will hit the carpet first: the bag containing ten marbles or the bag with five marbles.  The students will discuss the proposal in their groups and make a prediction and record it for each group.  One spokesperson for each group will tell what their prediction is and explain what they based their prediction on.  

 

The teacher will carry out the procedure three times to make sure the same results are repeated.  The groups will record their observations and discuss the results.  

 

The teacher will then ask, “Do heaver objects fall faster?”  Ask the groups to explain using their observations and explain how gravity affected the motion of the bags.  

 

Next repeat the experiment using a feather and a golf ball.  Repeat the same questions and procedures in the previous experiment.  

 

After the feather and golf ball experiment, show the following video of a group of feathers and a bowling ball being dropped in a normal environment and repeated in a vacuum.  

 

https://www.youtube.com/watch?v=E43-CfukEgs

The prediction of one group was correct on the bags with the marbles but all the students were excited and amazed about the bags reaching the carpet at the same time.   Two groups predicted the feather and golf ball correctly.   Again, all were amazed at the results of the feathers and bowling ball experiment in the video. 
2.S. 1A.3  With teacher guidance, conduct structured investigations to answer scientific questions, test predictions and develop explanations: (1) predict possible outcomes, (2) identify materials and follow procedures, (3) use appropriate tools or instruments to collect qualitative and quantitative date, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

2.S. 1A.4  Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings.  

2S.1A.6  Construct explanations of phenomena using (1) student-generated observations and measurements, (2) results of scientific investigations, or (3) data communicated in graphs, tables, or diagrams. 

 

Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how environmental factors and the use of technologies influence the transfer of genetic information.

Cross Cutting Concepts:  Patterns, Cause and Effect, Systems and Systems Modeling

 In my classroom, we did a SpongeBob genetics activity. The students had to use science vocabulary like dominant and recessive alleles, heterozygous and homozygous, and Punnett squares.  We talked about how traits are passed down from parent to offspring and we traced the patterns of inheritance. The students analyzed the causal relationship of inheritance and modeled it.

2. Discuss what happened. Introduce the vocabulary-cause and effect. 

3. Show the BrainPOP Jr. video on Cause and effect. Discuss the video. 

4. In small group, allow students to match the cause and effect pictures. 

5. As the students match the pictures, have them describe which picture is the cause and which picture is the effect. 

6. After matching the pictures and explaining which one is cause and which is effect, allow student to CREATE two cards that match (one cause and one effect). After a few minutes of work, allow students to collaborate with a partner.
7. Show the video, The Rain Came Down, to the students. Stop the video periodically and discuss causes and effects throughout the book/video. 

8. Allow students to complete the cause and effect chart attached by drawing the effects that goes with each cause. 

9. Allow students to come up with 1-2 more causes from the book and draw the effect that goes with it. (Teacher may choose to let the student trade papers with a partner and have the partner draw the effect.)
10. Conduct the Rain Cloud In A Jar experiment.  Discussion:  What were the cause and effect in the experiment? Cause: The clouds filled with water. Effect: It rained.
Weeks 2 & 3
1. Discuss what aspects of these weather conditions are dangerous (Example: Tornadoes – High Wind, Hurricanes – High Wind & Flooding, etc.).  Show some different video clips of tornadoes, hurricanes, high winds, etc. Discuss the effects this type of weather may have. 
2. Have students research hurricanes and the damaging effects they cause using the Internet. Create a graphic organizer with the information that the students gathered from their research.

3. Show the example of a storm surge as a result of a hurricane. Make a model of a community, farm, city, town, etc. using sand, dirt, small tree twigs as well as toy people, animals, cars, etc. Start by sprinkling water from a watering can on the model. Have the students observe what happens. (Some soil should wash away, which can lead to a discussion about erosion.) Then, add a larger amount of water from the watering can over the area and have the students observe what happens.
4. Have the students create and present a model of a hurricane.
Student Reaction

The students were able to grasp the concept of cause and effect with the various demonstrations and examples we did in class.  They also incorporated the vocabulary when creating their own examples of cause and effect.

The students were enthusiastic about this project. They enjoyed seeing the model of the town become flooded as a result of the water being poured over it. They realized the water tower did not wash away like the other buildings because the ground below the tower had not been affected by the water. 

The students also enjoyed doing research and watching videos about hurricanes. They were able recall much of this information during their presentations. 

I used the cross cutting concepts activity to review the topic for test and bench mark. Students were given a set of pictures to arrange under the 7 heads. The students worked in groups as well as individually. After the activity the class discussed why the students arranged the pictures under certain categories.

The students like the activity and thoroughly enjoyed it.

Standards covered - H.B.4C. Conceptual Understanding: Sex cells are formed by a process of cell division in which the number of chromosomes per cell is halved after replication. With the exception of sex chromosomes, for each chromosome in the body cells of a multicellular organism, there is a second similar, but not identical, chromosome. Although these pairs of similar chromosomes can carry the same genes, they may have slightly different alleles. During meiosis the pairs of similar chromosomes may cross and trade pieces. One chromosome from each pair is randomly passed on to form sex cells resulting in a multitude of possible genetic combinations. The cell produced during fertilization has one set of chromosomes from each parent.

Performance Indicators: Students who demonstrate this understanding can:

H.B.4C.1 Develop and use models of sex cell formation (meiosis) to explain why the DNA of

the daughter cells is different from the DNA of the parent cell.

H.B.4C.2 Analyze data on the variation of traits among individual organisms within a

population to explain patterns in the data in the context of transmission of genetic

information.

H.B.4C.3 Construct explanations for how meiosis followed by fertilization ensures genetic

variation among offspring within the same family and genetic diversity within populations of sexually reproducing organisms.

H.B.4D. Conceptual Understanding: Imperfect transmission of genetic information may have

positive, negative, or no consequences to the organism. DNA replication is tightly regulated and

remarkably accurate, but errors do occur and result in mutations which (rarely) are a source of

genetic variation.

I used the CCC’s to have students classify images of previously learned and currently being taught concepts into the 7 thematic groups. The students worked individually to place images and then as a group discussed and justified their selections. Student were exposed to why others students may have selected a similar image but placed it into a different thematic category. The students enjoyed the activity although some had issues with the fact that I could not reassure them that the selection they had made was correct or incorrect. Mrs. Shaik and I performed similar applications and were on the same unit of study.

Standard H.B.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
H.B.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments or claims. 
H.B.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

H.B.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts. 
Standard H.B.4: The student will demonstrate an understanding of the specific mechanisms by which characteristics or traits are transferred from one generation to the next via genes.

H.B.4A.1 Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring.
H.B.4A.2 Develop and use models to explain how genetic information (DNA) is copied for transmission to subsequent generations of cells (mitosis).

H.B.4B.1 Develop and use models to describe how the structure of DNA determines the structure of resulting proteins or RNA molecules that carry out the essential functions of life. 

H.B.4C.1 Develop and use models of sex cell formation (meiosis) to explain why the DNA of the daughter cells is different from the DNA of the parent cell. H.B.4C.2 Analyze data on the variation of traits among individual organisms within a population to explain patterns in the data in the context of transmission of genetic information.
H.B.4C.3 Construct explanations for how meiosis followed by fertilization ensures genetic variation among offspring within the same family and genetic diversity within populations of sexually reproducing organisms.
H.B.4D.1 Develop and use models to explain how mutations in DNA that occur during replication (1) can affect the proteins that are produced or the traits that result and (2) may or may not be inherited.