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Date: 11/20/19
Time: 8:45 am
IMPLEMENTATION
Learning Objectives Matched to EQ1:
an Essential Question: 1. Students will verbally describe the processes that require the
intake or output of carbon dioxide in plants.
2. Students will describe the role of CO2 as a greenhouse gas.
EQ2:
1. Students will be able to identify whether forests are a carbon
source or carbon sink.
2. Students will be able to describe the change in CO2
production/absorption over time.
Learning Context: Students have learned the basic inputs and outputs of both
(Which Part of Unit; Classroom photosynthesis and cellular respiration. Students are now
Environment) learning about fermentation, including what kinds of organisms
carry out fermentation and how it is different from cellular
respiration. They will complete a CER activity on fermentation in
the next lesson, so this lesson is a review of how to write a CER
with content they are already familiar with (the next lesson is still
part of my TPA, so this lesson cannot be part of that unit. Instead
it is separated from the unit without being too far off-topic)
Tier 2 Vocabulary: claim, evidence, reasoning
Tier 3 Vocabulary: greenhouse gas, photosynthesis, cellular respiration,
decomposition, carbon sink, carbon source
Instructional Input: Step 1 (5 minutes): Do now- Students answer the prompt “A
buisiness person described one local business as a “money sink”
and one as a “money source.” What do you think they mean?
Which of the businesses is making more money?”
Step 5(5 minutes): CER review- Place two easy to interpret data
on whiteboard. With first, show students how to write a CER.
With second, have students help to write CER.