Connecting AGSTEM to AKS
Asynchronous 2
Embedded Files
Opening
Opening
This anchoring phenomenon is an oceanic feeding frenzy in which sharks, fish, whales, dolphins, and birds interact to obtain food. The oceanic feeding frenzy is showing a food web in action. There are many interactions occurring within a food web ecosystem. Watch the video and determine how you could use this video as an anchoring phenomenon in your classroom to apply to the standard for your grade below.
Standards
Standards
6th Grade Earth Science:
Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes7th Grade Life Science:
Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments8th Grade Physical Science:
Obtain, evaluate, and communicate information about the Law of Conservation of Energy to develop arguments that energy can transform from one form to another within a system (e.g., heat/thermal, light/radiant, chemical, nuclear, mechanical ‐ kinetic and potential, sound, and electrical)Natural phenomena like this one are observable events that occur in the universe in which we can use our science knowledge to explain or make predictions. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena. Think of a lesson you could teach that relates to the video and the standard above. On this Padlet board, include essential question(s) that will drive the lesson you have in mind. Remember, you want to provide driving questions about the oceanic feeding frenzy that will allow students to provide accurate explanations or predictions at the lesson's end. Please view the examples provided for you on the Padlet board.
Video / Interactive
Video / Interactive
For this portion of the module, visit the Pear Deck presentation.
*Navigate the presentation by using the arrows at the bottom left corner of the screen.*
*To add a response, type in the bubble then click anywhere outside of the bubble to save your response before navigating to the next slide.*
*To add a response, type in the bubble then click anywhere outside of the bubble to save your response before navigating to the next slide.*
Mini-lesson
Mini-lesson
Team Challenge
Team Challenge
The backward design instructional model starts by creating essential questions and learning targets based on the standards. Now that you have done those things, you will consider the assessment more closely.
For the team challenge:
For the team challenge:
You will choose one assessment per grade level to focus on. You will create a summative assessment for the student to demonstrate their understanding of the lesson and student learning targets.
Assessment format and structure is your decision. Consider the Quality Plus Teaching Strategies (Gwinnett) when designing your assessment.
Exemplary team submissions will include effective implementation of Quality Plus Teaching Strategies and direct connections to the previously identified standard, essential questions, and student learning targets.
Examples of items to submit:
Examples of items to submit:
Exit Ticket
Exit Ticket
This module emphasized backward design and using the assessment to intentionally create learning activities and plans that would make students successful. What topics will your lesson plans include to ensure students can accomplish the learning targets?
Visit the Padlet board below that identifies your grade level and standard. Include topics that come to mind that align with your standard, essential questions, and student learning targets.
6TH GRADE EARTH SCIENCE
6TH GRADE EARTH SCIENCE
Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes
7TH GRADE LIFE SCIENCE
7TH GRADE LIFE SCIENCE
Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments
Obtain, evaluate, and communicate information about the Law of Conservation of Energy to develop arguments that energy can transform from one form to another within a system (e.g., heat/thermal, light/radiant, chemical, nuclear, mechanical ‐ kinetic and potential, sound, and electrical)
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