Tuesday, August 2, 2011

Cycles

In learning about the different cycles in our environment, Water cycle, Nitrogen cycle etc. I constructed this short summarized version of what each cycle does. Hopefully it is as useful to you as it was to my students. They also got a diagram for each summary so that they could visualize the cycle take place.


Cycles


Rock Cycle

  • Sedimentary, igneous rock, Metamorphic rock

  • There are five processes: metamorphism, weathering and erosion, cementation and compaction, melting, and cooling and solidification.

  • Weathering and erosion create sedimentary rocks.

  • When water, wind, air or gravity transport the sediment, it's known as erosion.

  • Erosion process layers the sediment onto itself, and gravity forces the bottom layers to be moved into the Earth. This process is called compaction.

  • When silica and calcite are added to the compacted rock, they are cemented together

  • As the bottom layers of sedimentary rock are moved further into the Earth, they are heated and melt, then they heat rock that's buried in the Earth's crust, transforming it into metamorphic rock. Then it cools and solidifies. This cooled rock is called igneous rock.

  • The metamorphic rock and igneous rock are weathered down and eroded, when they become sedimentary rock. They are deposited, layered and the cycle starts all over again.


Water Cycle

  • The sun is responsible for its two major components: condensation and evaporation.

  • When the sun heats the surface of water, it evaporates and ends up in the atmosphere as water vapor.

  • It cools and rises, becoming clouds, which eventually condense into water droplets.

  • Depending on the temperature of the atmosphere and other conditions, the water precipitates as rain, sleet, hail or snow.


Nitrogen Cycle

  • consists of nitrogen fixation, nitrification, denitrification, and decay.

  • Nitrogen Fixation is when nitrogen gas from the air is made into nitrogen compounds.

  • Nitrification is when ammonia in the soil is converted to nitrates. Nitrification is performed by nitrifying bacteria. Plants absorb the nitrates and use them to make proteins.

  • Denitrification is when nitrogen gas becomes part of the atmosphere.

  • Decay is when organic nitrogen compounds of dead organisms and waste are returned to the soil.

  • Through the nitrogen cycle, food-making organisms obtain the necessary nitrogen. The nitrogen cycle does not supply enough nitrogen to support plant growth. In these soils natural or artificial fertilizers, containing nitrates or ammonium compounds, are needed.


Carbon Cycle

  • Carbon in the air is made available to living things, is used by them, and is then returned to the air.

  • Food-making organisms such as plants and algae need carbon to form carbohydrates, which are essential for growth.

  • They absorb carbon dioxide from the air

  • The carbon dioxide is combined with water to form carbohydrates.

  • Other living things, such as animals, need carbohydrates for energy

  • Small amounts of carbon dioxide are released into the air by the decomposition of dead organisms by certain bacteria and fungi.

  • The burning of fossil fuels, such as coal, also releases carbon dioxide into the atmosphere.


Learning Lab

So I had an amazing experience this year tutoring one student. I made sure to plan every day for our sessions together and his reading level improved by two grades over the course of the year. Here's a sample of one unit of lessons we worked on together.


Learning Lab Sessions

Series of mini lessons (Unit Plan)


Objectives:

  • Decode -ed suffixes

  • Read with expression

  • Read high frequency words

  • Increase his lexicon by 2-3 words this week

  • To engage in reciprocal teaching strategies

  • Develop an opinion on an issue and publish his work

Materials:

  • dry erase board

  • vocabulary log

  • pen, pencil, looseleaf

  • Readings (NY Times article, Wilson)

  • Laptop

  • dictionary

  • Magnetic Journal

Skills:

  • Decoding and encoding

  • note-taking and annotating

  • Using a graphic organizer to maintain ideas

  • Independently annotating text and chunking readings

  • Scooping and reciprocal teaching: asking clarifying questions

  • reading with expression

  • Identifying repetition of words

Day 1

  • Decoding words with -ed suffixes

  • Practice decoding the word mulled

    • Wilson tapping

  • WRS student workbook: fill in the blanks with correct word from word bank

  • difference between /ed/ and /d/ sounds

  • Isolate the sounds; syllable divisions

  • Read sentences and identify which words make the /d/ sound and which make the /ed/ sound

    • ex: happened (/d/)

    • ex: frosted (/ed/)

  • Assessment: Spell two words with /ed/ sound and two words with /d/ sound in the suffix



Day 2

  • Decode an -ed suffix word: Wedged

    • Practice using dictionary, put into vocabulary log

  • Read “Messy Room” together aloud (paired reading)

  • Model how to read with expression (use pencil to guide you-scooping)

  • James reads it aloud alone

    • Ask comprehension questions

        • What is the poem about? Provide evidence from the text.

  • Identify the repetition in poem

  • Chunk reading and and find patterns in rhyme

  • Syllable division of words within the poem that are difficult to decode

  • Assessment: Spell two new words you learned today


Day 3

  • Decoding

    • word of the day: void

  • Chunk “A wallet...” into 3 sections

    • Use reciprocal teaching: After each chunk, Summarize, clarify, question, predict.

    • Who lost his wallet?

    • Who returned the wallet? How?

    • Where did the owner of the wallet work 40 years ago?

    • What items were in the wallet? What was missing?

  • Decoding words from the article

  • Assessment: Writing: What have you ever lost of real sentimental or monetary value? Did you get it back? Have you ever found something that seemed valuable and tried to return it?


Day 4

  • Decoding

    • Strive (tapping, spelling, dictionary def., in vocab log write 1 sentence using the word.)

  • NY Times article “Do you eat cafeteria food”

    • Model annotating text

    • Read together

    • James reads alone

      • comprehension questions, key points, form an opinion

  • Free-write: Do the foods served in the cafeteria tend to be healthy?

    • Are they appealing and tasty?

    • What changes should be made to food served in lunchroom?

  • Assessment: Type the free-write and submit it online to the student opinion section of the NY Times