Animals and Plants in Their Environment (Grade 4)

Team 3: Aliah Charles, Justin Cortes, Christina Dessources, Alyssa Duncan, Abeni Mason-Draffen

Lesson 1: Producers, Consumers, and DecomposersAlyssa Duncan

STANDARDS:NYC Science Scope & Sequence:LE 6.1a-d Classify populations of organisms as producers, consumers, or decomposers by the role they serve in the ecosystem (food chains and food web). Inquiry Skills:Communicating – giving oral and written explanations or graphic representations of observationsGathering and organizing data - collecting information about objects and events which illustrate a specific situationObserving – becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties Process Skills iii. Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.) x. Classify objects according to an established scheme.a xiii. Observe, analyze, and report observations of objects and events. xix. Make predictions based on prior experiences and/or information

Lesson 1 ContinuedSTANDARDS CONTINUEDNCTM Math Skills Design investigations to address a question and consider how data-collection methods affect the nature of the data set. Collect data using observations, surveys, and experimentsISTE NETs Standards for Literate Students2. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of othersa. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediab. Communicate information and ideas effectively for multiple audiences using a variety of media and formats3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to specific tasksd. Process data and report results

Lesson 1 Continued - OverviewBehavioral Objectives: -to list previous knowledge of the topic, and follow up with learned information about the topic-to define vocabulary terms-to write neatly and legibly with correct spelling and grammarPerformance Based Assessment:-to chart the roles of different organisms in a graphic organizer

This lesson incorporates:Blooms Taxonomy: KnowledgeGardner’s Multiple Intelligences: Verbal-Linguistic, Interpersonal

Lesson 1 Continued - OverviewAfter a quick introduction to the topic of producers, consumers, and decomposers, students will be split up into their science groups. They will rotate through four stations throughout the course period. Students will be asked to fill out a KWL chart regarding producers, consumers, and decomposers. Station 1: iPad -- game about food chainsStation 2: Computers -- use of filamentality website to use websites to find more information Station 3: Science textbooksStation 4: Handout provided by teachers

Lesson 1 Continued - Overview

At the close of the lesson, students will be asked to fill out a graphic organizer defining the terms producers, consumers, and

decomposers, and providing an example for each. As an exit slip, students will fill in the “L” column of their KWL charts.

Lesson 1 Continued - OverviewK

What I already know about…W

What I would like to learn about…L

What I learned about…

Producers●Producers make their own food and energy●Producers are plants

Producers●How do producers make their own energy?●How many different types of producers are there?

Producers●Producers make their own energy by a process called photosynthesis. They use the energy from the light of the sun to convert it into energy to fuel their activities.●Another name for a producer is an autotroph●There are many different types of producers

Consumers●Consumers eat food●People are consumers

Consumers●Why can’t consumers make their own food?●What are the different types of consumers?●Can consumers eat other consumers?

Consumers●Consumers cant make their own food because they cannot go through photosynthesis, therefore they rely on producers and other consumers for food.●There are 3 main types of consumers: herbivores, omnivores, and carnivores.

Decomposers●Decomposers feed on waste●The moss that is on dead logs in the park is a decomposer

Decomposers●What are other types of decomposers?●Why are decomposers important?●What types of waste do decomposers feed on?

Decomposers●Decomposers consist of fungi and bacteria.●Decomposers are important because they release carbon dioxide and other important nutrients necessary for plants to grow.●Decomposers feed on all different types of organic wastes, including dead plants and animals.

Lesson 1 Continued - Overview

TYPE OF ORGANISM DEFINITION EXAMPLES

Producers

The first level of a food chain. An

organism capable of producing it’s own food through the process of

photosynthesis.

Grass, Wheat, Algae

Consumers

The second level of a food chain. An organism that relies on producers, or

other consumers, for food, and cannot make food for itself. Consumers can

be herbivores, omnivores, or carnivores.

People, Bears, Grasshoppers, Dogs, Fish

Decomposers

The final level of a food chain. An organism that breaks down organic

material.

Moss, Fungi, Worms, Mushrooms

Lesson 1 - AssessmentBehavioral Objective Target

3Satisfactory

2Unsatisfactory

1Student Rating

1. To list previous knowledge of the topic and follow up with learned information about the topic

Student gave an example of something they already knew about the topic, and at the end of the lesson provided a fact that they learned from the lesson on their KWL chart

Student either gave an example of something they already knew about the topic OR provided a fact that they learned from the lesson on their KWL chart

Student did not complete KWL chart with a piece of background information AND what they learned from the lesson on their KWL chart

2. To define vocabulary terms Student accurately defined the vocabulary terms at hand: producers, consumers, and decomposers

Student accurately defined 1 or 2 of the vocabulary terms at hand: producers, consumers, and decomposers

Student did not accurately define the vocabulary terms at hand: producers, consumers, and decomposers

3. To chart the roles of different organisms in a graphic organizer

Student correctly filled out graphic organizer including definition of vocabulary, examples, and an illustration for each a producer, consumer, and decomposer

Student correctly filled out all but 1 or 2 pieces of the graphic organizer including definition of vocabulary, examples, and an illustration for each a producer, consumer, and decomposer

Student did not correctly fill out more than pieces of the graphic organizer including definition of vocabulary, examples, and an illustration for each a producer, consumer, and decomposer

4. To write neatly and legibly, with correct spelling and grammar

Students’ work is entirely legible and neat, with no spelling or grammar mistakes

Students’ work is mostly legible and neat, with 1 or 2 spelling or grammar mistakes

Students’ work is not entirely legible and neat, with more than 3 spelling or grammar mistakes

Lesson 1 - SourcesCalifornia science (pp.1-12). (2006) New York, N.Y.: Macmillan/McGraw-Hill.

Chapgar, J. (n.d.). Producers, Consumers and Decomposers Game - Kid's Corner. Retrieved November 14, 2014, http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm

Food chain. (n.d.). Retrieved December 3, 2014, from http://education.nationalgeographic.com/education/encyclopedia/food-chain/?ar_a=1 Meng, A. (n.d.). Food Chains & Food Webs. Retrieved October 13, 2014, from http://www.vtaide.com/png/foodchains.htm The Food Chain Mystery. (n.d.). Retrieved November 3, 2014, from http://schoolmediainteractive.com/view/object/clip/0F8748E521DF193AD299B1AB788C3AD7/05 The Food Chain Mystery. (n.d.). Retrieved November 3, 2014, from http://schoolmediainteractive.com/view/object/clip/0F8748E521DF193AD299B1AB788C3AD7/07

Lesson 2: Plants and How They Make FoodChristina Dessources

NYC Science Scope and Sequence: Inquiry Skills:Communicating – giving oral and written explanations or graphic representations of observationsGathering and organizing data – collecting information about objects and events, which illustrate a specific situationInterpreting data – analyzing data that have been obtained and organized by determining apparent patterns or relationships in the dataObserving – becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties

Process Skills:Observe, analyze, and report observations of objects and events.

Observe, collect, organize, and appropriately graph data, then accurately interpret results.Collect and organize data, choosing the appropriate representation: • journal entries• Graphs• Drawings/pictorial representations

Lesson 2 - Continued NCTM Math Skills:

Process Standards:

Communication:

Organize and consolidate their mathematical thinking through communication. Communicate their mathematical thinking coherently and clearly to

peers, teachers, and others.

Analyze and evaluate the mathematical thinking and strategies of others.

Use the language of mathematics to express mathematical ideas precisely.

Reasoning and Proof:

Students are explaining their work using academic language. Students are providing examples to explain their work or they are disproving another’s

work using examples (conjectures).

Representation:

Create and use representations to organize, record, and communicate mathematical ideas.

Select, apply, and translate among mathematical representations to solve problems.

Use representations to model and interpret physical, social, and mathematical phenomena.

Content Standards:

Data & Probability - 4.MD.B.4 - Make a line plot to display a data set of measurements

Lesson 2 - Continued ISTE NETs Standards for Literate Students

Research and Information Fluency:

Students apply digital tools to gather, evaluate, and use information. Students:2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.3. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.4. Process data and report resultsCommunication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats3. Develop cultural understanding and global awareness by engaging with learners of other cultures4. Contribute to project teams to produce original works or solve problems

Lesson 2 - Overview

Students will begin the period observing the inside of different fruits. Students will begin learning about

the plant cycle by viewing videos (BrainPop) and reading text (How Does a Seed Grow? By Sue

Kim).

Lesson 2 - Assessment

At end of the lesson, students will be asked to create a SHOWME using the iPads that

demonstrates the plant cycle. Students will be

assessed using the following rubric:

Lesson 2- Throughout the Unit Throughout the unit, students will be calculating the growth of a plant that they have grown and a “Fast Plant,” which is a plant the grows at a faster rate. Students will graph the growth of both plants in a line graph.

Lesson 2 - Sources

Parts of a Plant. (n.d.). Retrieved December 15, 2014, from

http://www.brainpopjr.com/science/plants/partsofaplant/preview.weml

Plant Life Cycle. (n.d.). Retrieved December 15, 2014, from

http://www.brainpopjr.com/science/plants/plantlifecycle/preview.weml

Plant Life Cycle - Online Lesson for 3rd Grade. (n.d.). Retrieved December 15, 2014, from

https://www.youtube.com/watch?v=mZ3fRX1yqyM

Christina Dessources. (n.d.). Retrieved December 15, 2014, from

http://www.showme.com/Christina-Dessources-1 (will provide password to view video)

Lesson 3: The Importance of EnergyJustin Cortes

Lesson Title: Getting to Know Food EnergyGrade: FourthBlooms Taxonomy: Synthesis, Comprehension, Analysis and EvaluationGardner’s Multiple Intelligences: Logical/Mathematical, Visual/Spatial, Verbal/LinguisticNYC Scope and Sequence Science: Interpret and analyze data.

Create models to display information.Make inferences to draw conclusions from prior and newly

acquired knowledge.Inquiry Skills: Communicating, Comparing and contrasting, Gathering and organizing data, Generalizing, Interpreting data, Manipulating MaterialsProcess Skills: Observe, collect, organize, and accurately report observations of objects and events Order and sequence objects and/or events. Manipulate materials through teacher direction and free discovery.

Create questions (teacher and student based) in response to the experiences with the data collection. Make predictions based on information. Communicate procedures and conclusions through oral and written

presentation. Journal Entries

Lesson 3: Standards and Skills Cont.NCTM Math Skills:--Recognize and apply mathematics in contexts outside of mathematics.--Monitor and reflect on the process of mathematical problem solving--Communicate mathematical thinking and strategies clearly to others.--Recognize the difference in representing categorical and numerical data

Common Core Standards:Math 4. OA.C.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that

were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way

Science RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web Pages) and explain how the information contributes to an understanding of the text in which it appears.ISTE Nets Standards:Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

-- Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media-- Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Lesson 3: Standards & Behavioral Objectives

Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information

-- Plan strategies to guide inquiry--Evaluate and select information sources and digital tools based on the appropriateness to specific tasks--Process data and report results

Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources

-- Identify and define authentic problems and significant questions for investigations--Plan and manage activities to develop a solution or complete a project

Behavioral Objectives:-- to accurately label all basic food groups.-- to accurately plot data on a graphic organizer (In the form of a food plate's healthy meal)-- to interpret information based on the graphic organizer.

Lesson 3: Overview

The lesson starts with a brief introduction to the five basic food groups, and what each of them contain. Students will fill out a KWL Chart, which they will revisit at the end of the lesson. Students will conduct an electronic scavenger hunt using web tools implanted in the questions. Students with special services or needs will be paired up with partners accordingly.

What I Know What I Wonder What I Learned

Healthy food tastes nasty Are the school lunch meals, well balanced?

Food gives me energy Does the school food tastes bad, like pizza, because its healthy pizza?

Apples are a healthy snack

Lesson 3: Overview Continued Are you hungry?

Understanding Statement or Essential Question: How do we eat healthy?Introduction: Food is what gives humans the energy they need to survive. Did you

know that there are 5 basic food groups to eating healthy? Check out the scavenger hunt below to find out how humans can maintain healthy dieting habits. Read each question or statement below and click on the links to answer each question or find out more about food energy

1.What are calories? 2.What are the 5 basic food groups? 3.About how many servings should you have of each group, everyday?4.What are some examples of each food group? Provide two for each.5.What are the three things to remember when making healthy food choices?

6.Give an example of what you think would make a balanced meal? Explain your reasoning for your dish. (Answers may vary)

Lesson 3: ContinuedStudents will then revisit the KWL Chart and fill in what they’ve learned, to be reviewed as a class. What I Know What I Wonder What I Learned

Healthy food tastes nasty If the school lunch is a well balanced meal

I learned that calories are a unit of measurement for energy

Food gives me energy Does the school food taste bad, like pizza, because its healthy pizza?

I learned how many servings of each food group I should have each day.

Apples are a healthy snack How to make healthier food choices

I learned that eggs are a good source of protein

I learned that I have to balance all my food groups

Lesson 3: Part TwoPart two of lesson three will be a physical scavenger hunt that assesses what students have learned from the prior lesson. Students will pair in groups of two. The classroom will have stations labeled after each food group for students to pick 2 food choices each. Students will work with their partners to create a dish that reflects a well balanced meal. Students choose whether to make a breakfast, lunch, or dinner dish.

Lesson 3 Pt.2: Continued:Students who finish early are encouraged to create a new dish, and may trade their choices for new ones if they wish. Teacher will then call on volunteers to come up to the smart board with their partners and see if they’ve created a five star dish (as far as healthiness goes), using the following webtool: http://www.zisboombah.com/pickchow

Example answers of 5 star meals:

Breakfast: 2 pancakes, syrup, eggs, apple, celery

Lunch: Hamburger patty, 2 wheat bread, fries, ketchup, romaine lettuce, apple juice

Dinner: White rice, beans(kidney), 1 drumstick, mixed veggies, apple juice,

Dessert Choices: Popsicle, italian ice, gingersnaps and raisin cookie

Lesson 3: Rubric

Behavioral Objective Target (3) Satisfactory (2) Unsatisfactory (1)

To complete all of the questions on the scavenger hunt, accurately.

Student correctly completed the scavenger hunt, using all of the web tools given

Student correctly answered at least 4 of the questions, using most of the web tools in the hunt

Student incorrectly answered half of the scavenger hunt, and failed to utilize the web tools

to accurately plot data on a graphic organizer (in the form of the food plate’s healthy meal web tool/hand out)

Students accurately plotted all data on the food plate/web tool, creating a healthy meal. There were 1 or no errors (4-5 stars)

Student made 2-3 errors on the food plate/web tool. Student included at least 3 food groups in their dish (3 stars, less than 3 categories were within the red of the health meter)

Student did not accurate plot data on the food dish. There were more than 3 errors. 2 or less food groups were used, or an excess of a particular group. (2 stars or lower/3 categories in the red of the health meter)

to interpret information based on the graphic organizer

Student verbally explained why they made the choices they made for their dish. If 4 stars were earned, student understood and were able to correct him/herself, and explain could’ve been done to make a healthier choice

Student logically explained or argued why the dish is healthy (regardless of star results). Student realized something that could’ve made dish healthier

Student did not understand why the dish was unhealthy, or what could’ve been changed to make it healthier

Lesson 3: Sources1. FIT KIDS Episode 66: My Plate Food Groups. (n.d.). Retrieved December 6, 2014, from

https://www.youtube.com/watch?v=Ebm04EO91_U 2. The Food Label and You: Game Show Review (Are You Smarter Than A Food Label?). (n.d.). Retrieved December 6, 2014, from https://www.youtube.com/watch?v=DjFVOZ_ALuM 3. Nutrition for Kids - Food Groups Game. (n.d.). Retrieved December 6, 2014, from http://www.sheppardsoftware.com/nutritionforkids/games/foodgroupsgame.html 4. My Plate - Food Group Match Game. (n.d.). Retrieved December 6, 2014, from http://www.healthyeating.org/Healthy-Kids/Kids-Games-Activities/My-Plate-Match-Game.aspx 5. Gavin, M. (2013, September 1). Learning About Calories. Retrieved December 6, 2014, from http://kidshealth.org/kid/stay_healthy/food/calorie.html 6. Food Games for Kids. (n.d.). Retrieved December 6, 2014, from http://www.zisboombah.com/pickchow

Lesson 4: Survival of the FittestAbeni Draffen

Title:Survival of the Fittest

Lesson #: 4

Blooms Taxonomy: Create, Analyze, Evaluate

Gardner’s Multiple Intelligences: Bodily, Visual, Nature

Children’s Literature:-Fowler, A. (1990). It could still be a Tree. Chicago: Childrens Press.-Gibbons, G. (1991). From seed to plant. New York: Holiday House.-Hickman, P., & Collins, H. (1997). A seed grows: My first look at a plant's life cycle. Toronto: Kids Can Press.-Morgan, S. (2009). The plant cycle. New York: Rosen Pub. Group's PowerKids Press.

Lesson 4 StandardsNYC Science Scope and Sequence:-Recognize that individual variations within a species may cause certain individuals to have an advantage in surviving and reproducing.LE 3.2a,b-Observe that when the environment changes, some plants and animals survive and reproduce, while others die or move to new locations.LE 6.1fInquiry Skills:-Communicating – giving oral and written explanations or graphic representations of observations-Comparing and contrasting – identifying similarities and differences between or among objects, events, data, systems, etc.-Gathering and organizing data – collecting information about objects and events which illustrate a specific situation-Identifying variables – recognizing the characteristics of objects or factors in events that are constant or change-Making decisions – identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons Manipulating materials – handling or treating materials and equipment safely, skillfully, and effectively -Measuring – making quantitative observations by comparing to a conventional or nonconventional standard Observing – becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify propertiesProcess Skills:General Skills:iii. Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.).iv. Manipulate materials through teacher direction and free discovery.v. Use information systems appropriatelyx. . Classify objects according to an established schemexxiii. Communicate procedures and conclusions through oral and written presentations.

Lesson 4 Continued Math Standards

Understand measurable attributes of objects and the units, systems, and processes of measurement

● understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute;

● understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems;

● carry out simple unit conversions, such as from centimeters to meters, within a system of measurement;

Apply appropriate techniques, tools, and formulas to determine measurements ●select and apply appropriate standard units and tools to measure length,

area, volume, weight, time, temperature, and the size of angles;●select and use benchmarks to estimate measurements;

Lesson 4 Standards continuedContent Standards

Presentation

Instructional programs from prekindergarten through grade 12 should enable all students to—●create and use representations to organize, record, and communicate mathematical ideas;●select, apply, and translate among mathematical representations to solve problems;●use representations to model and interpret physical, social, and mathematical phenomena.

5.5 Collecting, Representing, and Interpreting Data Using Spreadsheets and Graphing Software

ISTE NETS Standards for Literate Students:

2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a

distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

c. Develop cultural understanding and global awareness by engaging with learners of other cultures

d. Contribute to project teams to produce original works or solve problems

3. Research and information fluency Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results

Lesson 4 Objectives and OverviewBehavioral Objectives:-to differentiate different stages between plants in their environment-to design a line graph that represents the leaves growth ratePerformance Based Assessment:-to recognize differences in plants in their environment-to represent findings on a created line graph

Overview:Students will be introduced to lesson with a quote. After sharing their responses, students will be given time to go outside on school grounds to chose leaves where they will then compare each leaves’ length, width, and height. Further thinking will take place with questioning, as students come up with reasons why they leaf is in the condition that is in. Differetiated instruction for ELL Learners is included.

Teacher-Created Checklist Teacher-Created Checklist #1:

Directions : Answer appropriately to each question for each column

Group #:__________________Group Members: ___________________

Date:_____________________Location:______________________

Leaves Where was the location that you found the leaf?

Was this leaf in a direct or indirect source of sunlight?

Can predators easily get access to this plant?

What do you notice first hand about the plant? Size? Color? Use your senses

Is there more than one source of this plants?

What was your reason for choosing this leaf?

Lesson 4 continued

Leaf Mean Median Mode Range Min. Max.

Leaf 1

Leaf 2

Leaf 3

Leaf 4

Lesson 4 continuedWriting Response Question Example #1:

Look back at the quote given at the beginning of the lesson. Write the quote in your own words. How are plants important to humans?With the plants chosen, how much do you think humans/ animals have affected its growth? Include the responses to your checklist. Use the Children’s Literature source appropriate in your response. Use correct grammar, correct punctuation, and use of source appropriately.

Writing Response Question Example #2:

Explain the plant cycle in your own words. How is this important to plants? How important is it to humans and other animals on this planet?

All work has a Teacher-Created Rubric as a form of assessment

Lesson 4 SourcesImportance of Plants to humans and animals in everyday's life. (2014, April 24). Retrieved December 5, 2014, from https://www.youtube.com/watch?v=fecessadATQ Learn About Plants - Life Cycle. (2010, April 19). Retrieved October 23, 2014, from https://www.youtube.com/watch?v=LxaELwrTChs Measurement game. (2013, October 1). Retrieved October 8, 2014, from http://www.funbrain.com/measure/ Plants-in-Motion. (2008, January 1). Retrieved October 15, 2014, from http://www.pbslearningmedia.org/asset/lsps07_int_plantmovies/ The Life Cycle of Plants. (n.d.). Retrieved November 10, 2014, from http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm

Lesson 5 - The Five SensesAliah Charles

Title: Five Senses

Lesson : # 5

Bloom’s Taxonomy: Analyze, Evaluate

Gardener’s Multiple Intelligences: Interpersonal, Logic, Verbal and Visual

Grade Level : Fourth Grade

Aim: Students will gain a deeper understanding of the five senses.

Students will understand how and why animals use their senses to exist.

Children's Literature: Brandenburg, A. (1989). My five senses. New York, NY: HarperCollins

Publications.

*Students already have prior knowledge about the five senses.

Standards

NYC Science Scope and Sequence:

Inquiry Skills:

Observing – becoming aware of an object or event by using any of the senses (or extensions of

the senses) to identify properties.

Communicating – giving oral and written explanations or graphic representations of

observations.

Creating models – displaying information, using multisensory representations

Gathering and organizing data – collecting information about objects and events which illustrate

A specific situation.

Generalizing – drawing general conclusions from particulars

Manipulating materials – handling or treating materials and equipment safely, skillfully and effectively.

Lesson 5- Continued Process Skills:

i. Follow safety procedures in the classroom, laboratory, and field.

ii. Safely and accurately use the following tools:

• hand lens

iii. Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.)

iv. Manipulate materials through teacher direction and free discovery.

v. Use information systems appropriately. xvi. Generate appropriate questions (teacher- and student-based) in response to observations, events and other experiences.

xix. Make predictions based on prior experiences and/or information.

Objectives and MotivationBehavioral Objectives:

Student will list examples of animals using their five senses, showing an understanding of the definition of the five senses.

Student will write sentences with clear ideas supported with examples.

Students will write a paragraph that is detailed, well-developed, supported with specific evidence & pictures, as well examples and specific details

Common Core ELA Standards:

CCSS.ELA LITERACY .4.2.A

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aid in comprehension

Motivation:

Students will go on a scavenger hunt at the museum. Students will describe the habitat the animals are located in. Students will also will describe which senses they think the animals are using.

Graphic OrganizerThis animal has night-vision and an excellent sense of hearing. It turns its head to the sound of its prey. This animal lacks the sense of smell and the sense of taste.

This animal uses it sense of touch to locate its prey. This animal also uses its tongue to smell food.

This animal has eyes on the side of its head. It uses its keen eyesight and sharp sense of hearing to hunt for food. This animal has no visible ears.

Find two animals or insects who camouflage their bodies with their surroundings.

Questions

QuestionClosed:1. Do animals need their senses to survive?Plausible Answer: Yes. Animal’s senses are important for animals to survive. 2. What is the most important sense for humans?Plausible Answer: Sight. Sight is the most important human sense.Open: 1. How important are senses for animal survival? Plausible Answer: Animal senses are vital for their survival. Their senses enable them to find food and avoid enemies. 2. Do animals use all of their senses when they are hunting? Plausible Answer: Different animals use different senses to find and choose their food. Most animals use more than one sense.

SourcesAnimal Atlas-Animal Senses. (October 30, 2013).Retrieved November 23, 2014 from http://www.youtube.com/watch?v=Mj2EC6GG7-Y&sns=em

Brandenburg, A. (1989). My five senses. New York, NY: HarperCollins Publications.

Harris, Tom. How Animal Camouflage Works. (May 18, 2001). Retrieved November 21, 2014 from http://animals.howstuffworks.com/animal-facts/animal-camouflage.htm Hickman, P. (1998). Animal Senses-How animals see, hear, taste, smell and feel. Toronto, CA: Kids Can Press.Tiny Grads. (June 29, 2014). Retrieved November 23, 2014 from http://tinygrads.com/produt/5senses/ Turtle Diary. (May4, 2012). Retrieved November 23, 2014 from www.turtlediary.com

Lesson 6 - How Humans Play in the FactorAbeni DraffenTitle: How Humans Play in the Factor

Lesson#:6

Blooms Taxonomy:Evaluate, Create

Gardner's Multiple Intelligences: Verbal, Logic

Children’s Literature:**previous books from all lessons-Calkins, C. (1978). Reader's Digest illustrated guide to gardening. Pleasantville, N.Y.: Reader's Digest Association.-Goldish, M., & Jarrett, J. (2002). The garden on Green Street. New York: Scholastic.-McCorquodale, E. (2011). Kids in the wild garden. London: Black Dog Publishing.-McCorquodale, E. (2010). Kids in the garden: Growing plants for food and fun. London: Black Dog.

Lesson 6 StandardsNYC Science Scope and Sequence:

Inquiry Skills:

Communicating – giving oral and written explanations or graphic representations of observations

Generalizing – drawing general conclusions from particulars

Inferring – drawing a conclusion based on prior experiences

Interpreting data – analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data

Making decisions – identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons

Process Skills:

iii. Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.).

iv. Manipulate materials through teacher direction and free discovery.

v. Use information systems appropriately

xvi. Generate appropriate questions (teacher- and student-based) in response to observations, events, and other experiences.

xix. Make predictions based on prior experiences and/or information.

xxiii. Communicate procedures and conclusions through oral and written presentations.

NCTM Math Skills:

Process Standards:

Instructional programs from prekindergarten through grade 12 should enable all students to—●organize and consolidate their mathematical thinking through communication;●communicate their mathematical thinking coherently and clearly to peers, teachers, and others;●analyze and evaluate the mathematical thinking and strategies of others;●use the language of mathematics to express mathematical ideas precisely.

Content Standards:

Instructional programs from prekindergarten through grade 12 should enable all students to—●recognize and use connections among mathematical ideas;●understand how mathematical ideas interconnect and build on one another to produce a coherent whole;●recognize and apply mathematics in contexts outside of mathematics.

Lesson 6 Standards continuedCommon Core ELA Standards:CCSS.ELA-Literacy.W.4.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CCSS.ELA-Literacy.W.4.1.aIntroduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.CCSS.ELA-Literacy.W.4.1.bProvide reasons that are supported by facts and details.CCSS.ELA-Literacy.W.4.1.cLink opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).CCSS.ELA-Literacy.W.4.1.dProvide a concluding statement or section related to the opinion presented.

ISTE NETS Standards for Literate Students:1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expressionc. Use models and simulations to explore complex systems and issuesd. Identify trends and forecast possibilities

Lesson 6 Objectives and OverviewBehavioral Objectives:- to produce a piece of work that expresses own point of the topic-to support opinion with appropriate resources-to compile findings in organized manner for presentationPerformance Based assessment- to fill it what they learned from the KWL/topic-to defend position with appropriate resources-to write a written response that will fit standards appropriately

Overview:In this lesson students will hear a story, watch a video, and refer back to the KWL chart from lesson 1 to discuss what was learned throughout the Unit. Students will be asked to write a rough draft Persuasive opinion writing piece. Piece will be finalized later..

Lesson 6 RubricBehavioral Objective Target 3 Satisfactory 2 Unsatisfactory 1 Student Rating

1 Student introduces topic clearly with a firm opinion and point of view of the topic

Student presents topic strongly with clear opinion and point of view0 errors

Student presents topic strongly with clear opinion and point of view1-2 errors

Student presents topic strongly with clear opinion and point of view3-4 errors

2 Student gives relatable details and addresses opposing viewpoints with evidence

Student provides relevant details and speaks about the opposite side0 errors

Student provides relevant details and speaks about the opposite side1-2 errors

Student provides relevant details and speaks about the opposite side3-4 errors

3 Student will add at least two mathematical lesson ideas in the writing.

Student provided 2 math ideas to lesson

Student provided 1 math idea to lesson

Student provided 0 math ideas to lesson

4Student ends with appropriate convincing concluding statement

Student ends with a conclusion that expresses opinion and relates to audience0 errors

Student ends with a conclusion that expresses opinion and relates to audience1-2 errors

Student ends with a conclusion that expresses opinion and relates to audience3-4 errors

5 Correct grammar, convention,s and punctuation is used

0 errors 1-2 errors 3 or more errors

Lesson 6 Essay Question

Essay Topic Question:source:http://georgeweigel.net/georges-current-ramblings-and-readlings/free-money%E2%80%A6-and-help-for-a-school-garden

Imagine that your school was starting their own school garden and you were given the chance to design it! What would it look like? Where would the location be? Why?Would it be indoor or outdoor design? How would you prevent animals (both human and nonhuman) from negatively affecting it? What kind of garden would it be?How could you create jobs for students to do at the garden? The essay should include:

-design format-include the plant and animal cycle and how they play into effect-include TWO math lessons/ideas that could be used in the garden-include the opposing side and how you could compromise/solution

Lesson 6 sourcesCurious George . Flower Garden | PBS KIDS. (2014, January 1). Retrieved from

http://pbskids.org/curiousgeorge/busyday/flowers/ Grow to Learn NYC: The Citywide School Gardens Initiative. (n.d.). Retrieved December 2, 2014,

from http://www.growtolearn.org/ Sid the Science Kid . Super Fab Lab | PBS KIDS. (2011, January 1). Retrieved October 15, 2014,

from http://pbskids.org/sid/fablab_vegetableplanting.html Starting a School Garden. (2010, December 6). Retrieved October 15, 2014, from

https://www.youtube.com/watch?v=qXO5NYV6bCc Virtual Gardening. (2011, January 1). Retrieved November 15, 2014, from

http://4hgarden.cowplex.com/Virtual_Garden/

Our Filamentality Websitehttp://www.kn.att.com/wired/fil/pages/listpedagogybk.html

Our Filamentality Website is broken up into 6 sections-- one for each of our lesson plans. Students can use the website to find more information about the topic of each lesson they learned in class, to enhance and enrich their understanding.