Hungry Planet_Tinghua Yuan

Hungry Planet

An Interdisciplinary Project Based Learning

Tinghua Yuan

EDUC 473 Winter 2016, Dr. Lucero, Margaret

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Content

1. An Interdisciplinary Framework……………………………………………………3

2. Academic Learning Goals …………………………………………………………5

3. Selected Lesson Plans………………………………………………………………7

1) Benchmark Lesson One…………………………………………………………8

Supplementary materials for Benchmark Lesson One……………………………12

2) Benchmark Lesson Two…………………………………………………………21

Supplementary materials for Benchmark Lesson Two……………………………25

3) Benchmark Lesson Three………………………………………………………34

Supplementary materials for Benchmark Lesson Three…………………………37

4. Selected Assessment Activities……………………………………………………38

Rubric for Group Activity…………………………………………………………39

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1. An Interdisciplinary Framework This is an eight-week project. In this project, students will work in groups to investigate

how the natural environment and the social economic status affect the way people eat in the world.

In the entry activity, students will watch 45 slides that introduce what the world eats? What’s on family dinner tables around the globe? This activity aims at arouse students’ interest in the following project and help them to be more aware of the huge gap between developed countries and poor areas. A book named “Hungry Planet” will be also given to students; they can read it in turn in the following eight weeks.

Each group should choose at least two and at most four countries/regions that they are mostly interested in and do the investigation. They are suggested to choose countries/regions that are in different hemisphere and have different economic status.

Biology and Earth Science are the two main subjects in this project. In addition, social science, mathematics, language arts will also be involved in the project.

Students will give a culminating presentation in groups in the last week to show the results of their investigation. In the presentation, students are expected to make connections among traditional food, crop growth, climate and economy in their chosen countries/region. What they learned in the previous Biology and Earth Science units are supposed to be evidences to support their findings.

The project framework is shown below, I assume we meet three times per week and each class session is 90 minutes.

(During the first seven weeks, the books called “Hungry Planet” will be given to students, and each team can keep a week for reference.)

Week Number

Project Activity

Week 1

Entry Activity: • Explore the two website individually:

http://time.com/8515/hungry-planet-what-the-world-eats/ http://www.slideshare.net/hebasaleh/what-the-world-eats-3892924

• Work in groups, choose 2-4 countries or regions • Investigate their major crops and the traditional food

Week 2 & 3 A Biology Unit: Plant Growth and Development • How Plants Grow and Develop

o Seeds Sprout

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o Meristems o Plant Development

• Regulating Growth and Development (Benchmark Lesson) o Nutrients o Hormonal Control of Growth o Environmental Influences on Growth

Week 4 & 5 An Earth Science Unit: Climate • Factors That Affect Climate (Benchmark Lesson) • Climate Zones • Climate Change

Week 6 A Social Science Unit: Socio-Economic Status • Investigate the chosen countries’ socio-economic status • Calculate what percentage of a family’s monthly income is spent

on food (Engel’s coefficient) • Search for the minimum hourly pay in a country/region and

calculate how many hours should a person work to cover a family’s weekly food cost.

Week 7 Investigation and Information Collection • Make the connection among food (crop), climate, and

economy in the chosen countries. (Benchmark Lesson) • Prepare for the final presentation.

Week 8 Culminating Presentation

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2. Academic Learning Goals

Biology- Plant Growth and Development

1. How Plants Grow and Develop

• Compare seed germination in beans and corn. • Contrast annuals, biennials, and perennial. • Explain how primary and secondary growth are produced. • Describe several traits of bread wheat. • Contrast development in plants and animals.

2. Regulating Growth and Development • Identify the major nutrients plants need to grow. • Describe how plant hormones control plant growth. • Relate environmental factors to plant growth.

Earth Science- Climate

1. Factors That Affect Climate • Identify two major factors used to describe climate. • Explain how latitude determines the amount of solar energy received on Earth. • Describe how the different rates at which land and water are heated affect climate. • Explain the effects of topography on climate.

2. Climate Zones • Describe the three types of tropical climates. • Describe the five types of middle latitude climates. • Describe the three types of polar climates. • Explain why city climates may differ from rural climates.

3. Climate Change • Compare four methods used to study climate change. • Describe four factors that may cause climate. • Identify potential impacts of climate change. • Identify ways that humans can minimize their effect on climate change.

Social Science-

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Geography

• Analyze environmental and ecological uses of the earth’s surface in the past and the effect on populations.

• Evaluate the geographic factors that have led to regional economic or military cooperation, interdependence, or conflict.

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3. Selected Lesson Plans

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PBI BENCHMARK LESSON PLAN-One Lesson Subject Lesson Title Grade Level

Biology Regulating Growth and Development 9 Student Academic Learning Objectives

1. Identify the major nutrients plants need to grow. 2. Describe how plant hormones control plant growth. 3. Relate environmental factors to plant growth.

Student Language Development Objectives Build reading skills: 1. Reading hint: Tell students that the learning materials use typographic aids, such as boldfaced words and in-text pronunciation guides, to help them learn new terms. Students are asked to find the boldfaced terms and determine their meanings by reading the sentence in which each term appears. 2. Reading organizer: Ask students to make a list of the following terms: auxin, tropism, phototropism, gravitropism, and thigmotropism. As they read through the learning material, ask them to write down a brief definition of each term.

CCSStandards/State (National) Content Standards Include standards from main content area: California Content Standards for Biology: 2a: Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. IE1a: Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. IE1d: Formulate explanations by using logic and evidence. IE1l: Analyze situations and solve problems that require combining and applying concepts from more than one area of science. NGSS Disciplinary Core Ideas: HS-LS1-5: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. HS-LS1-3: Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.

Include standards specific for any additional content areas NGSS Science and Engineering Practices: HS-LS1-1: Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ won investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. HS-LS-3: Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. CCSS Reading Standards for Literacy in Science and Technical Subjects RST. 9-10. 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. RH. 9-10. 7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH. 9-10. 8: Assess the extent to which the reasoning and evidence in a text support the author’s claims

Tools, Materials, Technology Required and Preparation • 1:1 access to laptop. (BYOD: bring your own device policy) • Free access to the Internet

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• Supplementary materials for each student, including reading sheet, quiz handout, glossary for ELLs. • Power point slides.

Safety Considerations • This lesson is an in-door session; there will not many possible risks to cause danger. • For the Internet searching part, the teacher should remind students to be aware of the Internet literacy and

to avoid cyber bulling. Anticipatory Set/Introduction

This lesson focuses on factors that influence plant growth and development, including nutrients, hormones, and environmental influences such as sunlight, temperature, and the seasons.

Procedures

What Student Does What Teacher Does Probing Questions, Answers, Misconceptions

Describetheactionsofthestudents.Whatwilltheybedoingduringeachpartofthelesson?Describeoneeventperrow,includetimerequiredforeachlessonsection,andaddrowstothistableasneeded.5min

• Review factors that influence plant growth and development.

5 min • Read the introduction about

nutrition. (see supplementary material 1)

20 min • Work in groups to read

figure 1 (see supplementary picture 1) The Steps in Went’s Experiment, discuss how it might work; Then read the introduction about Hormonal Control of Growth (see supplementary material 2) and summarize how hormonal control plants growth.

20 min • Work in pairs to infer

possible reasons for the growth of the plants in figure 2 and 3 (see supplementary picture 2 and 3). Then read the supplementary material 3 to find evidence to support the inferences.

Describetheactionsoftheteacher.Whatwilltheteacherbedoingorsayingduringthispartofthelesson?

• Ask students to identify the substances plants need for survival.

• Ask students prompt question

to help them get the nutrition.

• Ask further prompt question to help students address another factor, hormones. Using figure 1 The Steps in Went’s Experiment, discuss how it might work. Walk around during group discussion to see how students interpret the picture and give tips if necessary.

• Introduce environmental influences on growth: “most plants are anchored in one spot, they cannot move from an unfavorable environment to a more favorable one as animals do. Instead, plants respond to their environment

Writealistofprobingquestionsthatcorrespondtotheactivityintheleftcolumn.Includepossiblestudentanswers.Whatshouldtheysay?Whatmighttheysay?Whatquestionsmightyouaskinresponse?

• Students may identify light, water, and carbon dioxide.

• Why people fertilize their plant?

• How plant might regulate their growth and development without having a nervous system as animals do? It might take students for a while to figure out how the Went’s experiment worked in figure 1. While walking around the classroom, the teacher can ask students what’s the use of auxin, what’s the difference among 4 5 and 6?

• This part of activity is not

difficult. The pictures are very transparent, and the supplementary material is also easy to understand. The reading material well explains the picture. The

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15 min

• Individual activity: 1. Using figure 4 (see supplementary figure 4) to interpret Annual Rings. 2. Use figure 5 to analyze the Effect of Cold on Seed Germination (see supplementary figure 5)

15 min

• Group activity: Create a crossword puzzle using the definitions as clues and the terms as words in the puzzle.

10 min

• Individual activity: finish the quiz (see supplementary material 4) and the anonymous feedback card

by adjusting the rate and pattern of their growth. For example, a plant that receives plenty of water and mineral nutrients may grow much faster and larger than it would if it received very little water and mineral nutrients. Also, a plant grown in full sun may grow much faster and larger than it would if it were grown in the shade or indoors. So the availability of light and nutrients affect the rate of plant growth. Many of a plant’s responses to environmental stimuli, however, are triggered by the hormones that regulate plant growth.” Using figure 2 Tropisms and ask student why the plants grow in these ways?

• Walk around and have

informal conversation with students individually to assess them formatively.

• Walk around and observe, collect information as formative assessment.

• Stay still, since it’s anonymous feedback

teacher only needs to walk around to listen to students pair conversations.

• This activity is simple. Just to help students relate the environmental influences to a real problem.

• Students might create similar crossword puzzle, but it is ok. The only thing going to be measured is whether they comprehend these terms.

• Students feedback are very

valuable for next class session.

Assessment of Student Academic Learning Objectives Summative assessment: Have students list the boldfaced terms in the reading material with their definitions. Ask students to finish the quiz in the handout and turn in after the class. Formative assessment:

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Ask every student to hand in the anonymous feedback card after the class. They should write down “what they feel most useful, most confusing, most interesting in this class session.

Assessment of Student Language Development Objectives Summative assessment: Ask students to create a crossword puzzle using the definitions as clues and the terms as words in the puzzle. Formative assessment:

• Red, yellow, and blue card sign assessment. • Ask every student to hand in the anonymous feedback card after the class. They should write down “what

they feel most useful, most confusing, most interesting in this class session. • During the class session, teacher walks around the classroom to assess students when they are reading,

discussing and writing definitions. Plan for Facilitating Group Interactions

What is your strategy for making students accountable during group activities? This section may include references to any rubrics needed for assessing group work. The teacher should walk around the classroom and observe the group activities to make sure every student has a role in the group and participates in the activity. See rubric.

Closure/Class Reflection • Students mostly understand the learning objective in this class session. • Each group has clear goals in the final group work session. They know what information they need and

what to look for. • Students need more training on how to search information effectively and in a reliable way. Students don’t

know how to select information.

Supplementary materials for Benchmark Lesson One Supplementary material 1 Benchmark Lesson One

Nutrients

Like all multicellular organisms, plants grow by adding new cells through cell division. Plants must have a steady supply of the raw materials they use to build new cells in order to grow. Plants need only two raw materials——carbon dioxide and water——to make all the carbon hydrates in their tissues. As you learned earlier, carbon dioxide and water are needed for photosynthesis.

Like animals, plants also need oxygen for cellular respiration. Although the green parts of a plant produce oxygen during photosynthesis, most of the oxygen used by leaves and stems comes from the air. Roots, which usually do not carry out photosynthesis, get oxygen from the air spaces between soil particles. If the soil around a plant’s roots becomes compacted or saturated with water, it may not provide enough oxygen for the roots., and the plant could die.

However, carbon dioxide, water and oxygen do not satisfy all of a plant’s needs for raw materials. Plants also require small amounts of at least 14 mineral nutrients, which are elements absorbed mainly as inorganic ions. The table below lists the six mineral nutrients needed in the greatest amounts for healthy plant growth and describes the importance of each nutrient. Commercial fertilizers may contain most of these mineral nutrients.

Major Mineral Nutrients Required by Plants Nutrient Importance

Nitrogen Part of proteins, nucleic acids, chlorophylls, ATP, and coenzymes; promotes growth of green parts

Phosphorus Part of ATP, ADP, nucleic acids, phospholipids of cell membranes, and some coenzymes

Potassium Needed for active transport, enzyme activation, osmotic balance, and stomatal opening

Calcium Part of cell walls; needed for enzyme activity and membrane function

Magnesium Part of chlorophyll; needed for photosynthesis and activation of enzymes

Sulfur Part of some proteins and coenzyme A; needed for cellular respiration

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Supplementary material 2 Benchmark Lesson One

Hormonal Control of Growth For centuries, people have known that plants bend strongly toward a light source as their shoots elongate. In the 1920s, the Dutch biologist Frits Went hypothesized that a chemical produced in the shoot tip of a grass causes this bending response. Went named the growth-promoting chemical that causes stems to bend auxin (AWK sin). The steps in Went’s experiment are summarized in the following. 1. Went removed the tip of an oat shoot and placed the tip on an agar block, Auxin diffused from the tip into the block. 2. Went then transferred the agar block to the cut end of a shoot, which was followed by growth of the shoot. 3. When Went placed an agar block with auxin on either side of cut shoots, the shoots grew in the opposite direction. 4. As a control, Went placed an agar block without auxin on the cut end of other shoots. These shoots did not grow. Auxin Auxin is one of many plant hormones. The word hormone comes from the Greek word horman, meaning “to set in motion.” A hormone is a chemical that is produced in one part of an organism and transported to another part, where it causes a response. Auxin causes plant cell walls to become more acidic, which allows the cells to elongate as they grow. Auxin accumulates on the dark side of a stem. As a result, the cells on the dark side of a stem elongate more than the cells on the light side. The difference in elongation causes the stem to grow toward the light. Auxin also inhibits the growth of the buds along a stem. This inhibition is called apical dominance. Cutting off the tip of a stem removes the source of auxin and enables the other buds to grow. That is shy pruning the stems of plant makes the plant become bushier. Hormones in Agriculture More than a century ago, citrus farmers discovered that they could cause citrus fruits to ripen by storing them in a room heated by a kerosene stove. The ripening was caused by ethylene, which is a gaseous organic compound produced when kerosene is incompletely burned. Most plant tissues produce ethylene. Today, ethylene is used to promote the ripening of tomatoes, bananas, and other fruits that are harvested before they ripen. Ethylene also loosens the fruit of cherries, blackberries, and blueberries, making it easier to harvest these crops mechanically. Gibberellins (jihb uhr EHL ihnz) are produced in developing shoots and seeds. They stimulate stem elongation, fruit development, and seed germination Gibberellins are used to enlarge Thompson seedless grapes. Other seedless fruits treated with gibberellins include apples, cucumbers, mandarin oranges, and peaches. Cytokinins (sie toh KIE nihnz), which are produced in root tips, stimulate cell division and slow the aging of some plant organs. Cytokinins are sprayed on cut flowers to keep them fresh and on fruits and vegetables to extend their shelf life. Cytokinins are added to tissue-culture media to cause undifferentiated cells to from shoots.

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Environmental Influences on Growth Tropisms A tropism (TROH piz uhm) is a response in which a plant grows either toward or away from a stimulus Auxin is responsible for producing tropisms. Figure 2 shows examples of three common types of tropisms. Phototropisms are responses to light. Responses to gravity are called gravitropisms. A thigmotropism is a response to touch. If a plant grows toward a stimulus, the response is called a positive tropism. If a plant grows away from the direction of the stimulus, the response is called a negative tropism. Thus a shoot that grows up out of the ground shows both positive phototropism (growing toward the light) and negative gravitropism (growing away from the pull of gravity). Phtotperiodism Certain plants bloom in the spring and others bloom in the summer or fall. Some plants bloom as soon as they reach a mature size. In many plants, seasonal patterns of flowering and other aspects of growth and development are caused by changes in the length of days and nights. The response of a plant to the length of days and nights is called photoperiodism. Most plants can be categorized as one of three types in reference to photoperiodism. A plant that responds when days become shorter than a certain number of hours is said to be a short-day plant. Plants whose growth and development are not affected by day length are known as day-neutral plants. It is really the length of the nights, however, rather than the length of the days that controls photoperiodism, as figure 3 shows. Knowledge of photoperiodism is very important to the nursery and floral industries. The length of days and nights is controlled artificially in greenhouses where plants such as poinsettias and chrysanthemums are grown. Thus, commercial growers force the plants to produce flowers at times of the year when they ordinarily would not. This makes it possible for poinsettias to be available for Christmas and chrysanthemums to be available year round. Responses to Temperature Temperature affects growth and development in many plants. For example, most tomato plants will not produce fruit if the nighttime temperatures are too high. Many plants that flower in early spring will not produce flowers until exposed to cold temperatures for a certain number of hours. Most deciduous woody plants drop their leaves in the fall in response to cooler temperatures and shorter periods of daylight. Thick, protective scales develop around their buds. After a period of low temperatures, the buds begin growing into new leaves or sections of woody stem. Dormancy is the condition in which a plant or a seed remains inactive, even when conditions are suitable for growth. Many plants and seeds remain dormant until they have been exposed to low temperatures for several weeks. Dormancy helps plants to survive by keeping buds from growing and seeds from germinating during warm spells before winter has ended.

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Quiz 1. True or False

1) Minerals and water satisfy all of a plant’s needs for raw materials. 2) Auxin is a type of plant hormone.

2. Multiple Choices

1) Plant and animal development differ in that plant development. a. is continuous and reversible. b. stops after a plant reaches maturity. c. is not affected by environment. d. is controlled by genes that cannot be reactivated.

2) Which of the following is not a raw material needed for plant growth? a. carbon dioxide b. water c. oxygen d. vitamins

3) Auxin causes cells to a. have less flexible cell walls b. elongate more as they grow c. bend toward light d. develop lateral buds

4) Which of the following caused the different growth patterns of the two pots of mums shown below? a. apical meristem b. auxin c. apical dominance d. all of the above

5) The response of a plant to the length days and nights is a. gravitropism b. photoperiodism c. photogropism d. thimotropism

6) Major mineral nutrients required by plants include all of the following except a. nitrogen b. lead c. phosphorus d. potassium

3. Applying information Carrots are biennials. What role does the root of a carrot plant play in the plant’s second year of growth?

4. Forming Reasoned Opinions

Why is it possible for people to grow new plants from pieces of leaf, stem, or root tissue in which the cells have already undergone differentiation?

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Supplementary Figures Benchmark Lesson One Figure 1 Went’s Experiment

Photos taken from California Teacher’s Edition HOLT BIOLOGY Johnson · Raven

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Figure 2 Tropisms


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Figure 3 Photoperioddism


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Figure 4 Annual Rings


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Figure 5 The Effect of Cold on Seed Germination


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PBI BENCHMARK LESSON PLAN-Two Lesson Subject Lesson Title Grade Level

Earth Science Factors That Affect Climate 9 Student Academic Learning Objectives

1. Identify two major factors used to describe climate. 2. Explain how latitude determines the amount of solar energy received on Earth. 3. Describe how the different rates at which land and water are heated affect climate. 4. Explain the effects of topography on climate.

Student Language Development Objectives Build reading skills: 1. Paired Summarizing: Students join with a partner and read silently about the following supplementary material 3, and then have one students summarize what he/she read and the other student should listen to the retelling and point out any inaccuracies or ideas that were left out.

CCSStandards/State (National) Content Standards Include standards from main content area California Content Standards for Earth Science: 5a: Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 5e: Students know rain forests and deserts on Earth are distributed in band at specific latitudes. 6a: Students know weather (in the short run) and climate (in the long run) involve the transfer of energy into and out of the atmosphere. 6b: Students know the effects on climate of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents. IE.1d: Students will formulate explanations using logic and evidence. IE.1i: Students will analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). IE. 1l: Students will analyze situations and solve problems that require combining and applying concepts from more than one area of science. IE.1m: Students will investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings.

Include standards specific for any additional content areas NGSS Science and Engineering Practices: HS-ESS2-4: Science arguments are strengthened by multiple lines of evidence supporting a single explanation. HS-ESS3-5: Science investigations use diverse methods and do not always use the same set of procedures to obtain data. CCSS Reading Standards for Literacy in Science and Technical Subjects RST. 9-10. 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. RH. 9-10. 7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH. 9-10. 8: Assess the extent to which the reasoning and evidence in a text support the author’s claims

Tools, Materials, Technology Required and Preparation • 1:1 access to laptop with access to the Internet. (BYOD: bring your own device policy) • Experiment equipment for Latitude and Temperature Demonstration • Learning materials for each student, including reading sheet, quiz handout, glossary for ELLs. • Power point slides.


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to avoid cyber bulling. • Be careful when doing the demonstration experiment.

Anticipatory Set/Introduction This lesson presents temperature and precipitation as the two major factors used to describe climate. The lesson also explains how latitude, proximity to large bodies of water, and topography affect climate.

Procedures


Describetheactionsofthestudents.Whatwilltheybedoingduringeachpartofthelesson?Describeoneeventperrow,includetimerequiredforeachlessonsection,andaddrowstothistableasneeded.5 min

• Brief discussion to find the difference between weather and climate.

10 min

• Individual Exploration: use the figure 1 (see supplementary figure 1) to determine and compare the average yearly temperatures of the two cities, and then determine the yearly temperature range in the two cities.

5 min • Read the supplementary

material 1 to further understand how temperature and precipitation affect climate in a certain area.

10 min

• Watch teacher carefully, to think how latitude affects temperature.


• Ask students what the difference between weather and climate?

• Walk around, observe students and talk to students individually to check how they interpret the figure.

• Explain the definition of climate: climate is the average weather conditions in an area over a long period of time.

• Demonstration Latitude and Temperature. Place three thermometers at angles of 0, 45, and 90 degree at the


• Warm up. Weather is the day-to-day variations in temperature, humidity, wind, and precipitation. Climate is the average weather conditions for an area over a long period.

• Students are supposed to find out that while the average temperature is similar, the temperature range for St. Louis is much greater than that for San Francisco.

• Further explanations could be: climate is different from weather in that weather is the condition of the atmosphere at a particular time. Weather conditions, such as temperature, humidity, wind, and precipitation, vary from day to day.

• Predict which thermometer will show the greatest rise in temperature? How they relate to the effect of latitude on Earth’s temperatures.

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15 min

• Group activity: work in groups to interpret figure 2 and 3 (see supplementary figure 2 and 3); try to explain why the phenomenon in the picture using knowledge learned before.

10 min • Read supplementary

material 2 individually and discuss in groups to find evidence that support the explanation in the previous group activity.

15 min

• Students join with a partner and read silently about the following supplementary material 3, and then have one students summarize what he/she read and the other student should listen to the retelling and point out any inaccuracies or ideas that were left out.

10 min • Climate Factors peer

assessment: write a brief description on index cards of major factors that affect climate, and then work in pairs using the cards to quiz one another.

same distance from a light source.

• Walk around and observe group discussion. Using the rubric to assess group activity. Give instructions when necessary.

• Further explain the two figures and make connections to the supplementary material 2.

• Walk around, observe students pair work to check how they interpret the reading material.

• Walk around, observe how students describe and understand each factors; correct them when necessary.

• The tilt of Earth’s axis. The intensity of radiation from the sun does not vary much throughout the year at the equator. It will take students a while to figure out what these two figure mean.

• The tilt of Earth’s axis determines the seasons. The global wind and precipitation belts shift occurs because in the winter, a very strong high-pressure system develops over Asia and a weaker high-pressure system develops over North America. These systems push global wind belts and the doldrums, or the Intertropical Convergence Zone, south.

• How do wind and ocean

currents affect the surface temperature of oceans? Why does land heat faster than water does?

• Temperature and precipitation Latitude Solar energy Global wind patterns Heat absorption and release Specific heat and evaporation Ocean currents

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10 min

• Individual activity: finish the quiz (see supplementary material 4) and the anonymous feedback card

• Stay still, since it’s anonymous feedback

El Nino-Southern Oscillation Seasonal Winds

• Students feedback are very valuable for next class session.

Assessment of Student Academic Learning Objectives Summative assessment: Have students to do the climate factors peer assessment. Ask students to finish the quiz in the handout and turn in after the class. Formative assessment:

• Red, yellow, and blue card sign assessment. • Ask every student to hand in the anonymous feedback card after the class. They should write down “what

they feel most useful, most confusing, most interesting in this class session. Assessment of Student Language Development Objectives

Summative assessment: Students join with a partner and read silently about the following supplementary material 3, and then have one students summarize what he/she read and the other student should listen to the retelling and point out any inaccuracies or ideas that were left out. Formative assessment: During the class session, teacher walks around the classroom to assess students when they are reading, discussing and writing definitions.

Plan for Facilitating Group Interactions What is your strategy for making students accountable during group activities? This section may include references to any rubrics needed for assessing group work. The teacher should walk around the classroom and observe the group activities to make sure every student has a role in the group and participates in the activity. See rubric.

Closure/Class Reflection • Students mostly understand the learning objective in this class session. • Each group has clear goals in the final group work session. They know what information they need and

what to look for. • Students need more practice on how to answer questions in complete sentences.

Supplementary materials for Benchmark Lesson Two

Supplementary material 1 Benchmark Lesson Two

Temperature and Precipitation Climates are chiefly described by using average temperature and precipitation. To estimate the average

daily temperature, add the high and low temperatures of the day and divide by two. The monthly average is the

average of all of the daily averages for given month. The yearly average temperature can be found by averaging

the 12 monthly averages. However, using only average temperatures to describe climate can be misleading. As

we see in figure 1, areas that have similar average temperatures may have very different temperature ranges.

Another way scientists describe climate is by using the yearly temperature range, or the difference between the

highest and lowest monthly averages.

Another major factor that affects climate is precipitation. It is also described by using monthly and yearly

averages as well as ranges. As with temperature, average yearly precipitation alone cannot describe a climate.

The months that have the largest amount of precipitation are important for determining climate. When describing

climates, extremes of temperature and precipitation as well as averages have to be considered. The factors that

have the greatest influence on both temperature and precipitation are latitude, heat absorption and release, and

topography.

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Latitude One of the most important factors that determines a region’s climate is latitude. Different latitudes on Earth’s surface receive different amounts of solar energy. Solar energy determines the temperature and wind patterns of an area, which influence the average annual temperature and precipitation. Solar Energy The higher the latitude of an area is, the smaller the angle at which the sun’s rays hit Earth is and the smaller the amount of solar energy received by the area is. At the equator, or 0 degree latitude, the sun’s rays hit Earth at a 90 degree angle. So, temperatures at the equator are high. At the poles, or 90 degree latitudes, the sun’s rays hit Earth at a smaller angle, and solar energy is spread over a large area. So temperatures at the poles are low. Because Earth’s axis is tilted, the angle at which the sun’s rays hit an area changes as Earth orbits the sun. During winter in the Northern Hemisphere, the northern half of Earth is tilted away from the sun. Thus, light that reaches the Northern Hemisphere hits Earth’s surface at a smaller angle than it does in summer, when the axis is tilted toward the sun. Because of tilt of Earth’s axis during winter in the Northern Hemisphere, areas of Earth at higher northern latitudes directly face the sun for less time than during the summer. As a result, the days are shorter and the temperatures are lower during the winter months than during the summer months. Just as what you see in Figure 2. Global Wind Patterns Because Earth receives different amounts of solar energy at different latitudes, belts of cool, dense air form at latitudes near the poles, while belts of warm, less dense air form near the equator. Because cool air is dense, it forms regions of high pressure, while warm air forms regions of low pressure. Differences in air pressure create wind. Because air pressure is affected by latitude, the atmosphere is made up of global wind belts that run parallel to lines of latitude. Winds affect many weather conditions, such as precipitation, temperature, and cloud cover. Thus, regions that have different global wind belts often have different climates. In the equatorial belt of low pressure, called the doldrums, the air rises and cools, and water vapor condenses. Thus, this region generally has large amounts of precipitation, The amount of precipitation generally decreases as latitude increases. In the regions between about 20 and 30 degree latitude in both hemispheres, or the subtropical highs, the air sinks, warms, and dries. Thus, little precipitation occurs in these regions. Most of the world’s deserts are located in these regions. In the middle latitudes, at about 45 to 60 degree latitude in both hemispheres, warm tropical air meets cold polar air, which leads to belts of greater precipitation. In the high-pressure areas, about 60 degree latitude, the air masses are cold and dry, and average precipitation is low. As seasons change, global wind belts shift in a north or south direction, as shown in Figure 3. As the wind and pressure belts shift, the belts of precipitation associated with them also shift.

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Heat Absorption and Release Latitude and cloud cover affect the amount of solar energy that an area receives. However, different areas absorb and release heat differently. Land heats faster than water and thus can reach higher temperatures in the same amount of time. One reason for this difference is that the land surface is solid and unmoving. Surface ocean water, on the other hand, is liquid and moves continuously. Waves, currents, and other movements continuously replace warm surface water with cooler water from the ocean depths. This action prevents the surface temperature of the water from increasing rapidly. However, the surface temperature of the land can continue to increase as more solar energy is received. In turn, the temperature of the land or ocean influences the amount of heat that the air above the land or ocean influences the amount of heat that the air above the land or ocean absorbs or releases. The temperature of the air then affects the climate of the area. Specific Heat and Evaporation Even if not in motion, water warms more slowly than land does. Water also releases heat energy more slowly than land does. This is because the specific heat of water is higher than that of land. Specific heat is he amount of energy needed to change the temperature of 1 g of a substance by 1 ℃. A given mass of water requires more energy than land of the same mass does to experience an increase in temperature of the same number of degrees. The average temperatures of land and water at the same latitude also vary because of differences in the loss of heat through evaporation. Evaporation affects water surfaces much more than it affects land surfaces. Ocean Currents The temperature of ocean currents that come in contact with the air influences the amount of heat absorbed or released by the air. If winds consistently blow toward shore, ocean currents have a strong effect on air masses over land. For example, the combination of a warm Atlantic current and steady westerly winds gives northwestern Europe a high average temperature for its latitude. In contrast, the warm Gulf Stream has little effect on the eastern coast of the United States. This is because westerly winds usually blow the Gulf Stream and its warm tropical air away from the coast. El Nino-Southern Oscillation The El Nino-Southern oscillation, or ENSO, is a cycle of changing wind and water-current patterns in the Pacific Ocean. Every 3 to 10 years, El Nino, which is the warm-water phase of the ENSO, causes surface-water temperatures along the west coast of South America to rise. The event changes the interaction of ocean and the atmosphere, which can change global weather patterns. During El Nino, typhoons, cyclones, and floods may occur in the Pacific Ocean region and southeastern United States. Droughts may strike other areas around the world, such as Indonesia and Australia. The ENSO also has a cool-water phase called La Nina. La Nina also affects weather patterns. Seasonal Winds Temperature differences between the land and the oceans sometimes cause winds to shift seasonally in some regions. During the summer, the land warms more quickly than the ocean. The warm air rises and is replaced by cool air from the ocean. Thus, the wind moves toward the land. During the winter, the land loses heat

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more quickly than the ocean does, and the cool air flows away from the land. Thus, the wind moves seaward. Such seasonal winds are called monsoons. Monsoon climates, such as that in southern Asia, are caused by heating and cooling of the northern Indian peninsula. In the winter, continental winds bring dry weather and sometimes drought. In the summer, winds carry moisture to the land from the ocean and cause heavy rainfall and flooding, as shown in the picture below. Monsoon conditions also occur in eastern Asia and affect the tropical regions of Australia and East Africa. Photos taken from California Teacher’s Edition HOLT BIOLOGY Johnson · Raven

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Topography The surface features of the land, or topography, also influence climate. Topographical features, such as mountains, can control the flow of air through a region. Elevation The elevation, or height of landforms above sea level, produces distinct temperature changes. Temperature generally decreases as elevation increases. For example, for every 10m increase in elevation, the average temperature decreases by 0.7℃. Even along the equator, the peaks of high mountains can be cold enough to be covered with snow. Rain Shadows When a moving air mass encounters a mountain range, the air mass rises, cools, and loses most of its moisture through precipitation, as shown in the figure below. As a result, the air that flows down the other side of the range is usually warm and dry. This effect is called a rain shadow. One type of warm, dry wind that forms in this way is the foehn (FAYN), a dry wind that flows down the slopes of the Alps. Similar dry, warm winds that low down the eastern slopes of the Rocky Mountains are called Chinooks. Photos taken from California Teacher’s Edition HOLT BIOLOGY Johnson · Raven

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Quiz

1. Why does northwestern Europe have a milder climate than its latitude would indicate?

2. Where are most of the world’s deserts located?

3. Identify two factors that are used to describe climate.

4. If land and water had the same specific heat, how might climate be different around the world?

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Supplementary Figures Benchmark Lesson Two Figure 1 San Francisco and St. Louis Average Monthly Temperatures


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Figure 2 Average Sea-Level Temperature During Winter in the Northern Hemisphere Photos taken from California Teacher’s Edition HOLT BIOLOGY Johnson · Raven

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Figure 3 During winter in the Northern Hemisphere, global wind and precipitation belts shift to the south.


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PBI BENCHMARK LESSON PLAN-Three Lesson Subject Lesson Title Grade Level

Social Science Weather, Food and Economy 9 Student Academic Learning Objectives

1. Understand climates have a profound effect on people’s clothing, housing, food and a region’s economic development. 2. Work in groups to study 2-4 countries in different climate zones, focus on the crop, main food they eat. 3. Make the connection among climate, crop growth and economy, and prepare for the last week’s presentation.

Student Language Development Objectives 1. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. 2. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

CCSStandards/State (National) Content Standards Include standards from main content area CCSS: ELA/Literacy W 9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information in to the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and endnotes. CA. W 9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. RH 9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Include standards specific for any additional content areas California Content Standards: IE.1d: Students will formulate explanations using logic and evidence. IE.1i: Students will analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). IE. 1l: Students will analyze situations and solve problems that require combining and applying concepts from more than one area of science. IE.1m: Students will investigate a science-based societal issue by researching the literature, analyzing NGSS Science and Engineering Practices HS-ESS3-1: Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, model, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Tools, Materials, Technology Required and Preparation • 1:1 access to laptop. (BYOD: bring your own device policy) • Free access to the Internet • Supplementary materials for each student, including reading sheet, glossary for ELLs.


to avoid cyber bulling. Anticipatory Set/Introduction

• Students will work in small groups to make the connections among food, climate and economy in the countries that they chosen six weeks ago.

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• What they learned in unit “Plant Growth and Development” and “Weather and Climate” is supposed to be the evidences that support their investigation.

• Prompt questions are: Why people in the country mostly eat a certain kind of food? How it relates to the climate zones that the country locates? How climate affects crops’ growth? How climate and weather affect a country’s economic development?

Procedures


Describetheactionsofthestudents.Whatwilltheybedoingduringeachpartofthelesson?Describeoneeventperrow,includetimerequiredforeachlessonsection,andaddrowstothistableasneeded.

• Work in groups search on the Internet to collect information related to the prompt questions.

• Each group member can be in charge of each question so that everyone has a specific role and can actively participate in the group work.

• Each group will submit a brief summary of how far they are on the project.

• Each student will submit an anonymous feedback card as well.


• Walk around the classroom, observe students group work.

• Answer questions and give further instruction and supports when students ask for or the teacher feels students need.

• Use the group activity rubric to assess group work.

• Collect each group’s summary as an evidence for a formative assessment.


• How will assess the information you get is reliable?

• What websites possibly help you to get information you want?

• How to share information with in the group?

• Make sure to cite the resource when you are collecting the information.

• What have you already got

for your final presentation? • What else do you need? • Do you feel comfortable on

this project? If not, what support do you need?

• Anything else? Assessment of Student Academic Learning Objectives

Summative assessment: • No summative assessment in this class session.

Formative assessment: • Use the group activity rubric to assess students in the group work. • Each group’s summary is also a form of formative assessment.

Assessment of Student Language Development Objectives Summative assessment: Ask students to create a crossword puzzle using the definitions as clues and the terms as words in the puzzle. Formative assessment:

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During the class session, teacher walks around the classroom to assess students when they are reading, discussing and writing definitions.

Plan for Facilitating Group Interactions What is your strategy for making students accountable during group activities? This section may include references to any rubrics needed for assessing group work. The teacher should walk around the classroom and observe the group activities to make sure every student has a role in the group and participates in the activity. See rubric.

Closure/Class Reflection • Each group has clear goals in the final group work session. They know what information they need and

what to look for. • Each group member has specific role in the information searching and most of the groups create a shared

document so that they can work collaboratively and efficiently. • When students are trying to make the connections among the food, climate and economy, they feel hard to

decide how further they are going to do. Sometimes it may involve too much additional information, which could make the final presentation a huge one.

Supplementary materials for Benchmark Lesson Three Supplementary Figure Benchmark Lesson Three


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4. Selected Assessment Activities

1. Anonymous Feedback Card Every student will hand in the anonymous feedback card after the class. They should

write down: 1) What they feel most useful, 2) Most confusing, 3) Most interesting in this class session.

2. Red, yellow, and blue card sign assessment. 1) Red-I don’t understand. 2) Yellow-I can explain it a little bit. 3) Blue-I feel comfortable to explain this concept.

3. Each group’s summary is also a form of formative assessment. Collect each group’s summary about how far their project goes at the end of the Benchmark Lesson Three. This summary can be considered as a formative assessment as well as students self-assessment on their group project.

4. Use the group activity rubric to assess students in the group work. There are group activities in all three benchmark lessons; during the group activities, the teacher should walk around the classroom, observe students, give them feedbacks and supports, as well as assess them using the group activity rubric (see next page).

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Rubric for Group Activity

Rubric for Group Activity _ Hungry Plant CRITERIA BELOW

EXPECTATION MEET EXPECTATION

EXCEED EXPECTATION

Process Skills Members do not demonstrate targeted process skills.

Members occasionally demonstrate targeted process skills.

Members always demonstrate targeted process skills.

Learning Objectives

Cooperation and Teamwork

Members do not know their tasks and have no defined responsibilities. There are group conflicts from time to time and can’t be solved without teacher’s intervention.

Members have defined responsibilities most of the time. Group conflicts are cooperatively managed most of the time.

Members are on tasks and have defined responsibilities at all times. Group conflicts are cooperatively managed at all times.

Time Management

Members do not finish the activity on time.

Members finish the activity on time, but not well elaborated.

Members finish the activity on time and the result is well elaborated.

Hungry Planet_Tinghua Yuan

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