ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: Good Thinking! — Make it Rain!
URL: https://aptv.pbslearningmedia.org/resource/ssecgoodthinking6/good-thinking-_-make-it-rain/
Description:

Make it Rain! explores student misconceptions about phase changes, weather, and the water cycle, and reveals some of the pitfalls of common representations.



   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (5 - 6)
Title: Clouds!: An Interactive Lesson
URL: https://aptv.pbslearningmedia.org/resource/reach-with-stem-clouds/clouds/
Description:

Ready, set, soar! Soar high in the clouds with a sleepy condor who wants to help you learn in this interactive lesson about the water cycle, how it works, and how clouds are formed. In this lesson, students will learn to find and describe the connections between scientific concepts.



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: Ways of Watersheds | UNC-TV Science
URL: https://aptv.pbslearningmedia.org/resource/defeb65f-eec8-4f2d-abc4-b3cb26b7a984/ways-of-watersheds-interactive-unc-tv-science/
Description:

Students will learn about the four phases of the water cycle, the ways in which watersheds are crucial to healthy water, and the best ways to manage local watersheds with this interactive lesson.



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: Educate Others to Inspire Action
URL: https://www.nationalgeographic.org/lesson/educate-others-inspire-action/
Description:

Students, in their role as scientists, create and finalize a collaborative model of the global carbon cycle. As a class, they use the model in a presentation aimed to inform and inspire an invited audience to think more carefully about the impacts of fossil fuel use. This lesson is part of the Carbon Trackers unit.



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

[SC2015] ES6 (6) 14 :
14 ) Analyze and interpret data (e.g., tables, graphs, maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; rates of human activities) to describe how various human activities (e.g., use of fossil fuels, creation of urban heat islands, agricultural practices) and natural processes (e.g., solar radiation, greenhouse effect, volcanic activity) may cause changes in local and global temperatures over time.

Subject: Science (6)
Title: Tracking Carbon to Understand Its Flow
URL: https://www.nationalgeographic.org/lesson/tracking-carbon-understand-its-flow/
Description:

Students learn about the Darvaza Crater and ponder what keeps it burning. Then they analyze the Keeling Curve and consider the source of the increasing atmospheric carbon dioxide. In the activities to follow, they explore fossil fuel formation, use, benefits, and consequences through a series of readings. By sorting everyday objects and diagramming a simple model of the global carbon cycle, students consider how carbon generally cycles through Earth’s systems, including as fossil fuels. This lesson is part of the Carbon Trackers unit.



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

[SC2015] ES6 (6) 14 :
14 ) Analyze and interpret data (e.g., tables, graphs, maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; rates of human activities) to describe how various human activities (e.g., use of fossil fuels, creation of urban heat islands, agricultural practices) and natural processes (e.g., solar radiation, greenhouse effect, volcanic activity) may cause changes in local and global temperatures over time.

Subject: Science (6)
Title: Modeling the Carbon Cycle to Inform Others
URL: https://www.nationalgeographic.org/lesson/modeling-carbon-cycle-inform-others/
Description:

In this set of activities, students explore the power of creating visual models in science by first researching then constructing models of the rock cycle, the water cycle, and the processes of photosynthesis and respiration in jigsaw groups. Using these models, students teach other groups about their assigned topic and then collaborate to integrate this information into a larger model of the global carbon cycle. Finally, an experiment, reading, and video about the greenhouse effect help students consider the role of greenhouse gasses in their model of the global carbon cycle. This lesson is part of the Carbon Trackers unit.



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: The Carbon Cycle Game
URL: https://www.windows2universe.org/earth/climate/carbon_cycle.html
Description:

This interactive game will lead students through the carbon cycle and describe the different reservoirs where carbon is held on Earth. Students will take on the role of a carbon atom and travel through the cycle until they visit all of the possible reservoirs. 



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: Carbon Cycle Game
URL: https://www.brainpop.com/games/carboncyclegame/
Description:

In this game, students will learn how carbon atoms move through different carbon reservoirs during the carbon cycle. Students can play the game as a single-player or join others in a multiplayer format. Students will begin to understand the delicate balance of the carbon cycle while playing this game. 



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: Water Cycle Game
URL: https://www.brainpop.com/games/watercyclegame/
Description:

In this game, students will learn how water molecules move through different reservoirs during the water cycle. Students can play the game as a single-player or join others in a multiplayer format. Students will begin to understand how water moves through the hydrosphere, atmosphere, and geosphere during the water cycle.



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: Nitrogen Cycle Game
URL: https://www.brainpop.com/games/nitrogencyclegame/?topic_id=
Description:

In this game, students will learn how nitrogen atoms and molecules move through different reservoirs during the nitrogen cycle. Students can play the game as a single-player or join others in a multiplayer format. Students will begin to understand how nitrogen moves through the biosphere, geosphere, and atmosphere in the nitrogen cycle.



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: The Carbon Cycle StudyJam
URL: http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/carbon-cycle.htm
Description:

The classroom resource provides a video that will describe the carbon cycle. In addition, there is a sing-along video that students can perform karaoke-style that will help them remember the steps of this cycle. After utilizing these two resources, the students can complete the short test to assess their understanding. Students can use the information presented in this video to create their own model of this biogeochemical cycle. 



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: The Water Cycle StudyJam
URL: http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm
Description:

The classroom resource provides a video that will describe the steps in the water cycle. There is also a short test that can be used to assess students' understanding. Students can use the information presented in this video to create their own model of this biogeochemical cycle. 



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: The Nitrogen Cycle StudyJam
URL: http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/nitrogen-cycle.htm
Description:

The classroom resource provides a video that will describe the steps in the nitrogen cycle. There is also a short test that can be used to assess students' understanding. Students can use the information presented in this video to create their own model of this biogeochemical cycle. 



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: Great Rivers 1: The Nature of Great Rivers
URL: http://sciencenetlinks.com/lessons/great-rivers-1-the-nature-of-great-rivers/
Description:

This is the first lesson of a three-part series entitled Great Rivers: Where Ecology Meets History. These lessons address the concept of large rivers as dynamic ecological systems that have had vital influences on human history. In this lesson, students are shown the basics of the water cycle. They are introduced to the concept that flowing water carries materials such as silt, plankton, leaves, and wood. They also learn how rivers and the materials that they carry define how they look and act.



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: Oceans
URL: http://sciencenetlinks.com/lessons/oceans/
Description:

This two-fold lesson begins with an experiment that demonstrates water evaporating and coming back down. The lesson is meant to give students a general understanding of Earth's oceans. In the end, students should realize that water in the ocean evaporates into the atmosphere and comes back down as precipitation. This lesson is a good introduction to future lessons on weather and Earth's climatic changes. 



   View Standards     Standard(s): [ELA2015] (6) 11 :
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]

[ELA2015] (6) 13 :
13 ) Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [RI.6.3]

[SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: English Language Arts (6), Science (6)
Title: Robert Gardner: Teaching Scientific Inquiry
URL: http://sciencenetlinks.com/lessons/robert-gardner-teaching-scientific-inquiry/
Description:

For this lesson, students will use the "Making a Cloud" experiment from the book Weather Science Fair Projects by Robert Gardner. By performing this experiment, students will come to better understand scientific inquiry and weather by testing the hypothesis that a cloud can be formed by allowing water vapor to cool and condense on small particles in the air.



   View Standards     Standard(s): [SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (6)
Title: Models of the Water Cycle
URL: http://sciencenetlinks.com/lessons/models-of-the-water-cycle/
Description:

In this lesson, students will develop an understanding of the water cycle by building and evaluating two different physical models. Students will build and reflect on the usefulness of models that demonstrate the water cycle in a closed system. They will see evidence of condensation and evaporation.



ALEX Classroom Resources: 17

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