7th GradE - Human Impact
Guiding question: How can Students at Cass Middle School design & build an alternate habitat for migrating pollinators?
ELA
EQ: Can we write an explanatory essay on how to grow a pollinator garden? ELAGSE7RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE7W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. |
On Jan. 17th: Students were introduced to their upcoming research prompt, “What are some similarities and differences in migratory pollinators?” All aspects of this assignment were explained, and a timeline was provided.
Jan 18th: Students chose their first article from NewsELA. They used their own “key word” search. This was a student led activity. They gathered facts in their STEM journals, making sure to cite properly. Jan. 19th: Students chose their second article on a different pollinator. Again, they used the “article” sort function from NewsELA. They again were on their own to use the “key word” search option to return an article with enough information to cite facts. They were encouraged to place these facts in their STEM journals. DEMONSTRATE: Students worked in small groups to share information on their chosen pollinators. They then each picked an interesting fact and scribed the fact and the correct citation onto a sticky note, which was then placed on an anchor chart for their specific class period. Jan 20th: Students produced an extended constructed response using the prompt provided on day 1. They were able to cruise the classroom to look at the anchor charts for inspiration. When finished, students were extended into Canva to create either a “dream pollinator garden” or an infographic on species of pollinator or species of plants pollinators prefer. Jan 30th: Students read the article POV: "WHAT'S THE BUZZ ABOUT BEES?" From Common Lit, and responded to a classroom prompt. Jan. 31st: Students read an upper-level article on “Why are bees vanishing?” They were given a comprehension assessment. Feb.3: Students will use all their notes from across all STEM areas to complete a constructed response. They will be provided prompt options per class. |
Science
EQ: Can we design a pollinator garden and encourage more pollinators to visit our community? S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments. a. Construct an explanation for the patterns of interactions observed in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem. b. Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic components of an ecosystem. c. Analyze and interpret data to provide evidence for how resource availability, disease, climate, and human activity affect individual organisms, populations, communities, and ecosystems. |
January 5th 2023: Science students read an article from Wonderopolis.org titled "How Far Can Butterflies Fly?" (https://wonderopolis.org/wonder/how-far-can-butterflies-fly) Students were prompted the question "How do butterflies navigate the trip?" Students then completed a CER in STEM journals, students also used prior math skills to calculate how fast butterflies fly by completing a unit rate with the miles and duration of the migration. Students discuss in small groups how long the trip is, and that the organisms need nectar along their journey in order to survive. January 11th 2023: Students read an article in Wonderopolis titled " Why is Diversity Important". Small group discussion on how loss of habitat affects pollinators. Students are asked the question, "What could Cass Middle School do here on campus to help migrating pollinators?" students will brainstorm in groups and imagine a solution. Science students then walked to the existing garden and took measurements of the garden recording their data in STEM journals. All classes compiled data on a poster and students could see the differences in each classes measurements. Students brainstormed on how to improve this process next time. January 24th 2023: Katie Martin from the UGA extension presented on how Monarch butterflies migrate, and then lead students in a Project Wild activity called "Monarch Marathon". January 31st 2023: Science students investigate invasive species of plants in Georgia and also which of these are being sold at local home improvement centers. This list will be kept in STEM journals for future reference when choosing seeds and plants for the garden. February 3, 2023: Students begin designing and laying out their ideal pollinator garden in STEM journal using all the information they obtained from Math and ELA. |
Social Studies
EQ: |
Math
EQ: How many seeds do we need for our garden? MGSE7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour. MGSE7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. MGSE7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. |
January 6th - Students were introduced to how Math will be helping in attracting pollinators to our CMS garden. We talked about that we need seeds and the right type of soil, but we also need to know the square footage of our garden and which sections need to have flowers
January 17- Our Math students looked at the Science classes data from the CMS garden and realized that the measurements were not accurate. We split into groups that day to figure out how to calculate area of a section. Students realized they can use proportions to convert meters to feet. January 20- Students went to the CMS garden and measured off sections that were designated in science. These sections will be used to grow plants to attract polinators. Students used tape measures and a walking odometer to get the measurements of the length and width for each section. February 3- Students used proportions to convert all the lengths and widths into feet. Students used conversions to convert from inches and meters to feet. February 10-Students will work in groups to create a scale drawing of the CMS garden. The students will be allowed to do this on chart paper or in Minecraft. Students will be determining the correct number of flowers and plants that can be placed into this garden. |