![]() ![]() If they cannot answer them, try to explain the ideas in a new way. Check your group for understanding by asking them specific questions about what they learned and explained.Any individual group member, if randomly called upon at the end of the activity, should be able to summarize the ideas from all of the sources on the document.Each person is responsible to ask for ideas and information from quieter group members.All group members will participate equally in information gathering and information sharing. ![]() Remind the class of the following to help make their research successful:.Other students may benefit from taking turns reading each article aloud as a group, highlighting or underlining important points as they go.Each person can take notes on their assigned article or video, and then share the information with their group in a Jigsaw style, helping other team members complete the document. In a group of advanced readers or independent learners, it may be useful to assign one article or video to each team member.This is an activity where you can strategically assign groups to accommodate multiple students’ needs.Review the questions on the document with the class to make sure students know what to look for in the videos and readings. Explain that while students can help each other gather information, each student needs to complete their own document to keep and study/work from later. This handout includes suggested articles, infographics, and videos to help them learn more about their assigned cycle. Distribute the Researching Earth’s Cycles handout to every student.One suggestion is to break the class into six teams with roughly three students in each team if possible, with two teams focusing on the same cycle, but working separately and then coming together to compare/share their work at the end. How you divide your students will depend on how large the class is.Break students into three teams to begin research on either the rock cycle, water cycle, or photosynthesis and respiration cycle. You may also want to clearly state for students the connection between these sub-cycles and the carbon cycle: that most fossil fuel material was originally created via photosynthesis, that photosynthesizing organisms need water, and that to become fossilized this material needs to be preserved for a long time (millions of years) in rocks.ģ.Emphasize that this activity will help students work towards answering the unit driving question ( Where does the energy in fossil fuels come from and where does it go) and the lesson driving question ( Are fossil fuels important to Earth’s matter and energy cycles?).Tell the class that they will split into three teams to dive into each cycle, enabling them to add more detail to the larger carbon cycle model. ![]()
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