ࡱ> 461235@ iTbjbj22 "FXXKH&:xxxxy: t|~~~~~N~$$RhŰ "~~@T Ű~~ڰڍڍڍ`~~ڍ"ڍڍ~| yx`#|0 8N8N0::N$,""ڍ"""""ŰŰ::;>?9::>?Science Lesson Series I. Unit Overview Saint-Gaudens offers every student visitor the chance to become a naturalist. The parks many acres include several different habitats and signs of wildlife are everywhere. This series of lessons has been designed for NH upper elementary students to take advantage of a single visit to the park, but more frequent or even year-round observation of Saint-Gaudens flora and fauna could easily be incorporated into a larger Life Science Unit for older or younger students. For example, by focusing just on the sites formal gardens, younger students could learn much about plants and insects. Older students, with the help of the sites biologist, have previously participated in sophistacted water quality sampling/monitoring projects. Title: Wildlife in Our State: Is anybody home? What organisms inhabit our states wetlands, forests and fields? Why? What characterizes each of these ecosystems? What factors influence organisms survival in each? Author: Liza DraperSubject:Science Grade Level(s): 5thLength of Lesson:45-50 minutes for 2 3 weeksSubject Area:Energy Flows & Matter Recycles through an Ecosystem, with specific focus on the EnvironmentUnit:Life ScienceLesson abstract: . In an introductory lesson, students will consider definitions of three distinct habitats found within NH wetlands, forest and field. Based on these descriptions, they will work cooperatively to generate lists of likely plant & animal inhabitants for each environment, share their thinking and then select at least one organism for further research. Each student will leave the lesson with a set of questions to research about the type of animals/plant life a specific environment supports and why.State Standards: NH Curriculum Framework S:LS2:6:1.1 See also: Benchmarks for Science Literacy, Ch 5. The Living Environment - p99 Overview; especially p. 101 & 103 Section A-Diversity of Life; p. 115 & 116 Section D-Interdependence of Life; and p.118 & 119 Section E- Flow of Matter & Energy Relevant National Science Education Standards, grades 5-8: Standard C, Diversity & Adaptations of Organisms,, p. 158 Standard C, Populations and Their Environments, p. 157-158 Standard F, Populations, Resources, & Environments, p.168NETS Standards: 1. Students may produce a media-rich digital story about learning achieved during this unit, based on first-person interviews of classmates. (standards 1, 2, 3, 4) 2. Students will use digital-imaging technology to modify or create an illustration (art work) of an animal studied, or digital-recording technology to describe aspects of its habitat, for use in a down-loadable digital presentation others may view/hear. (standards 1, 2, 6) 3. Students may come to recognize bias in digital resources while researching an environmental issue relating to an animal studied or its habitat (with guidance from the teacher). (standards 3, 4) 4. Students will select and apply digital tools (e.g. Inspiration, InspireData, MS Excel) to collect, organize, and analyze data to evaluate theories or test hypotheses relating to an animal studied or its habitat. (standards 3, 4, 6) 5. Students will identify and investigate an issue affecting an animal selected and/or its habitat and generate possible solutions using digital tools and resources. (standards 3, 4) 6. Students will conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (standards 4, 6) II. Pre-Planning CTS Category, Topic and Page#: Diversity of Life, p114 and/or Ecology, p123 Learning Goals Students need to be able to identify and describe the factors that influence the number and kinds of organisms an ecosystem can support, including the resources that are available, the differences in temperature, composition of the soil, any disease, the threat of predators, and competition from other organisms.Big Idea(s):  Review: Plants & Animals have characteristics that are the same and different. Different types of life forms require species specific types of food, sources of water, safe shelters and environments in which they can successfully reproduce. Essential Questions: Which types of animals/plants are likely to thrive in our states wetlands, forest and field habitats? What effects the different habitats around our state? How come some plant or animal populations seem to be growing in number? Why do some seem to be disappearing? Learning Objectives: Students will recognize that different animals/plants have different habitats and be able to provide specific examples, including some detailed characteristics, from our state. Students will understand how at least one NH animal or plant interacts with/is affected by its environment. Students will be able to hypothesize about how changes in our state might affect their chosen species survival over time. Brief Description of Formative and Summative Assessment: Students will be expected to show what they know by writing, presenting, or creating other evidence that they understand the characteristics of different habitats. Such demonstrations could include: Short or open response answers to questions concerning definitions of plant and animal life. An expository report on the specific animal or plant a student has researched. A narrative written from the perspective of the specific plant or animal a student has researched. Diagram(s) describing the plant or animal a student has researched and its interaction with the environment. A labeled diorama, model, or shadow box depicting the animal or plant a student has researched in its habitat. A powerpoint presentation or podcast on the specific animal or plant a student has researched and its habitat. A dramatization/role play where the student acts the part of the plant or animal selected. In each case, rubrics will be established in class so that students can self-assess their work as well as have it evaluated by the teacher and peers on the basis of: -accuracy -effort evidenced in planning, research & preparation -presentation/delivery. III. Pre-Requisite Knowledge and Skills Students should have the following knowledge and skills entering into this science lesson: ContentSkillScienceBasic Knowledge of Life Science Classifying Living vs. Non-Living ThingsMathBasic Knowledge of Simple Operations Addition, Subtraction, Multiplication & Division (with calculator for support)Language ArtsBasic Knowledge of Reading (support will be provided for those within 2yrs of Grade Level), Basic Reading Comprehension Skills (direct instruction in helpful strategies will be provided in accord w/ Key Three Routine curriculum); Basic Knowledge of Writing an Effective Paragraph (support will be provided to assist students in note-taking and note-making, as well as production of multi-paragraph report)Information and Communication TechnologiesBasic Knowledge of Word ProcessingBasic Knowledge of Locating Information on the Internet  IV. Web, Technology and Print Resources Teacher Web Resources Title and URLAnnotationNH Fish & Games website  HYPERLINK "http://www.wildlife.state.nh.us/Kids/kids.htm" http://www.wildlife.state.nh.us/Kids/kids.htm WILD TIMES magazines (PDF) with games, quizzes, collectible wildlife cut-out cards, wildlife stories, facts & math teasers.NH Fish & Game & Maine Dept. of Inland Fisheries & Wildlife website  HYPERLINK "http://www.wildnewengland.org/" http://www.wildnewengland.org/ (special section for Teachers, includes activities suggests reading & lists relevant standards covered in each issue)Mar/April 08 Issue on Habitat Jan/Feb 08 on Animals Coping w/ Cold Fall 07 on Extirpated Animals  Student Web Resources Title and URLAnnotationNH Fish & Games website  HYPERLINK "http://www.wildlife.state.nh.us/Kids/kids.htm" http://www.wildlife.state.nh.us/Kids/kids.htm WILD TIMES magazines (PDF) with games, quizzes, collectible wildlife cut-out cards, wildlife stories, facts & math teasers.NH Fish & Game & Maine Dept. of Inland Fisheries & Wildlife website  HYPERLINK "http://www.wildnewengland.org/" http://www.wildnewengland.org/ (special section for Teachers, includes activities suggests reading & lists relevant standards covered in each issue)Mar/April 08 Issue on Habitat Jan/Feb 08 on Animals Coping w/ Cold Fall 07 on Extirpated Animals Nature & Science section of NHs National Park Service website  HYPERLINK "http://www.nps.gov/saga/naturescience/animals.htm" http://www.nps.gov/saga/naturescience/animals.htm Info, photos & webcam images of different speciesOperation Hummingbird website  HYPERLINK "http://www.rubythroat.org/" http://www.rubythroat.org/ Kids can learn from and also post their own data to this site a cross-disciplinary international initiative in which people collaborate to study behavior and distribution of the Ruby-throated Hummingbird (Archilochus colubris).  Technology Resources Hardware: FORMCHECKBOX  Computer(s): FORMCHECKBOX Printer FORMCHECKBOX  Digital camera FORMCHECKBOX  DVD Player FORMCHECKBOX  Internet Connection FORMCHECKBOX  Scanner FORMCHECKBOX  TV/VCR FORMCHECKBOX  Projection System FORMCHECKBOX  Interactive Whiteboard FORMCHECKBOX Camcorder FORMCHECKBOX I-pods, if availableSoftware: FORMCHECKBOX  MS Word FORMCHECKBOX  MS PowerPoint FORMCHECKBOX  MS Excel FORMCHECKBOX  Inspiration FORMCHECKBOX  Kidspiration FORMCHECKBOX  ReadPlease FORMCHECKBOX  Natural Reader FORMCHECKBOX  Mac TTS Feature FORMCHECKBOX  InspireData FORMCHECKBOX WordWeb FORMCHECKBOX Movie MakerOnline Tools: FORMCHECKBOX  Gizmo  FORMCHECKBOX  OtherWireless cart w/ 20 laptops  Print Resources Books, Maps, Magazines, Posters, etc: Title/AuthorAnnotationAnimal Habitats by Emma RoseStructured non-Fiction Text (for struggling readers) see www.redbricklearning,comWild In NH from NH Fish & Game DeptPosters & Activity Guides too!Tracks, Scats and Signs by Leslie DendyFunKeepers of the Animals : Native American stories and wildlife activities for children by  HYPERLINK "javascript:parent.callNewSearch(%22refreshCriteria=1&fromFound=1&NewSearch=1&index1=AU&term1=Caduto%2C+Michael+J%2E%22)" Caduto, Michael J.For read aloud/discussionDirected Activities for Junior Rangers, from NPSFor kinesthetic learners!Crinkleroot's Guide to Knowing Animal Habitats by Jim ArnoskyFor developmentally delayed studentsDeciduous Forests by  HYPERLINK "javascript:parent.callNewSearch(%22refreshCriteria=1&fromFound=1&NewSearch=1&index1=AU&term1=Hurtig%2C+Jennifer%2E%22)" Hurtig, JenniferGood to try with Key 3!Animals of the rivers, lakes, and wetlands by  HYPERLINK "javascript:parent.callNewSearch(%22refreshCriteria=1&fromFound=1&NewSearch=1&index1=AU&term1=Bright%2C+Michael%2E%22)" Bright, Michael.Good to try with Key 3!Wetland food chains by  HYPERLINK "javascript:parent.callNewSearch(%22refreshCriteria=1&fromFound=1&NewSearch=1&index1=AU&term1=Kalman%2C+Bobbie%2E%22)" Kalman, BobbieOn grade level, but very visualA Field guide to eastern forests, North America by  HYPERLINK "javascript:parent.callNewSearch(%22refreshCriteria=1&fromFound=1&NewSearch=1&index1=AU&term1=Kricher%2C+John+C%2E%22)" Kricher, John C.From Audubon series -- for advanced readersA Field guide to the mammals; field marks of all species found north of the Mexican boundary by  HYPERLINK "javascript:parent.callNewSearch(%22refreshCriteria=1&fromFound=1&NewSearch=1&index1=AU&term1=Burt%2C+William+Henry%2C%22)" Burt, William Henry,Another Peterson Guide for advanced readersNorth American mammals by  HYPERLINK "javascript:parent.callNewSearch(%22refreshCriteria=1&fromFound=1&NewSearch=1&index1=AU&term1=Burn%2C+Barbara%2E%22)" Burn, Barbara.For more advanced readersDK Eyewitness Book Series on Amphibians, Bird, Butterfly & Moth, Climate Change, Ecology, Evolution, Fish, Great Scientists, Insects, Life, Mammals, Reptiles, Science Encyclopedia by various authors All in school library or available at FFL downtown V. Key Concepts, terms and vocabulary Key Concepts Distinction between living/non-living things Biological classification as tool for scientists to sort living things Habitats provide living things food, water, shelter & space to grow NH has multiple habitats = forest, field, wetlands (& key characteristics of each visible at Saint-Gaudens) Different habitats support different organisms (species) NH wildlife historically, currently and in future Terms and Vocabulary Habitat/Biome Classification Hierarchy Species Family Environment Ecology Adaptation Extinction (and maybe Extirpation, too!) Diversity Mammal/Insect/Amphibian/Reptile/Bird/Plant Vertebrate Terrestrial Aquatic Lesson and Inquiry Engagement Lesson Opening In 4th grade, some students will have researched a NH animal so our 5th grade discussion will kick off with KWL on NH wildlife. Teacher will explain that this years investigation is going to be much more in depth and review learning objectives. In this introductory lessons, students will then consider definitions of three distinct habitats found within NH wetlands, forest and field. Class will brainstorm descriptions for each of these habitats before working cooperatively in small groups to generate lists of likely plant & animal inhabitants for each environment. Students will then be assigned to focus on different habitats in teams, share their thinking and then select at least one organism likely to be found in their habitat for further research. Each student will leave the lesson with a set of questions to research about the type of animals/plant life a specific environment has traditionally supported and why. Food chains and webs will be created reflecting different organisms interactions. Threat(s) to habitats & likely effects on the organism selected will also be considered. During a culminating visit to Saint-Gaudens, students will explore the sites Gardens, Meadow and Ravine Trail, with the goal of recognizing aspects of each environment that relate to the habitat and life form(s) they have researched. Using cameras and digital recorders, students will report on what they see/dont see. Exploration Learning ActivityStudent(s) Learning Qualities: Challenges and AptitudesStrategies/Solutions (Instructional Methods/ Student Materials)Technology Tools Conduct literature reviewAdvanced readers can move to consideration of multiple sources, work on note-taking & note-making; less confident readers can gravitate to appropriately leveled material to derive overviewNon-fiction texts at different reading levels provided for research within the classroom Inspiration for graphic organizers 2 column format notes in MS Word on laptops Visual ranking through Intel? Read online info & view images Enables more in-depth investigation by especially adept readers; allows struggling readers to take advantage of text to speech s/w Specific web sites/ online resources queued up for students to access within classroom  Natural Reader Conduct online researchSkillful surfers get free rein; teacher or capable peer can assist those needing more support Student-driven search activities via IPL from classroom, library, or homeVarious search engines, Natural Reader Exploration of Problem- Based Scenario for Each HabitatPushes all to consider hypothetical question; develop own hypothesis, contemplate/evaluate potential solutionsThink/Pair/ShareWord processing/Powerpoint /Movie MakerIndicate what Science and NETS standard(s) are addressed in these activities: NH Curriculum Framework S:LS2:6:1.1 ICTE standards 1-4, & 6  >> Check for Understanding (Formative Assessment): At different intervals, teacher may ask students to supply: Notes taken on texts read/listened to using Natural Reader Summaries of text read/listened to Notes taken on/Summaries of films viewed Oral description of work being done individually/as part of a team Definitions of specific terms/concepts reviewed in class Explanation: Learning ActivityStudent(s) Learning Qualities: Challenges and AptitudesStrategies/Solutions (Instructional Methods/ Student Materials)Technology Tools KWLActivate schema for all learnersWill describe verbally, use overhead/flipchart and/or present results in Inspiration Inspiration Reading text/conducting in class, library or online researchAdvanced readers may be ready to tackle these tasks more or less independently, others may need to review methods of locating info, identifying main idea, note taking, etc Will do think aloud on how to get started, use index as well as table of contents, record key information, locate additional sources, summarize/present info to friends to confirm own understanding  Natural Reader, Inspiration/other graphic organizers (2 column notes), index cards, word processing or powerpoint Indicate what Science and NETS standard(s) are addressed in these activities: NH Curriculum Framework S:LS2:6:1.1 ICTE standards 1-4, & 6  >> Check for Understanding (Formative Assessment): Students will be expected to show what they know by writing, presenting, or creating other evidence that they understand the characteristics of different habitats. Such demonstrations could include: A narrative written from the perspective of the specific plant or animal a student has researched. Diagram(s) describing the plant or animal a student has researched and its interaction with the environment. A labeled diorama, model, or shadow box depicting the animal or plant a student has researched in its habitat. Elaboration Learning ActivityStudent(s) Learning Qualities: Challenges and AptitudesUDL Strategies/Solutions (Instructional Methods/ Student Materials)Technology Tools Peer presentationsPairs/Teams Think, Research, then ShareModeling/Think Aloud from Instructor on being good audience member, Note-taking/listening tools Rubrics for assessing one another Word Processing, Tape Recorders/I-pods, Digital CamerasWritten ReportsIndividuals or Partnerships Research, then Share their findings in writing Step by step guidance on writing report in accord w/ 6 Traits ModelWord Processing, Tape Recorders/I-pods, Digital Cameras, Movie MakerIndicate what Science and NETS standard(s) are addressed in these activities:  Evaluation (Summative Assessment) Students will be expected to make a presentation or deliver a written report showing what they have learned about the habitat they have focused on, its plant and/or animal inhabitant(s) and any challenge(s) faced. Acceptable ways of demonstrating what a student has learned would include: A powerpoint presentation or podcast on the specific animal or plant a student has researched and its habitat. A dramatization/role play/monologue where the student acts the part of the plant or animal selected and fully describes its habitat/environment and any challenges it faces. A display board or written report with illustrations explaining life cycle of animal/plant studies, its habitat/environment and any challenges it faces. Do all teachers have to use Web resources in their lessons? Could this be optional? Do all teachers have to use Web resources in their lessons? 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