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GROW gets an answer

Unit Plan: Cycles: From Rot to RadishesLesson: 7 Time: Session 1, 2, and 3 (40 min each) Setting: Classroom
3-5, 6-8Schoolyard Ecology
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Students complete their work for GROW by working in groups to create advertisements that teach the public about nutrient cycling, and GROW's research and products


    Students will be able to: cooperatively plan and complete a project; communicate their knowledge about nutrient cycling in an engaging way; judge their own work and reflect on their understanding of nutrient cycling; have new perspectives on the representation of science in the popular media


    Session 1 and 2

    For the class:

    • Display or photocopy the letter from GROW (Lesson 1 "A challenge from GROW")

    • materials for making advertisements

    Session 3

    For each student:

    • copy of "Scoring Sheet"
    • copy of "Group work Evaluation" (From Eco-Inquiry's multiple forms of Assessment)
    • Copy of "Portfolio Cover Sheet" (From Eco-Inquiry's Multiple Forms of Assessment)

    Lesson Files

    GROW Gets an Answer
    Eco Inquiry's Multiple Forms of Assessment- contains "Group Work Evaluation" and "Portfolio Cover Sheet"

    Benchmarks for Science Literacy

    1A Scientific World View, 12D Communication Skills

    NYS Standards

    MST 4- Physical setting, living environment and nature of science, ELA 1- Language to collect and interpret information and understand generalizations, ELA 4 - Language for communication and social interaction with a wide variety of people
    Next Generation Science Standards

    Science and Engineering Practices

    Engaging in argument from evidence, Obtaining, evaluating, and communicating information

    Cross Cutting Concepts

    Patterns, Cause and effect

    Disciplinary Core Ideas

    LS1C: Organization for Matter and Energy Flow in Organisms, LS2A: Interdependent Relationships in Ecosystems, LS2B: Cycles of Matter and Energy Transfer in Ecosystems
    New York State Science Learning Standards

    Performance Expectations

    MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem., MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

    Hogan, Kathleen. Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades. Kendall/Hunt Publishing Company, PO Box 1840, 4050 Westmark Drive, Dubuque, IA 52004-1840., 1994.