Patricia+Crowley

I am a 6th grade science teacher. I work at I.S. 5 in Elmhurst, Queens. I enjoy cycling and taking long walks.

I am part of Houston, We have a problem...

=__ Timeline for Project Implementation  __=

Overview

 * ** Start ** || ** Stop ** || ** Step ** || ** Description ** ||
 * ||  || Plan || Meet with classes; introduce project; set up groups, (roles, responsibilities); establish scope and sequence of project (checklists, rubrics, guidelines); identify student contributions for planning ||
 * ||  || Gather || Investigations; note taking skills; gather graphics, video, etc; improve research skills ||
 * ||  || Build || Students synthesize information gathered into new product: newsletter, brochure, wiki, website, multimedia presentation, podcast, video, etc. ||
 * ||  || Present || Rehearsal for the presentation - Presentation ||

Daily Planning
Planet Earth will be the guide for choosing the ideal place || HYPOTHESIS: create a hypothesis about how the shape of the planet affects surface temperature. MATERIALS: world maps, flashlight, ruler, protractor, graph paper, science notebooks, pencil. PROCEDURE: Students determined how the angle of the sun shines at a particular latitude; 90 degree (Direct angle)- latitude = angle of the sun DATA: ANALYSIS: CONCLUSION: ERRORS: CONNECTION:
 * ** Date ** || ** Step ** |||| ** Description ** ||
 * 3/1/10 |||| Intro. To unit on Ideal Place to live || Students are introduced to the new unit. Students are made aware that a new planet has been discovered and we’ve been hired by CSA to research the ideal place to plant a colony.
 * 3/2/10 |||| Ideal Place || Students choose and ideal place and justify why it is considered an ideal place. ||
 * 3/3/10 |||| Criteria || Students given the criteria for the ideal place to plant colony. The climate must have a monthly average temperature of 25 F – 85 F. Students learn how to determine the daily and monthly average temperature. ||
 * 3/4/10 |||| Factors || Students are made aware of that 4 major factors that affect surface temperature: shape, tilt, land/water differences, and elevation. Read bulletin from CSA, ||
 * 3/8/10 |||| Lab 1: Shape 3 periods || SCIENTIFIC METHOD: Introduction to the PROBLEM: How does the SHAPE of the planet affect SURFACE TEMPERATURE? RESEARCH: sphere, latitude, longitude, direct angle, indirect angle, surface air temperature,

SHARE FINDINGS: How shape of planet does effect surface temperature. || 2 periods || Materials: data chart on daylight hours, graph paper, markers PROCEDURE: Take the data from the chart and create a line graph. DATA: line graph ANALYSIS: CONCLUSION: ERRORS: CONNECTION: Read pages 69-74 about equinox and solistice. ||
 * 3/10/10 |||| LAB: Tilt || SCIENTIFIC METHOD: PROBLEM: How does the TILT of the planet affect SURFACE TEMPERATURE? RESEARCH: axis, tilt, rotation, revolution, solstice, equinox, Students form a HYPTOHESIS about the TILT affecting SURFACE TEMPERATURE. ||
 * 3/11/10 |||| LAB
 * 3/12/10 |||| LAB 3:land/water differences

3-periods || SCIENTIFIC METHOD: PROBLEM: How does the land/water differences affect surface temperature? RESEARCH: albedo, specific heat, biomes, natural disasters HYPOTHESIS: MATERIALS: sand, water, thermometer, light, graph paper, colored pencils, PROCEDURE: p.181 DATA: LINE GRAPH ANALYSIS: CONCLUSION: ERRORS: CONNECTION: || 2 periods || Students will present on a particular BIOME: tropical rain forest, tundra, desert, temperate forest, taiga Presentation must have – climate (precipitation), land/water, latitude, longitude, food-web Abiotic factors and biotic factors || 3 periods || Students work in natural disaster groups ( hurricanes, tornadoes, blizzards, tsunami, mudslides, volcanoes, floods) Students will identify the regions of the world that face these types of disasters, weather conditions, the destruction it does, how to prepare for it? || Lab on elevation and air pressure DATA ANALYSIS CONCLUSION ERRORS CONNECTION || Scale the layers(page 164) Graph the gases in the atmosphere (page 163_ || 4/15/10 |||| Project/presentation 4 periods || Students will sit in similar groups and prepare final presentation on the IDEAL PLACE to plant a colony Students will prepare a poster presentation considering the major factors that affect surface temperature. ||
 * 3/15/10 |||| BIOMES
 * 3/17/10 |||| PRESENTATION || Peers will have to evaluate each presentation and take notes ||
 * 3/18/10 |||| Day 2 || Presentation day ||
 * 3/15/10 |||| Natural Disasters
 * 3/17/10 |||| PRESENTATION DAY || Student ||
 * 3/18/10 |||| Presentation day ||  ||
 * 3/22/10 |||| LAB 4: ELEVATION || PROBLEM: How does ELEVATION affect SURFACE TEMPERATURE? RESEARCH: layers of the atmosphere, molecules, air, air pressure) ||
 * 3/23/10 |||| continue || HYPOTHESIS about elevation
 * 3/24/10 |||| atmosphere || Scale layers of the atmosphere
 * 4/12/10