Plan
6th Grade Science Cram M.S.
Developed by Broc Christensen
Broc Christensen
Human Impact Unit Lesson Plan
Human Impact Unit Lesson Plan Overview
Overview
This unit lesson plan was designed for 6th grade regular and accelerated students at Cram
Middle School in North Las Vegas, Nevada. Cram is a Title 1 school and the students are
under performing compared to the rest of the district. A large emphasis has been placed
The theme for this unit is Human Impact. I will be incorporating the Colorado River into
the lesson plan and will have many lessons designed around the usage concerns and
trends. The guiding question throughout the unit will be “How do I impact the
environment and what can I do to limit the usage of various resources we use on a day to
day basis?”
Daily Questions
5. Where does Las Vegas get the majority of it’s water from?
10. How can you reduce the amount of greenhouse gasses in our atmosphere?
Levels of inquiry
Broc Christensen
Human Impact Unit Lesson Plan
Throughout the unit, students will be exposed to every level of inquiry. They will be
required to use data and trends to support or refute claims, make observations of different
phenomenon and explain why they believe something is happening, and they will need to
use information to help communicate to other people about important topics. Assigning
students to create a PSA about ocean acidity will use open level inquiry. The only
instructions will be to design a PSA on the topic of ocean acidification and they must be
able to adequately communicate the consequences and ways to help mitigate the effects.
a. This lesson will have students participate in a lab where they will be
provided some of the results to ensure they are on track but will need to
produce their own conclusions. The level of inquiry for this lesson is
structured.
a. In this lesson students will complete a virtual lab. The level of inquiry for
The level of inquiry for this assignment is open and allows students to
a. This lesson engages student in both the confirmation and structured levels
of inquiry. Students will brainstorm with their peers and read articles
6. Lesson Six- Colorado River and Hoover Dam EXPLORE and ELABORATE
a. The level of inquiry for this lesson is guided and structured. Students will
their groups.
a. This level of inquiry will be open. Students will design a viable solution to
conserve water in the Las Vegas Valley. Students will need to come up
with their own design and explanation why this design will conserve
water.
will be introduced to climate change and will need to use their knowledge
predictions.
a. This lesson was designed to reach the second and third levels of inquiry.
Students will explore the Las Vegas area for statistics on emissions from
I believe scientific knowledge is best obtained through critical thinking and student
centered activities. Meaning that students should be encouraged to use prior knowledge
to help understand new topics and need to have a personal connection to the material.
Students are curious explorers and should formulate their own questions that they want to
be answered on a given topic. I also believe that every student can excel and learn about
science. It is my duty to show my passion to ensure each student gains knowledge and
experience about science. Science is a way of thinking and I will emphasis the
that every student can be successful and understand the content. I believe that students
should not be lectured; rather they should indulge in a problem and create viable
Nature of Science
My unit focuses on mainly two aspects of the nature of science. The first is that the
observations of the natural world and that data is derived from observations of a certain
Broc Christensen
Human Impact Unit Lesson Plan
phenomenon. Specifically, I will address this when looking at models of the Colorado
Rivers capacity and flow rate as well as comparing data of ocean acidification. I will
address the measurement techniques scientist used to collect the data. In addition I will
address the aspect of social and cultural influence when talking about the trends in global
temperatures increasing and will talk about political pressures that scientist and
politicians experience.
2. MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the
a. Performance Targets
Broc Christensen
Human Impact Unit Lesson Plan
i. Students can distinguish between opinions and scientific facts
ii. Students can model the greenhouse effect and explain how excess
Students will be given a variety of different assessments. Each day, students will have a
assessments, I will be having students create a Public Service Announcement, will have
an interview with each student, and will have a comprehensive exam covering the entire
unit which will be a combination of multiple choice and short answer. The
comprehensive exam will test the students’ knowledge of the causes of different events
such as ocean acidification and will ask students to make a prediction on what might
happen if we continue on our current trends. The test will consist of 10 conformational
Broc Christensen
Human Impact Unit Lesson Plan
multiple-choice questions, 5 structured multiple choice questions, 2 guided questions and
1 open ended questions in which students must apply their knowledge to a given
situation. I will also be listening to group discussions to see if students need additional
help understanding.
Sustainability
Ironically, my unit is on human impact so I want to make an effort to show students how
to be sustainable by limiting the number of handouts and completing a virtual lab that
doesn’t have any waste. In addition, I will emphasis the importance of recycling and will
have recycling bins throughout the room to encourage students to recycle any old papers
1. 01/08/18-01/09/18 Lesson One: Ocean Acidification Demonstration ENGAGE
EVALUATE
6. 01/23/18-01/24/18 Lesson Six- Colorado River and Hoover Dam EXPLORE and
ELABORATE
ELABORATE
10. 02/02/18-02/05/18 Lesson Ten- Green House Gasses in Las Vegas ELABORATE
UNLV/Department of Teaching & Learning
Ocean Acidification
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Ocean Acidification
Demonstration
Date: 1/8/18 & 1/9/18 Estimated Time: 1 hour 20 min
1) State Standard(s): MS-ESS3-3: Apply scientific principles to design a method for monitoring and
a) Science and Engineering Practice: Using Models, Constructing Explanations and Designing
Solutions
3) Objective(s): Students will explore how human activity alters the natural environment and has
https://www.youtube.com/watch?v=Wo-bHt1bOsw
i) Clear glass container that can handle cold temperatures (water with dry ice) – can be a glass
ii) Water (seawater or freshwater or do one container of each) enough to fill your glass
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
iv) Red cabbage juice indicator (Acidic solutions: red = pH 2, purple = pH 4, neutral solutions:
v) Dry ice – purchase as close to time of use as possible and keep wrapped tightly. Safety
concern: Do not allow it to touch skin. DO NOT ALLOW THE STUDENTS TO HANDLE
vi) Gloves, goggles, tongs, or pot holder to handle dry ice safely
vii) Hammer and screw driver to chip off pieces of ice and ice chest or cooler to store dry ice
5) Instructional Procedures:
i) Have warm up on screen for students to answer upon entering the classroom. Warm up
question: “What does the term ocean acidification mean to you and is it a negative or positive
ii) Introduce Ocean Acidification by having students view a video about the issue. (10 mins)
(1) Pour enough water (salt or fresh) to fill the container full.
(3) Add a very small amount of cabbage juice to the water (this should make the water a bit
bluish-purple).
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
(4) Test the pH again (it should be the same or similar pH as before the cabbage juice was
added).
(5) Add a small piece of dry ice (utilizing all your safety equipment). Add enough so that as
it sublimates, it fills the top of the container with carbon dioxide. It is heavier than air so
(6) Admire the chemistry for a while (the dry ice should be bubbling and the bubbles should
be releasing white smoke-looking gas into the container above the layer of water). While
(2) Why do you need all that safety equipment to handle dry ice?
(4) Why does the carbon dioxide gas stay in the container rather than floating upward and
going away?
i) “Our ocean acts as a carbon sink and absorbs carbon dioxide from the atmosphere. In the
past 200 years, the amount of carbon dioxide in the atmosphere has increased by more than
35% due to the large amount of fossil fuels that have been burned. In the ocean, carbon
dioxide reacts with water molecules to form carbonic acid causing a decrease in the pH of the
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
ocean water while absorbing a substantial part of this carbon dioxide. This increased acidity
negatively impacts the ability of many marine organisms to form their shells and other
structural frameworks. The demonstration serves as a model of how human activities can
cause ocean acidification because the increased carbon dioxide levels (resulting from the
dissolved dry ice), lower the pH as shown by the pH indicator, to represent ocean
acidification that is occurring due to human influences of increasing the amount of carbon
ii) Have students revisit warm up question and write down their description of ocean
acidification.
• If time persists, students can share their results from the observation sheet with their table.
• Accelerated students will be placed in small groups to answer a couple discussion questions.
• ELL students will be placed in a group with a student that is fluent in their L1 to help
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
• Formative
o Students will be evaluated based on their description of ocean acidification they wrote
in their ISN.
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
8) Homework Assignment:
• Continue reading science related book for end of the quarter book report.
o This assignment is a quarter long project. Students are assigned to read a science
related book approved by the teacher and create a poster to present to the class. At
Cram MS, reading levels are very low and it’s a school wide goal to increase reading
science book that will hopefully spark their interest and allow them to find a passion
for science.
9) Reflection:
a) I will make sure that the dry ice is handled with care and take time to educate my students on the
dangers and precautions that must be taken when handling dry ice. None of the students will
come in contact with the dry ice. I want to make sure that they understand the purpose of the
demonstration and emphasis the relationship between the demo and ocean acidification.
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
UNLV/Department of Teaching & Learning
Ocean Acidification Lesson 2
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Ocean Acidification Lab
Date: 01/10/18 & 01/11/18 Estimated Time: 1 hour 20 min
1) State Standard(s): MS-ESS3-3: Apply scientific principles to design a method for monitoring and
3) Objective(s):
a) Students will understand how human activity alters the natural environment and has positive or
negative effects on different living things by examining how acidity effects sea shells.
b) Science and Engineering Practice: Using Models, Constructing Explanations and Designing
Solutions
ii) pH strips
iii) Beakers with solution of Coke, lemon juice, vinegar, ammonia, water, and soap
iv) Droppers
a) Introduction: 10 mins
i) A warm up question will be on the board for students to answer in their ISN. “What does the
phrase ‘the ocean is a sink for carbon dioxide’ mean?” (10 mins)
i) Have students complete the “Save the Shells!” handout while conducting the lab.
ii) Students will be placed in groups based on reading level. Directions will be given verbally as
(1) Use pH strips to identify the acidity of each solution (coke, lemon juice, vinegar,
ammonia, water, and soap). Students can gather this information within their lab groups
(2) Students should put a separate piece of shell into each small dish. Students should keep
(3) Students should then use a dropper or a pipette to place a few drops of selected liquid on
the shell piece. Make sure students use a different piece of shell for each liquid. Have
students label the dishes or label them before they arrive, so they know which liquid is in
each dish.
(5) During the 5–10 minutes, students should record observations on their lab sheets.
(6) After the 5–10 minutes is finished, students should clean up and complete the scientific
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
i) Have students share their results on the whiteboard and discuss the reasoning behind their
results.
• ELL students will be placed in a group with a student that is fluent in their L1 to help
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
• Formative
o The worksheet will be collected and evaluated for accuracy of the process and well
8) Homework Assignment:
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
b) Students will be assigned the article “Rising acid levels in ocean off US West Coast push oyster
grower to Hawaii” which will be differentiated based off reading level provided by ELA
teachers. IEP and ELL students will receive an article and questions, grade-level students will
receive a grade level article and questions, and accelerated students will be given an above grade
level article and questions. Accelerated students will also be given a C-E-R worksheet to
9) Reflection:
a) While creating this lesson plan, I had a hard time predicting how long students would need to
answer questions and how much scaffolding they would need. Two of my classes are very low
and have consistently needed addition time and extra help during class. I want students to be
constantly engaged and participate in whole group activities so I need to actively circulate and
make sure students are hitting the performance targets for this lesson. The homework assignment
will help explain further about ocean acidification and will be at their reading level.
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ P:
What is acid? Generally, it is an aqueous (water) solution that contains hydrogen ions. A hydrogen ion (W) is a
hydrogen atom with the electron removed. Because the electron is not present, the hydrogen ion has a
positive charge.
The positive charge of the hydrogen ion makes it chemically active. One example would be the chemical action
of the hydrogen ions on your taste buds, producing the sour taste.
Acids can be strong or weak, depending on the concentration of hydrogen ions. Vinegar is a weak acid, having
a low concentration of hydrogen ions. The high concentration of Win a strong acid, such as sulfuric acid, can
eat away metal!
Liquids with a low pH value are highly acidic and have a sour taste.
Liquids with a pH of 7.0 have a neutral taste. Pure water has a pH of 7.0. Liquids with a pH value that is higher
than 7.0 have a bitter taste. Such liquids are called bases.
Shells serve as a protective structure for both marine and terrestrial organisms. Marine ecosystems that
depend upon calcium carbonate to make shells, such as coral reefs or oyster beds, can be impacted by
changes in ocean pH due to increased carbon dioxide. In experimental conditions under very high levels of
CO2, shells of clams, oysters, corals, snails and urchin shells dissolve. If these organisms are unable to build or
repair shells, due to increased acidification caused by human activities, they will likely cease to exist in these
environments.
Materials
• Pieces of empty clean chicken eggshell (these are abundant, calcified shells and serve as a model for
marine shells)
• Lemon juice, vinegar, cola, water, soap and other household solutions
• pH test strip, pH probe, or red cabbage juice indicator
• A small dish for each sample
• Medicine dropper or plastic pipette
• Scale (if you choose to measure the change s)
• Magnifying lens
Question :
What will happen if you put a piece of eggshell in cola, water, soap, lemon juice, and vinegar? Which solution
will have the greatest effect on the shell?
Commit to a prediction :
The eggshell w ill (dissolve, break, change color, change size, stay the same ... )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ when put in cola.
The _ _ _ _ _ _ _ _ _ _ solution will have the greatest effect on the shell, because ...
Observations:
Part 1: Procedures
1. Use pH strips to identify the acidity of each solution, or get th is information from your teacher.
2. Put a separate piece of shell into each small dish. Keep one piece of shell in a dish on its own (with no
liquid} as a control.
3. Use the dropper to place a few drops of selected liquid on the shell piece. Use a different piece of shell
for each liquid. Label the dish with the type of liquid you used.
4. Watch what happens for 5-10 minutes.
5. Write down observations as you notice changes in the shells.
pH of Water: _ _ pH of Soap : _ _
- - - - -
Part 2: Observations
- -- -LEMON
- -- -~ --
-
COLA
- -- --JUICE VINEGAR WATER SOAP _,
From your observation on the eggshell, what might be some consequences of ocean acidification for animals
with shells?
Scientific Explanation
Claim: The
- - - - - solution had the greatest impact on the shell.
Evidence: The evidence that supports my claim is (use observations from above) ....
Reasoning:
Th e reason that the _ __ _ _ solution had the greatest impact on the shell is _ _ __ __ _ _ __
UNLV/Department of Teaching & Learning
Ocean Acidification Lesson 3 Elaborate
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Ocean Acidification Virtual
Lab
Date: 01/12/18 & 01/15/18 Estimated Time: 1 hour 20 min
1) State Standard(s): MS-ESS3-3: Apply scientific principles to design a method for monitoring and
a) Science and Engineering Practice: Using Models, Constructing Explanations and Designing
Solutions
3) Objective(s):
a) Students will understand one of the consequences of ocean acidification by exploring how sea
a) Computer lab
https://www.youtube.com/watch?v=qAkhuETYn5U
a) Introduction: (5 mins)
i) A warm up question will be on the board for students to answer in their ISN. “After watching
the video for homework, what does CO2 become in the ocean?”(10 mins)
(1) Provide students with the “Virtual Urchin” lab sheet (handout).
(3) Once on the site, students need to click on “Our Acidifying Ocean” button and click through the
(4) Students should be answering the questions on their lab sheet as they go through the
(5) When finished with Part 1, click on the Part 2 button on the top right of the page to enter the Acid
(1) Have students discuss what they learned in small groups and have them complete the exit
ticket.
(i) Regular class: Describe the overall trends in ocean acidity in the last 100 years.
***Original Materials from Derek Leino modified and adapted by Broc Christensen
(ii) Accelerated class: “Classes will be asked to create a descriptive story of what they
think the world will look like in 1,000 years using their knowledge of changes of
• If time persists, students will be asked to write down how they can help reduce ocean
• ELL students will be placed in a group with a student that is fluent in their L1 to help
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
• Accelerated students will be assigned their own computer and work through the lab on their
o Regular: Describe the overall trends in ocean acidity in the last 100 years.
o Accelerated: Classes will be asked to create a descriptive story of what they think the
world will look like in 1,000 years using their knowledge of changes of the oceans
• Summative
8) Homework Assignment:
***Original Materials from Derek Leino modified and adapted by Broc Christensen
a) Continue reading science related book for quarter project.
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
9) Reflection:
a) When doing my peer teaching, I will send out the link to the video for them to watch prior to
class. The lesson above was designed for an 80 min class period. I will ask the warm up question
introduce the virtual lab, have them work on it and depending on time stop the class and go to the
exit ticket questions so I can show the class my entire lesson. I do expect feedback and want to
***Original Materials from Derek Leino modified and adapted by Broc Christensen
Name: P:
---------------------------
ELABORATE: Virtual Urchin Student Data Sheet
PART!
Directions:
1. Go to http://virtualurchi n.stanford.edu/
., Click o n " Our Acidifying Ocean" button. Read and click through Part 1.
Use the 10 informational pages in Part 1 to answer the questions below.
A. How did the amount of CO2 released into the atmosphere change between the years of 1960-2005?
pH LEVEL
4. Plea se use the page " Exploring ca rbon levels and effects" to answer these questions.
A . How old will you be in 2050? _ _
B. The most pessimistic (worst) scena rio predicts an ocean pH of _ _ in 2050.
C. The most optimistic (best) scena rio predicts an ocea n pH of _ __ in 2050
\\ rite down the list of objects tha t are considered calcifiers and non-calcifiers in the table below.
Calcifiers Non-Calcifiers
PART 2
Directions: Once you have read through all 10 pages in Part 1, click on "Part 2" in the upper right-hand corner. Follow
lab inst ruct ion s step-by-step as you work through the virtual lab. Answer the questions below when yo u have completed
the vi rtual lab.
l. Please explain the importance of the data in this experiment. How do the arms of the larva in pH 7.7 compare to
the larva in 8.1?
3. Why might it be signi fica nt that larva in one group have shorter arms than those in t he other group?
4 W hat can we do to decrease the trend of acidifica tion in the world ' s oceans?
UNLV/Department of Teaching & Learning
Ocean Acidification Lesson 4 Evaluate
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Ocean Acidification
Assessment
Date: 01/16/18 to 01/19/18 Estimated Time: 2 hour 40 min
1) State Standard(s): MS-ESS3-3: Apply scientific principles to design a method for monitoring and
3) Objective(s):
a) Students will articulate the dangers of ocean acidification through a public service announcement
project.
b) Science and Engineering Practice: Using Models, Constructing Explanations and Designing
Solutions
b) Public Service Announcement Project (each group will be provided the following)
i) Poster paper
v) iPad
i) A warm up question will be on the board for students to answer in their ISN. “How would
i) Students will be placed into groups of 4 and introduced to the PSA assignment
(a) Students will be given two class periods to complete the assessment
(i) Day one will be research and beginning to create the PSA
(ii) Day two will be finishing the PSA and presenting to the class through a gallery
walk
(2) In small groups students will create a public service announcement (PSA) on ocean
acidification. Before students begin working on their PSA, show them examples of
(a) Your assignment is to work with a partner or group to create a PSA about ocean
acidification. You want to take a stand on this issue, and present that stand in a way
the both informs and inspires others. A public service announcement (PSA) is like an
advertisement that informs us about something important. The only thing being
cancer, littering, etc. You may draw a poster, create a flyer or brochure, or record a
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
(ii) Dominant image or set of related images that grab the viewer’s attention.
(iii) Explanation of the problem, how humans have caused the problem, and possible
i) Have students post their PSA’s around the room and do a gallery walk with post it notes to
• If time persists, students can ask other groups questions about their poster.
• ELL students will be placed in a group with a student that is fluent in their L1 to help
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
8) Homework Assignment:
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
a) Continue reading science related book for quarter project.
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
9) Reflection
a) This lesson will probably need to be done over two class periods. I will use the PSA as a formal
assessment and will provide students with a rubric. I will allow students to print pictures to
include on their poster and I anticipate I may have to go over how to find credible information
and why to avoid Wikipedia. Overall I believe that this lesson will go smoothly and the students
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
Ocean Acidification Public Service Announcement Project
“Human influence on Earth can be positive or negative, benign or
catastrophic. Recognizing this responsibility is the first step each of us can
take to transform the human footprint and save the last of the wild.” – Dr.
Eric W. Sanderson, Director of the Human Footprint Project
Background: If your family has guests for the weekend, you may find that
you run out of hot water for showers or do not have enough milk for
everyone’s breakfast. The resources that would ordinarily be enough for your
family are no longer enough. You previously learned that resources such as
food, water and living space can be limiting factors for biological populations.
These same resources limit Earth’s population. As the human population
grows, it uses more resources – just as your weekend visitors used more of
your home’s resources. The activities of the growing human population are
putting pressure on Earth’s ecosystems. Whether we like it or not, humans
have a significant impact, both positive and negative, on the world in which
we all live.
Objective: Your assignment is to research how humans are currently having
an impact on ocean acidity and then create an educational, environmental
poster/public service announcement. Your environmental poster should
communicate the key issues and action steps in relation to ocean
acidification. Poster Requirements: Below are the project requirements and
helpful guiding questions.
Ø At least TWO relevant pictures
Ø A public service announcement type of slogan or saying
Ø At least FIVE facts and/or key issues
o At least ONE issue must be quantitative (include numerical
data)
o Are other organisms being affected?
o What are the pros/Cons of this human action?
o Where in the world is this taking place? ¬ Define at least ONE
relevant vocabulary word
Ø At least THREE action steps
o What is currently being done by organizations around the
world?
o What can be done in the future?
o How can middle school students contribute and become
involved?
Ø For extra credit, address at least ONE myth associated with your topic
Ø Be creative and make it pleasing to the eye!
Ø On the back of your poster (or on a separate sheet of paper), include at
least THREE resources you used to gather information. All resources
must be reliable sources of information (no Wikipedia) and used for
research purposes only, information should not be plagiarized.
Ocean Acidification PSA RUBRIC
1 Needs
Category 3 Target 2 Acceptable
Improvement
Five or more facts Five or more facts Less than five facts
presented with one
Factual quantitative fact
information
Total points
-------- ---------
/20
UNLV/Department of Teaching & Learning
The Colorado River and You Lesson 5 Engage
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Colorado River
Phenomenon
Date: 01/22/18 to 01/23/18 Estimated Time: 1 hour 20 mins
1) State Standard(s): MS-ESS3-3. Apply scientific principles to design a method for monitoring and
a) Science and Engineering Practice: Analyzing and Interpreting Data; Constructing Explanations
3) Objective(s):
a) Students will explore water capacity and usage trends of the Colorado River and relate the trends
a) To introduce the lesson, the students will watch the following video on the Colorado River and
c) Colorado River Article Three Groups Differentiated based on reading level provided by ELA
teachers.
a) Introduction: 5 mins
i) A warm up question will be on the board for students to answer in their ISN. “Where does
(1) Students will be placed in groups according to reading level (the students will not be told
this)
(2) Have students brainstorm a list of how humans use water (Options for brainstorming
session: Have students write their ideas on index cards or post-it notes, record a list in
(3) As a class, try to organize the different water uses into categories.
(a) Possible categories include: Navigation, Fish & Wildlife, Agriculture, Business/
one-all
(b) Write each of these categories on the board or type them into a PowerPoint.
(c) Depending upon how the students recorded their initial ideas during the
brainstorming session, have students place their sticky notes with their water uses
under the corresponding category or write the uses of water under each category.
http://www.snwa.com/consv/goals_facts.html
ii) Part 2: Where does our water come from? (15 minutes)
(a) In their ISN students will answer the question in a paragraph “What is your reaction
to the video?”
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
(b) In groups students will pair and share their reactions.
i) Students will answer the following questions based on their article of the Colorado River.
Each reading level group will be given an article based on their reading level and questions
based on their article. Students will be encouraged to discuss the questions but the advanced
group and grade level students will read the article on their own, while the low reading levels
• If time persists, students will compare their answers to the handout and discuss what answer
is more correct.
• ELL students will be placed in a group with a student that is fluent in their L1 to help
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
• Accelerated students: Students Close Read article and complete a 1-2 sentence summary on
each part
• Grade-level students: Read the introduction together, assign each person in a pair 2 sections
o Formative: Students will turn in their handout assignment on Las Vegas’s water usage.
8) Homework Assignment:
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
a) Continue reading science related book for quarter project.
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
b) If students have not completed their class assignment, they may finish it at home and return the
next period.
i) Due to Cram being a title 1 school, the administration encourages teachers to give little
9) Reflection:
a) While creating this lesson plan, I had a hard time predicting how long students would need to
answer questions and how much scaffolding they would need. Two of my classes are very low
and have consistently needed addition time and extra help during class. I want students to be
constantly engaged and participate in whole group activities so I need to actively circulate and
make sure students are hitting the performance targets for this lesson.
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
Name:_________________________________
Period:______________
Scientists say Colorado River flow is down
because of rising temperatures
By Washington Post, adapted by Newsela staff
03/06/2017
13 Mile Camp (Supai Ledges) on the Colorado River in Grand Canyon National Park, Arizona. The Colorado River, which
runs 1,450 miles through the Southwest United States and parts of Mexico, faces long-term challenges due to climate
change, scientists say. Photo by: Paxson Woelber/Flickr
The Colorado River winds its way from the Rocky Mountains in Colorado all the way to Mexico,
cutting through Utah, Arizona, Nevada and California along the way. It supplies water to millions
of people in the Southwestern U.S. In the last few weeks, the Colorado River Basin has been
pounded with rain and snow storms. But this brings only short-term relief to the area. The
Colorado River has been struggling with drought for the past 15 years.
Experts warn that the troubled Colorado River faces some serious long-term challenges. A new
study on the subject was released last week in the journal Water Resources Research. It suggests
that a warming climate could cause the river's flow to decline by as much as 35 percent by the end
of the century.
Name:_________________________________
Period:______________
The authors point out that rising temperatures are likely already responsible for a large portion of
the river's troubles. Historical records indicate that the current drought, or long period of dry
weather, has caused greater flow reductions in the Colorado River than previous droughts. Yet the
declines in rain and snow associated with the current drought are not as severe as they've been in
the past. Brad Udall says the major difference today is that the region is hotter than it used to be.
Udall is a senior water and climate research scientist at the Colorado Water Institute. He
"The reason these flows are down is because of these very warm temperatures," he told The
Between 2000 and 2014, Colorado River flows were about 19 percent below the century's average.
The researchers estimate that anywhere from one-sixth to one-half of these declines are due to the
heat. They note that temperatures have been about 1.6 degrees Fahrenheit higher on average than
With this in mind, Udall and Jonathan Overpeck of the University of Arizona decided to
investigate what the future holds for the river. They used climate models to make predictions
about how changes in the climate might affect the river's flow. To create a climate model,
scientists gather information about the current climate. This includes facts about the atmosphere
and the oceans. They input this information into mathematical equations. The results give
The study's writers noted that there are some uncertainties about how climate change might affect
the American West. This is especially true in terms of future rainfall. Some models have suggested
there will be an increase in rainfall. Others have predicted that there will be less. But an increase
in temperature is one factor that remains certain as long as greenhouse gas emissions continue to
occur.
Greenhouse gases trap heat in the earth's atmosphere like a greenhouse. The more of these gases
in the atmosphere, the warmer the average temperature gets. Humans have been the main source
Name:_________________________________
Period:______________
of these gasses on earth ever since the Industrial Revolution. We release them when we burn
The researchers chose to examine the influence of temperature and rain separately on the river's
flow.
"Previous studies have combined the two," Udall said. "We actually think that when you do that,
Instead, he said, the new study's approach can estimate with relative certainty how rising
Climate models suggest that a moderate greenhouse gas emissions scenario could lead to nearly
6.5 degrees Fahrenheit of warming in the region by the end of the century. Higher emissions
The study suggests that the Colorado River's flow is likely to decline by about 17 percent by 2050.
It could decline by 25 to 35 percent by the end of the century. Depending on rain patterns in the
future, the projections indicate flow reductions could be as severe as 55 percent by the year 2100.
The researchers say they feel that the increases in rainfall needed to balance out the effects of
Udall notes that some studies have suggested rising temperatures could increase the probability
of mega-droughts. These would be droughts that last for decades, instead of just a few years.
recent months, water managers have been growing increasingly concerned about the possibility of
Name:_________________________________
Period:______________
a water shortage within the next few years. Lately, however, large spikes in precipitation have
Udall, however, believes action should be taken despite the current wet conditions.
The states in the Colorado River Basin have been negotiating what is known as a drought
contingency plan. It would require greater water conservation measures even when there is not a
shortage of water. Taking shorter showers is one example of a water conservation measure. Udall
"We will have these wet periods for sure, but the long-term trend and the long-term worry here
has to be on the side of increasing drought," said Udall. However, if water conservation is
explains why Udall is confident in his research predictions about the Colorado
River? Explain.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________
2. Which section of the article highlights the idea that there is a lack of agreement
among scientists about whether rainfall will increase or decrease in the Colorado
River Basin?
article?
c. Scientists predict that the flow of the Colorado River could decrease by as
d. Water managers in states in the Colorado River Basin are less worried
4. Which two of the following sentences from the article include central ideas of the
article?
1. Experts warn that the troubled Colorado River faces some serious long-term
challenges.
2. They used climate models to make predictions about how changes in the
could lead to nearly 6.5 degrees Fahrenheit of warming in the region by the
A. 1 and 2
B. 1 and 4
C. 2 and 3
D. 3 and 4
Name:_________________________________
Period:______________
Scientists: Colorado River flow is slowly
shrinking due to warm weather
By Washington Post, adapted by Newsela staff
03/06/2017
13 Mile Camp (Supai Ledges) on the Colorado River in Grand Canyon National Park, Arizona. The Colorado River, which runs
1,450 miles through the Southwest United States and parts of Mexico, faces long-term challenges due to climate change,
scientists say. Photo by: Paxson Woelber/Flickr
The Colorado River winds its way through Colorado, Utah, Arizona, Nevada and
California all the way to Mexico.
For 15 years, the Colorado River Basin has been struggling with hot, dry weather.
But recently it has been pounded with rain and snow storms. This brings only
short-term relief, though. Lack of rain and rising temperatures are slowly
reducing the flow of the Colorado River.
The authors looked at records of past droughts. A drought is a long period of dry
weather. The current drought has caused the flow of the Colorado River to
decrease more than past droughts. Yet the lack of rain now is not as bad as
droughts in the past.
Scientist Brad Udall thinks he knows why. He cowrote the new study. Udall says
the major difference between past dry spells and the current one is that the
region is hotter now. Udall studies water and climate at the Colorado Water
Institute.
Some climate models suggest there will be an increase in rainfall. Others say rain
will decrease. But an increase in temperature is one thing that most scientists
agree on.
Name:_________________________________
Period:______________
Half Its Size By 2100
Greenhouse gases trap heat in the earth's atmosphere. The more of these gases in
the atmosphere, the warmer the average temperature gets.
Humans are the main source of these gasses. We release carbon dioxide when we
burn oil and coal.
Different climate models make different assumptions about what greenhouse gas
emissions will look like in the future. Some say that emissions will decline
because of technology like electric cars and solar panels. Some think they will stay
the same or increase. This study showed that even if greenhouse gas levels stay
the same, the parts of the U.S. around the Colorado River could still warm up a
lot.
The others considered how the warming climate and changes in rainfall will affect
the river separately. Depending on rainfall levels, the river flow could be reduced
by more than half by the year 2100.
As a result, Udall thinks water conservation efforts should start now. That is
despite the recent increase in rainfall.
The states in the Colorado River Basin have been negotiating what is known as a
drought contingency plan. It would require greater water conservation measures
even when there is not a shortage of water. Taking shorter showers is one
example of a water conservation measure.
Udall says that even though there has been more rain recently, it is important to
think about the long-term trend. This trend, he says, is toward more drought.
Name:_________________________________
Period:______________
River Basin.
d) Most climate models agree that the Colorado River will get an increase in
rain.
2. Which of these sentences from the article BEST supports the idea that scientists
are trying to determine what will happen to the Colorado River in the future?
a) Some are concerned about water shortages despite the increased rainfall.
c) The scientists say up to one-half of the decline in river flow is due to heat.
a. 1 and 2
b. 1 and 3
c. 2 and 4
d. 3 and 4
4. Which detail from the article BEST reflects the idea that there are ways for people
climate.
b) Some say that emissions will decline because of technology like electric
c) Depending on rainfall levels, the river flow could be reduced by more than
UNLV/Department of Teaching & Learning
The Colorado River and You Lesson 6 Explore and Elaborate
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Colorado River and Hoover
Dam
Date: 01/24/18 to 01/25/18 Estimated Time: 1 hour 20 mins
1) State Standard(s): MS-ESS3-3. Apply scientific principles to design a method for monitoring and
a) Science and Engineering Practice: Analyzing and Interpreting Data; Constructing Explanations
3) Objective(s):
a) Students will understand the direct relationship the Las Vegas community has with the Colorado
River and Hoover Dam and will provide evidence of the positive and negative effects of the
a) Climate.gov article, Western drought brings Lake Mead to lowest level since it was built
https://www.climate.gov/news-features/featured-images/western-drought-brings-lake-
mead-lowest-level-it-was-built
b) Water Demands Cards (set of cards for the class that lists different types of water usage)
a) Introduction: 5 min:
i) A warm up question will be on the board for students to answer in their ISN. “What are two
major reasons water supplies are stressed in the Southwestern United States?” (5mins)
b) Activities or Learning Experiences: (75 mins)
(1) Read the Climate.gov article, Western drought brings Lake Mead to lowest level since it
images/western-drought-brings-lake-mead-lowest-level-it-was-built
(b) According to the article, when did the Lake Mead reservoir reach its lowest water
level since the lake was first filled during the construction of the Hoover Dam in the
(c) What was the water level (elevation) at the time the article was written? Answer:
1081.77 ft.
(d) What do you predict the current elevation of the water at Lake Mead to be?
___________ ft.
(f) How did your prediction of the elevation of the water compare to the actual level of
the lake?
(g) How could the data on the US Bureau of Reclamation’s website be presented
differently in order to help the reader visualize the trends in the water elevation over
(h) Are fluctuations in the water level in Lake Mead expected? Answer: Yes
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
(i) What concerns do scientists have regarding increased greenhouse gas concentrations,
a changing climate, and the water supply in the Southwest region? Answer:
Increasing greenhouse gases are likely to alter the climate causing increased
temperatures and drought conditions, which will decrease the water supply.
long have occurred in the past several thousand years. Unlike those ancient droughts,
however, similarly dry periods in the future are projected to be substantially hotter,
and for major river basins such as the Colorado River Basin, drought is projected to
become more frequent, intense, and longer lasting than in the historical record.
(1) Teacher Note: Water Demands Cards (30 min): Hand out a set of water demand cards
to each group. Read the back of each card for a description and consider the tradeoffs
(a) Consider the tradeoffs: Read each of the Water Demand Cards.
(b) Assign a priority: Have students rank the cards from MOST to LEAST important and
(c) Compare the priorities: Have students do a gallery walk around the classroom to see
(b) Do you want to change your order after you have seen other groups’ rankings or
important and write a reason why your group ranked the cards the way you did.
Least Important
• If time persists, students will compare their answers to the handout and discuss with their
• ELL students will be placed in a group with a student that is fluent in their L1 to help
• Students with troubled vision will be allowed to sit closer to the board.
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
• Accelerated students: Students Close Read article and complete a 1-2 sentence summary on
each part
• Grade-level students: Read the introduction together, assign each person in a pair 2 sections
8) Homework Assignment:
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
b) If students have not completed their class assignment, they may finish the assignments at home
9) Reflection:
a) I do believe that there may be insufficient time and the students may feel rushed to finish. When
I teach this lesson I will keep that in mind and if necessary break it down into two class periods
so students will have more time to think about the information and discuss it with their
classmates.
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
UNLV/Department of Teaching & Learning
The Colorado River and You Lesson 7 Evaluate
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Colorado River and Hoover
Dam
Date: 01/24/18 to 01/25/18 Estimated Time: 1 hour 20 mins
1) State Standard(s):
a) MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a
b) MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how
c) Science and Engineering Practice: Analyzing and Interpreting Data; Constructing Explanations
3) Objective(s):
a) Students will design a viable solution to conserve water in the Las Vegas community using their
a) Introduction: 5 min:
i) A warm up question will be on the board for students to answer in their ISN. “Based on your
knowledge of the trends of the Colorado River, is Las Vegas in a water crisis? Explain.”
(5mins)
(1) Introduce the assignement as an assessment and explain the criteria and constraints.
(2) Instruct students to work on the first question independently for about 10 mins.
(3) Have students come together as a group of 4 or 5 students to explain their design solution
to the group and have them choose one design/solution to work together as a group and
(a) As each group is presenting, have students record each of the groups ideas in the table
(2) Group:
(a) Each group will present their solution to the entire class explaining their rational and
• If time persists, students will compare their answers to the handout and discuss with their
• ELL students will be placed in a group with a student that is fluent in their L1 to help
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
a) Summative: Students will be assessed based on their understanding of viable solutions as a group
8) Homework Assignment:
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
9) Reflection:
a) For this lesson, I need to anticipate students finishing early and being able to stretch the
assignment to wait for all students to finish. I can ask them to draw a picture on construction
paper or propose two questions. I want to also try and have access to iPads for the students to use
to research other designs used other places. To evaluate I will accept initiatives, designs, or
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
UNLV/Department of Teaching & Learning
Earth’s Changing Climate Lesson 7 Evaluate
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Introduction to Climate
Change
Date: 01/30/18 to 01/31/18 Estimated Time: 1 hour 20 mins
1) State Standard(s):
a) MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global
b) Science and Engineering Practice: Interpreting and Analyzing Data; Constructing Explanations;
3) Objective(s):
a) Students will be introduced to the phenomenon of climate change by activating prior knowledge
a) Introduction: 5 min:
i) A warm up question will be on the board for students to answer in their ISN. “What do you
column of the chart selecting fact or fiction about climate change statements.
(1) Students will be asked as a class to raise their hands for the selection while the teacher
ii) Students will then move on the next section labeled “The Difference between Weather and
Climate”
(1) Students will watch the simulation and determine what the dog represents and what the
iii) In groups students will use the Climate Impact Graph Matching cards to select which graph
corresponds with the correct statement and record their answers on the worksheet.
(a) Students will go back to the chart at the begininnging of the class and fill out the
(a) Teacher will ask the students to raise their hands and take a tally of the information
the class provides and will record the tallies for each statement on the board.
• If time persists, students will be asked to disscuss with their group in a Kagean Pair and
Share about what they learned about climate change and how they would describe the
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
• ELL students will be placed in a group with a student that is fluent in their L1 to help
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
a) Formative: Students will be assessed based on their worksheet and I will use their worksheets to
8) Homework Assignment:
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
9) Reflection:
a) It is difficult to gauge how much my students know about analyzing graphs so I might need to
spend time in class how to look at graphs and how to interpret. I will go over one for the class at
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
UNLV/Department of Teaching & Learning
Earth’s Changing Climate Lesson 9 Explore
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Earth’s Changing Climate
Date: 02/01/18 to 01/02/18 Estimated Time: 1 hour 20 mins
1) State Standard(s):
a) MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global
b) Science and Engineering Practice: Interpreting and Analyzing Data; Constructing Explanations;
3) Objective(s):
a) Students will explain why climate change is occurring by exploring articles and data related to
climate change.
a) Introduction: 5 min:
i) A warm up question will be on the board for students to answer in their ISN. “How would
you describe the terms climate change and global warming?” (5mins)
(1) Question Prompts (students will be able to answer each of the following after reading the
documents)
(a) Explain how each of these natural factors influence Earth’s climate:
(iii)Volcanoes
c) Closure: (5 mins)
i) Students will be asked to engage in a round robin group discussion about important
• If time persists, students will answer the following question in their ISN “How do natural
• ELL students will be placed in a group with a student that is fluent in their L1 to help
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
• Accelerated students will complete Handout B on their own and work together on Handout A
8) Homework Assignment:
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
9) Reflection:
a) One area of concern I have for this lesson is the ability of the students to stay on task when
working together and completing their assignments on time. I really want to try to implement an
interview with each student but do not know how to do this in a practical and efficient manner.
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
UNLV/Department of Teaching & Learning
Earth’s Changing Climate Lesson 10 Explore
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Green House Gases
Date: 02/03/18 to 01/04/18 Estimated Time: 1 hour 20 mins
1) State Standard(s):
a) MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global
b) Science and Engineering Practice: Interpreting and Analyzing Data; Constructing Explanations;
3) Objective(s):
a) Students will identify greenhouse gas sources in the Las Vegas community by conducting
a) The tool is an online database of greenhouse gas emissions that lets people view what types of
c) Computer lab
a) Introduction: 10 min:
i) A warm up question will be on the board for students to answer in their ISN. “What do
i) The class will be in the computer lab for the activity on greenhouse gasses.
(2) Directions:
(b) In the first window that appears, “Explore Greenhouse Gas (GHG) Emissions from
Large Facilities,” select “Nevada” from the middle column labeled “View
(c) Scroll down to view the summary data for each sector. Record the summary data in
Table 1.
(d) Scroll back to the top of the page and select “List” from the “Data View” options.
(e) Click “Total Reported Emissions” two times to organize the GHG emitters from the
(f) Identify the top ten greenhouse gas emitters for the state and record the information
(g) Take a moment and search two other states (your choice) and compare their
(3) Students will complete the table provided and answer the questions.
C) Closure: (5 mins)
ii) Students will be asked to share their findings of the largest greenhouse gas source near Las
Vegas.
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
• If time persists, students will answer the following question in their ISN “Are greenhouse
• ELL students will be placed in a group with a student that is fluent in their L1 to help
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
8) Homework Assignment:
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
9) Reflection:
a) I feel like students will enjoy being able to see where greenhouse gases are being produced
around the Las Vegas community. Bringing the connection back to their home is a great way for
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
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