Melting Glaciers
Extended questions
9. What happens when ice caps melt?
1. Animals food supply and habitat will be affected. Many animals depend on the glaciers for food. When the food supply is disturbed then the whole food web is affected. Some depend on the temperature of the glacier for survival.
2. Fresh water shortage. Many on earth depend on the melting water from glaciers for their fresh
water supply through lakes and rivers. The melted water gets renewed as
ice on the glacier through a process known as precipitation. In many
parts of the world this is the 'only' source of fresh water supply
throughout the year.
3. Rise in sea level. As the ice caps melt the water level rises. When the water level rises there could be flooding in low laying coastal areas.When this happens Animals will have to move farther inland for food and shelter. Many plants will be lost and some species will not survive.
4. Coral reefs will vanish. Coral reefs depend on sunlight for photosynthesis. When the water level increases the amount of sunlight that reaches the reefs will decreases. With a decrease in sunlight the amount of photosynthesis will also decrease. The animals that depend on the reef for food will not survive or move to find food.
b.
What other questions do you have about this Science Inquiry Experience?
1. How can I incorporate a wide variety of technology into this lesson?
2. How can this lesson be differentiated?
3. How quickly will the melting occur?
Sunday, January 22, 2012
Sunday, January 15, 2012
The 5 E's Strategy
Using the 5 E's in Lesson Planning.
This week I planned a STEM lesson on Adaptations. My lesson required the studenst to have a background knowledge of adaptations and evolution. The students were put into teacher assigned groups. Each group was a different flock of birds (duck, warbler, hawk, hummingbird, finch, and a heron). They were given different tools that represented their beaks. Example hummingbird's beak was represented by an eye dropper. At the beginning they had to predict which habitat was best fro their bird. Each flock had to visit the 6 different feeding habitats and see if they could use their beak to gather food. They had to write down their observations. At the end they had to answer questions with their group members and pick one of the other habitats would work if their habitat were destroyed.
I implemented this lesson last week. My students loved the activity. I am fortunate enough that at my school we have a science lab that we share. If i had not had this then I would have had to work in a smaller space which might not have made this experience as great for the students because they would have been bumping into each other as they "flew" from habitat to habitat.
I have to admit that this was a completely different way from my normal lesson planning. Since this was my first time to create a lesson plan using this format it did take quite a bit longer. I do like this way of planning and I am sure that if it was used on a regular basis then it would soon not be as time consuming. This year I have been trying to steer away from teacher led discussion to more students centered discussion and hand on activities. My kids love hand on activities and demonstrations. These are the lessons that seem to stick with them more. I believe that by using the 5 E's approach it would help to move away from from lecture to a more students friendly and fun classroom.
This week I planned a STEM lesson on Adaptations. My lesson required the studenst to have a background knowledge of adaptations and evolution. The students were put into teacher assigned groups. Each group was a different flock of birds (duck, warbler, hawk, hummingbird, finch, and a heron). They were given different tools that represented their beaks. Example hummingbird's beak was represented by an eye dropper. At the beginning they had to predict which habitat was best fro their bird. Each flock had to visit the 6 different feeding habitats and see if they could use their beak to gather food. They had to write down their observations. At the end they had to answer questions with their group members and pick one of the other habitats would work if their habitat were destroyed.
I implemented this lesson last week. My students loved the activity. I am fortunate enough that at my school we have a science lab that we share. If i had not had this then I would have had to work in a smaller space which might not have made this experience as great for the students because they would have been bumping into each other as they "flew" from habitat to habitat.
I have to admit that this was a completely different way from my normal lesson planning. Since this was my first time to create a lesson plan using this format it did take quite a bit longer. I do like this way of planning and I am sure that if it was used on a regular basis then it would soon not be as time consuming. This year I have been trying to steer away from teacher led discussion to more students centered discussion and hand on activities. My kids love hand on activities and demonstrations. These are the lessons that seem to stick with them more. I believe that by using the 5 E's approach it would help to move away from from lecture to a more students friendly and fun classroom.
Monday, January 9, 2012
Hi Everyone! I am a 7th grade science teacher at Lafayette Middle School in Lafayette, Ga. I am from Scottsboro, Al. I currently live in Sylvan, Al. AT my school I am the assistant cheerleader coach. I love my job and look forward to learning many new techniques and ideas through my graduate classes.
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