Want a free lesson plan? Email me the name and grade of the one you are interested in and I will send you a personal copy. Need it specifically tailored for your class? Feel free to ask! rosenvall@gmail.com.
All lessons are based on the SEEd core curriculum.
Lesson Plans:
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Synopsis:
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Strand:
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Sun-Earth-Moon
System |
Students create a model to show the
cyclic Sun-Earth-Moon system. |
6.1.1
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Lunar Phases
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A chart to record the phases of the moon.
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6.1.1
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Pattern of a solar and lunar eclipse, penumbra, umbra
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6.1.1
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Seasons
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Graphs of seasonal temperatures with which kids can
determine spring/summer/fall/winter. |
6.1.1
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Planetary Orbits
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Develop and use a model to describe the role
of gravity and inertia in orbital motions of objects in our solar system. |
6.1.2
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Inertia vs. Gravity
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Students complete a lab to explore inertia
and gravity. |
6.1.2
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Scale of the Planets
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6.1.3
Use computational thinking to analyze data
and determine the scaleand properties of objects in the solar system. Examples of scale could include size and distance. Examples of properties could include layers, temperature, surface features, and orbital radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models. | |
Distance of the planets
|
Students measure yarn to come up with the distance of
planets from the sun, they tie the yarn to a pole and rotate around it |
6.1.3
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Planet layers
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Students draw the layers of a rocky planet
vs a gas giant vs an ice planets |
6.1.3
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Kings and Beggars
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6.2.1
Develop models to show that molecules are made
of different kinds, proportions and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), and carbon dioxide (CO2). | |
Atoms and Molecules
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Short packet that teaches the difference between
atoms and molecules |
6.2.1
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Melt my Ice
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Students record changes in temperature in a cup
of melting ice. |
6.2.2
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Move it Move it
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Students draw the states of matter
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6.2.2
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Students hypothesis and investigate how to
melt an ice cube the fastest. |
6.2.3: Plan and carry out an investigation
to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter. Emphasize recording and evaluating data, and communicating the results of the investigation. | |
I’m melting
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Students design and build a box meant to
keep an ice cube frozen |
6.2.4
Design an object, tool, or process that minimizes
or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators. |
Conduction
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Students investigate conduction
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6.2.4
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6.3.1
Develop a model to describe how the cycling of
water through Earth's systems is driven by energy from the Sun, gravitational forces, and density. | ||
6.3.2
Investigate the interactions between air masses
that cause changes in weather conditions. Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. Examples of data collection could include field observations, laboratory experiments, weather maps, or diagrams. | ||
6.3.3
Develop and use a model to show how unequal
heating of Earth's systems cause patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. Examples of models could include Utah regional patterns such as lake-effect and wintertime temperature inversions. | ||
6.3.3
Develop and use a model to show how unequal
heating of Earth's systems cause patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. Examples of models could include Utah regional patterns such as lake-effect and wintertime temperature inversions. | ||
6.3.4
Construct an explanation supported by evidence
for the role of the natural greenhouse effect in Earth’s energy balance, and how it enables life to exist on Earth. Examples could include comparisons between Earth and other planets such as Venus and Mars. | ||
Oh Deer!
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6.4.1
Analyze data to provide evidence for the effects of
resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems. Examples could include water, food, and living space in Utah environments. | |
6.4.2
Construct an explanation that predicts
patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism. | ||
6.4.3
Develop a model to describe the cycling of
matter and flow of energyamong living and nonliving parts of an ecosystem. Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts. | ||
6.4.4
Construct an argument supported by evidence
that the stability of populations is affected by changes to an ecosystem. Emphasize how changes to living and nonliving components in an ecosystem affect populations in that ecosystem. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts. | ||
6.4.5
Evaluate competing design solutions for
preserving ecosystem resources and biodiversity based on how well the solutions maintain stability within the ecosystem. Emphasize obtaining, evaluating and communicating information of differing design solutions. Examples could include policies affecting ecosystems, responding to invasive species or solutions for the preservation of ecosystem resources specific to Utah, such as air and water quality and prevention of soil erosion. |
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