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Students are to model a biome. The model should include appropriate living and non-living organisms present. The model should include an appropriate description of the biome including the climate, what living and non-living organisms are present, how the living organisms meet their needs for survival,

Students are to model a biome. The model should include appropriate living and non-living organisms present. The model should include an appropriate description of the biome including the climate, what living and non-living organisms are present, how the living organisms meet their needs for survival, and an example of a food chain or web that exists in this environment. Students will need to state the common name of a plant, animal, fungi, and protist of the biome. Students will also have to describe the interconnected relationships of the species of their choice. Key Points: that energy driving the ecosystem comes from the sun the web of life is continually dying and feeding other sections of the biome that diversity assures resilience.

BAsic Structures and Forces

Create a colorful diagram of an ecosystem by drawing five living things, ten non-living things, and labeling biotic factors, abiotic factors, and ecological levels.

Students create a science model/product, and present their model. The model should be based on a scientific concept/principle/properties

Define the following: symbiosis mutualism commensalism parasitism Three examples of relationship above RAFT Role - ex. presenter , maker, researcher Audience - ex. elementary student Format - presentation mode below - short story Topic - Symbiosis Presentation mode choice storyboard that iMovie Haiku Deck Adobe Slate powToon Poster Board

Define the following: symbiosis mutualism commensalism parasitism predator/prey relationship Two examples of relationship above RAFT Role - ex. teacher Audience - ex. elementary student Format - presentation mode below - short story, poem, song, etc. Topic - Symbiosis Presentation mode choice storyboard that iMovie Haiku Deck Adobe Slate powToon Poster Board

Define the following: symbiosis mutualism commensalism parasitism predator/prey relationship Two examples of relationship above RAFT Role - ex. teacher Audience - ex. elementary student Format - presentation mode below - short story, poem, song, etc. Topic - Symbiosis Presentation mode choice storyboard that iMovie Haiku Deck Adobe Slate powToon Poster Board

Define the following: symbiosis mutualism commensalism parasitism predator/prey relationship Two examples of relationship above RAFT Role - ex. teacher Audience - ex. elementary student Format - presentation mode below - short story, poem, song, etc. Topic - Symbiosis Presentation mode choice storyboard that iMovie Haiku Deck Adobe Slate powToon Poster Board

Define the following: symbiosis mutualism commensalism parasitism predator/prey relationship Two examples of relationship above RAFT Role - ex. teacher Audience - ex. elementary student Format - presentation mode below - short story, poem, song, etc. Topic - Symbiosis Presentation mode choice storyboard that iMovie Haiku Deck Adobe Slate powToon Poster Board

The student will design and build a model of their dream house.

The student will design and build a model of their dream house.

The student will design and build a model of their dream house.

You have played Kahoot! before. Now, you will be creating a review Kahoot for the Chemistry Review. 10 slides, 1 questions 4 choices of answers on each, complex to simple problem to be solved proper timing, & proper choices.

This rubric is useful for assessing student performance during a lab activity.

Students, you will be able to analyze and interpret what you have investigated by responding to the strategy of HYPOTHESIS/EVIDENCE/REASONING/Claim

This rubric is useful for assessing student performance during a lab activity.

The video (presentation) will contain information the student created regarding science information researched, and learned. The oral presentation must be aligned with current research.

Grade 4 is beginning a new science unit on Planets and Other Objects in Space. For our project, students will take their knowledge of our solar system and create a 3-dimensional model of it. The planets should be in the correct order and be relatively proportioned to each other (example: Mars should not be bigger than Jupiter). The sun should be included as part of the solar system. All planets should be clearly labeled in some way. This is a project meant to not only see how students view the solar system, but to also showcase their creativity. Students are encouraged to use color and to get creative while learning. This project is worth 30 points and is due March 21. Each student will have to present their project to the class, so they should come prepared to discuss how their 3-D solar system model was created and be able to discuss a little about each planet.

poster making and presentation