Galena Park High School
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Lesson Plans -Environmental Systems
Terrry E. Jones
UNIT: Energy Transformations
Learning
Targets:
TEKS:
30 September 2013
TOPIC: Summative Exam
TSW complete the summative test with a 75 or higher grade.
(6) Science concepts. The student knows the sources and flow of energy through
a n environmental system. The student is expected to:
(C) explain the flow of energy in an ecosystem, including conduction, convection, and radiation,
(D) investigate and explain the effects of energy transformations in terms of the laws of thermodynamics within an ecosystem.
(E) investigate and identify energy interactions in an ecosystem.
Standard:
Strategy Skills:
Readiness
Data Collection
Materials: Test, answer document
Vocabulary: all associated with the unit
Action Plan:
Warm-up:
None
Time Frame:
45 Minutes
1. Students complete the test.
Formative
Component:
Exit ticket: completed chart
Summative Reference:
See summative test.
Evaluation:
Test - 100 points
Modifications:
None
Safety Instruction:
1. Normal classroom safety procedures and expectations.
Galena Park High School
HOME OF THE YELLOWJACKETS
Lesson Plans -Environmental Systems
Terrry E. Jones
01 October 2013
UNIT: The Atmosphere
TOPIC: Layers of the Atmosphere
Learning TSW be able to recite the levels of the atmosphere in order.
Targets: TSW be able to describe one event or phenomenon in each level of the atmo(6) Science concepts. The student knows the sources and flow of energy through an
environmental system. The student is expected to:
TEKS:
(A) define and identify the components of the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere and the interactions among them.
Standard:
Strategy Skills:
Readiness
Materials:
Note Taking, Organizational Chart
notebooks, worksheet and instructions, notes
Vocabulary: troposphere, stratosphere, mesosphere, thermosphere, exosphere
Action Plan:
Warm-up:
None
Time Frame:
Notes: 15 minutes
Chart: 30 minutes
1. Students take some basic notes about the layers of the atmosphere.
2. Students complete chart of the atmosphere with cut and paste information.
3. Students follow the step-by-step instructions.
Formative
Component:
Exit Ticket: Where is the ozone layer found?
Summative Reference:
Assessment 1: MC question in which students correctly identify a layer by its
description..
Assessment 2: MC question in which students identifies a major event with the
correct layer of the atmosphere
Evaluation:
Atmospheric Chart - 100 points
Modifications: Cooperative Learning
Safety Instruction:
1. Normal classroom safety procedures and expectations.
Galena Park High School
HOME OF THE YELLOWJACKETS
Lesson Plans -Environmental Systems
UNIT: The Atmosphere
Learning
Targets:
TEKS:
Terrry E. Jones
02 October2013
TOPIC: Convection Lab
TSW investigate the process of convection as it applies to air.
TSW be able to explain how convection works.
(6) Science concepts. The student knows the sources and flow of energy through an
environmental system. The student is expected to:
(A) define and identify the components of the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere and the interactions among them.
Standard:
Strategy Skills:
Readiness
Inquiry
Materials: Hot plate 400ml beaker, food coloring, goggles and apron
Vocabulary: none
Time Frame:
Action Plan:
45 Minutes
Warm-up:
None
1. Students prepare their notebooks in the standard report form and write out the procedure.
2. Using hot plate students begin with room temperature water, place food coloring near the
top, watch and record the movement.
3. Students repeat with food coloring placed at the bottom of the beaker.
Formative
Component:
Exit Ticket: Lab report complete in their notebook.
Summative Reference:
Assessment 1: MC Question in which students correctly identify a figure out of four
that depicts convection
Evaluation:
Lab Report
Modifications: Cooperative Learning
Safety Instruction:
1. Hot glassware and glass safety. Goggles and apron must be worn.
Galena Park High School
HOME OF THE YELLOWJACKETS
Lesson Plans -Environmental Systems
UNIT: The Atmosphere
Learning
Targets:
TEKS:
Terrry E. Jones
03 October 2013
TOPIC: Using What we Know
1. TSW be able to illustrate and explain green house gases theory.
2. TSW will be able to explain why clouds make nights warmer than clear ones
and how this relates to the green house effect.
(6) Science concepts. The student knows the sources and flow of energy through an
environmental system. The student is expected to:
(A) define and identify the components of the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere and the interactions among them.
Standard:
Strategy Skills: Analyses
Readiness
Materials: Notes, notebook, worksheet
Vocabulary: green house effect, global warming,
Action Plan:
Warm-up:
None
reflection
Time Frame:
45 Minutes
1. Students use their notes to find information vital to their worksheets.
2. Students use the information to make predictions and relate what they have found
to the green house effect and global warming.
3. Students can earn extra credit by bringing in articles on global warming.
Formative
Component:
Exit Ticket: Write a sentence that shows you understand how the green
house effect works.
Summative Reference:
1. MC question depicting green house effect and student identify missing
components.
2. MC in which student makes a prediction based on the heating of the earth in
relation to clouds.
Evaluation:
Worksheet -100 points
Modifications: None
Safety Instruction:
1. Normal classroom safety procedures and expectations.
Galena Park High School
HOME OF THE YELLOWJACKETS
Lesson Plans -Environmental Systems
UNIT: The Atmosphere
Learning
Targets:
TEKS:
Terrry E. Jones
04 October 2013
TOPIC: Global Air Movement
1. TSW be able to identify the jet stream and various global wind patterns.
2. TSW be able to relate the Hadley, Ferrel and Polar Cells.
3. TSW be able to explain why the jet stream moves around.
(6) Science concepts. The student knows the sources and flow of energy through an
environmental system. The student is expected to:
(A) define and identify the components of the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere and the interactions among them.
Standard:
Strategy Skills: Inquiry
Readiness
Materials: weather maps, world map outline, colored pencils, pwpt maps
Vocabulary: cold front, warm front, occluded front, jet stream
Time Frame:
Action Plan:
45 Minutes
Warm-up:
None
! Teacher illustrates how how pressure moves things such as blowing over a piece of
paper. Students try next.
2. Students complete air current maps of the world by putting in arrows.
2. Students identify the jet stream by drawing it on their maps.
Formative
Component:
Exit Ticket: None
Summative Reference:
1. MC with map in which students identify the location of the jet stream.
2. MC question which students explain air circulation in a Hadley Cell.
3. MC question aboutgobla air movement.
Evaluation:
Air Current Map
Modifications: None
Safety Instruction:
1. Normal classroom safety procedures and expectations.