IMPACTING FOOD SCARCITY IN BARTOW COUNTY
PHASE 3: Maintaining A WINTER GARDEN
EQ: HOW CAN WE AS CASS MIDDLE SCHOOL STUDENTS USE ENERGY TO CULTIVATE A GARDEN TO IMPACT the FOOD Desert IN BARTOW COUNTY?
Subject/Standard Lesson Summary
SCIENCE
EQ: How do waves on the electromagnetic spectrum affect the growth of the plants in our community garden? Standard Addressed: S8P4b I can construct an explanation using data to illustrate the relationship between the electromagnetic spectrum and energy. Door Sign: https://docs.google.com/document/u/0/d/1g_GzwAFebDkiRMUc_Gy1I3JyzlEuzr9t/edit ELA Standard Addressed: ELAGSE8W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Door Sign: https://drive.google.com/file/d/12Fb0zKXMPhCTrH3PPcRUfXa8FnX22UK5/view?usp=drive_link MATH EQ: How can you predict plant growth using scatterplot data and determining the line of best fit? Standard Addressed: 8.FGR.6.1 Show that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, visually fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line of best fit. Door Sign: https://docs.google.com/document/d/1VmmxEUdqSmVd1WyBXchocpGztbybZGGi/edit?usp=drive_link&ouid=107779664565571941649&rtpof=true&sd=true Presentation: ![]()
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3/12 Students were first introduced to electromagnetic waves and the electromagnetic spectrum. Students looked at where these waves can be found and how energy changed depending on where they are located on the electromagnetic spectrum.
3/14 Students researched each individual electromagnetic wave. They looked at where these waves are found, wavelength, frequency/energy, and how they may benefit/harm our community garden. Students then created a presentation of their choice to display the information they collected during their research. 3/15 Based on their research students selected one type of electromagnetic wave they believed would be the best alternative to promote plant growth if visible light was not available. They then constructed an argument using a claim, evidence, and reasoning to explain their choice and added it to their presentation. 3/18 Students were introduced to the structure of an informational essay and began organizing their thoughts and ideas. Students will use the Claim, Evidence, and Reason, they wrote in Science as the base of their essay. 3/19 Students began writing their essays with the focus being what type of wave would support plant growth the best and why. 3/20 Students will continue to work on their essay ensuring they include all of the textual evidence and explanation needed to explain why their wave is the best for plant growth. 3/21 Students will finish their essay. 3/13 & 3/14: Students were introduced to scatter plots and how to determine the association. 3/15 & 3/18: The students determined the line of best fit and how to determine the slope/equation. |
Sign-In Sheets
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stem_sign_in_sheets.pdf |