Day 1: Introduction to Patterns and Cycles Occurring in Nature
Objectives
Students will:
Students will:
- define the terms cycle and sequence.
- identify and describe patterns and cycles that occur in nature.
- explain how some events in nature occur in a pattern or cycle, such as the seasons, day and night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
- recognize that the relationships that exist between and among Earth, the sun, and the moon result in day and night, seasonal changes, phases of the moon, and the tides.
Materials
- students' science notebooks
- large pieces of paper
- white poster boards
- coloring utensils
- visual PowerPoint
Instructional Sequence
- Introduce unit topic: patterns and cycles occurring in nature
- Lead brief discussion on patterns and cycles occurring in nature by asking the questions: What is a pattern? What is a cycle? What are some things that might deal with patterns or cycles? Can anyone think of anything at all in nature that may follow a pattern or cycle?
- Define the terms cycle and sequence and instruct students to write definitions in their science notebook
- Guide brainstorming activity
- Students will work in small groups and brainstorm a list of patterns and cycles that they think occur in nature
- Students will record ideas in a basic semantic map (large piece of paper provided)
- Students will share ideas aloud to class
- Together, discuss some of the students ideas
- Visual PowerPoint presentation (pictures, minimal text) to introduce topics in unit: day and night, seasons, phases of the moon, tides, migration, animal life cycles, and plant life cycles
- Teacher will assign each group one of the seven topics
- Students will be provided with a poster board and will work with their group to create an illustration of their assigned topic
- Once illustrations are complete, students will have opportunity to do a gallery walk to look at the other illustrations
- Wrap up lesson by discussing the students' illustrations
- Keep illustrations up around classroom throughout unit
Assessments
Formative: Teacher will ask questions to prompt students' thinking throughout lesson. Questions should include: What is a pattern? What is a cycle? What are some things that might deal with patterns or cycles? Can anyone think of anything at all in nature that may follow a pattern or cycle?
Summative: Students will brainstorm a list of patterns and cycles that they think occur in nature. Students will also create an illustration of one of the seven topics in the unit on patterns and cycles in nature.
Formative: Teacher will ask questions to prompt students' thinking throughout lesson. Questions should include: What is a pattern? What is a cycle? What are some things that might deal with patterns or cycles? Can anyone think of anything at all in nature that may follow a pattern or cycle?
Summative: Students will brainstorm a list of patterns and cycles that they think occur in nature. Students will also create an illustration of one of the seven topics in the unit on patterns and cycles in nature.
Resources
References