Interdependence
MST Inquiry Unit
By Adrienne Lormé & Gary Proulx
EDU 713.22Net1 – Spring 2010
Dr. O’Connor-Petruso
Structure and Functions of Living Systems: Interdependence
Table of Contents
Lesson #
Title of
Lesson
Bloom’s
Taxonomy
Gardener’s
MI(s)
Additive
1
What are
Ecosystems?
Knowledge
Comprehension
Analysis
Visual,
Interpersonal
Logical
Laptop,
Spreadsheet
Graph
Graphic
Organizer
2
What eats what
in ecosystem?
Comprehension
Synthesis
Knowledge
Logical
Interpersonal
Verbal
Scavenger Hunt
Manipulative
Skill
3
How do
organisms
compete and
survive in an
ecosystem?
Application
Knowledge
Analysis
Comprehension
Visual
Bodily
Naturalistic
Logical
Web quests
Laptops
4
How do
Ecosystems
change over
time?
Comprehension
Analysis
Application
Intrapersonal
Application
Evaluate
Game,
Filamentality,
Graph
5
How do the
bodies of
animals help
them meet their
needs?
Knowledge
Application
Synthesis
Application
Comprehension
Evaluation
Visual
Bodily
Naturalistic
Logical
Math Critical
Thinking
6
How do people
affect
Ecosystems?
Application
Synthesis
Evaluation
Knowledge
Comprehension
Naturalistic
Logical
Existential
Laptops
Pictograph
Manipulative
Skill
Lesson#1: What are Ecosystems and Biomes?
Bloom’s Taxonomy: Knowledge, Understanding and Analysis
Gardner’s Multiple Intelligence(s):
a. Visual-Spatial-think in terms of physical space, as do architects and sailors. Very
aware of their environments. They like to draw, do jigsaw puzzles, read maps, and
daydream. They can be taught through drawings, verbal and physical imagery. Tools
include models, graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
b. Interpersonal - understanding, interacting with others. These students learn through
interaction. They have many friends, empathy for others, street smarts. They can be
taught through group activities, seminars, and dialogues. Tools include the telephone,
audio conferencing, time and attention from the instructor, video conferencing,
writing, computer conferencing, E-mail.
c. Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and
are able to see and explore patterns and relationships. They like to experiment, solve
puzzles, and ask cosmic questions. They can be taught through logic games,
investigations, and mysteries. They need to learn and form concepts before they can
deal with details.
References:
Bloom’s Taxonomy (n.d.) Retrieved from http://www.nwlink.com/~Donclark/hrd/bloom.html
Filamentality on Interdependence. (2010) Retrieved from
http://www.kn.att.com/wired/fil/pages/saminterdepgp.html
Frank, Marjorie. (2005). Harcourt Science: What are ecosystems? Boston: Harcourt
Incorporation.
Gardner’s Theory of Multiple intelligences (n.d.). Retrieved from
http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
ISTE national educational technology standards (NETS•S) and performance indicators for
students. (2007). Retrieved from
http://www.iste.org/content/navigationmenu/nets/forstudents/2007standards/nets_for_students_2
007_standards.pdf
NCTM. (2008). Retrieved from the National Council of Teachers of Mathematics Website:
www.nctm.org
Overview: Standards for grades 3-5. (n.d.) Retrieved from
http://standards.nctm.org/document/chapter5/data.htm
Science Framework for the 2009 National Assessment Educational Progress.
(2009).National Assessment Governing Board: U.S. Department of Education.
Retrieved from http://www.nagb.org/publications/frameworks/science-09.pdf
NCTM Math Skills
Process Standards:
Problem Solving1) Apply and adapt a variety of appropriate strategies to solve problems
Representation1) Use representations to model and interpret physical, social and mathematical
phenomena
NAEP Process Skills
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume,
mass, weight, time interval,
Temperature—with the appropriate level of precision);
S4.3 Identify patterns in data and/or relate patterns in data to theoretical models;
Technology:
T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints;
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
L4.1: Organisms need food, water and air; a way to dispose of waste; and an environment in
which they can live.
E4.8- Weather changes from day to day and over the seasons.
L4.3- Organisms can survive only in environments in which their needs are met.
ISTE NETs Standards for Literate Students
1) Creativity and Innovation- Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
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.
3) Research and Information Fluency- Students apply digital tools to gather, evaluate,
and use information.
4) 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.
5) Digital Citizenship- Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior.
6) Technology Operations and Concepts- Students demonstrate a sound understanding
of technology concepts, systems, and operations.
Behavioral Objective(s): Students will be able to:
1. Identify and describe different types of ecosystems/biomes found in North
America.
2. Create a book representing collected data describing a biome and how this biome
suits the needs of the organism that lives in the biome...
3. Create a graph illustrating the differences of temperature for two different biomes.
Motivation/Constructivist Activity:
The purpose of this lesson is to have students extend their knowledge about
Interdependence. With this lesson, students will be able to describe and explain the six-large
scale ecosystems found in North America. Students will be going on a virtual field trip that
will allow them to explore and investigate different ecosystems/biomes. Students will use
laptops and use the Filamentality website: http://www.fieldtrips.org/tours/sci/forest/_tourlaunch1.htm. With this website, students will compare and
contrast two different ecosystems of their choice. From there, students will create a graph
representing the differences in temperature between these two biomes within a period of a
month.
Time Duration: 2 days; 2 periods per day; 1 Day to create Graph
Procedures: Day 1
1. Connection: “Yesterday boys and girls, we learned that plants are an
important organism that our planet needs to survive. We looked at the
different parts of a plant and how it helps our planet. Who can tell me
some ways plants help our planet?” Call on 2-3 students to share.
2. Teach: “Plants also play an important role in how animals and organisms
interact in a certain environment. Ask: What are some ways you think
organisms or animals might interact with their environment?”-Call on 2-3
students to share their thoughts.
3. Say: “Today boys, and girls we are going to learn about different
ecosystems. We are going to explore and investigate the different
ecosystems of North America. I want you to open up your science
textbook and turn to page B26-B31.”
4. Call on random students to read the paragraphs from page B26 to B65. As
students are reading, stop to ask students questions about the paragraphs
being read.
5. Say: “There are different types of ecosystems found in the world. Today
we will focus on the different type of ecosystems known as biomes found
in North America. Biomes are ‘large-scale ecosystems,’ (Harcourt
Science, 2005).”
6. Ask: “What do you think ‘large-scale ecosystem means’?”-Call on 2-3
students to share their response.
7. Pass out Graphic Organizer for students. (See attachment AL-1) Each
student should receive two copies of this graphic organizer.
8. Say: “Today we are going to use this graphic organizer to help learn more
about the six biomes of North America. I am going to pass out laptops for
you to use. The website I want you to go to has been bookmarked on your
computers. You are going to use the website to learn about two different
biomes of your choice. Write down information about your assigned
biome, in the correct box on the chart because for homework, I want you
to write a short essay describing the similarities and differences of the two
biomes of your choice in your own words.”
9. As a class read each box on the graphic organizer.
10. Pass out rubrics so students know exactly what they will be graded on and
then pass out laptops.
11. Float around room to assist and answer questions.
12. After Charts have been completed, call on 3-4 students to share some of
the information they found about their biomes.
Homework for Day 1:
Using the chart you completed in Science Class, write a short essay
(3-5) paragraphs describing how the biomes you choose, and were
similar and different.
Day two: Making a Graph- Computer Lab
1. Connection: “Yesterday we made completed charts about the
different biomes found in North America and for homework, we
used this chart to write an essay. What is a biome and what are
some biomes that can be found in North America?”- Call on 2-3
students to share their thoughts.
2. Say: “Today we are going to do more research about the biomes
of North America. Each of you researched two biomes yesterday.
Today, you will choose two DIFFERENT biomes and will first
locate an area in the United States where your biomes can be
found using the same website we used yesterday. Then, you will
research the difference in temperature between the two biomes
from April 10, 2010- April 17, 2010.”
3. Open overhead projector to www.weather.com and demonstrate
how to find the temperature using the month tool.
4. Say: “You will make a spreadsheet and graph similar to the one
we made in Math Class about Sonny versus Microsoft Stocks. If
you get stuck, refer back to the outline we made. I will leave that
outline up on the projector.”
5. Pass out rubrics so students know exactly what they will be
graded on and pass out laptops.
6. Float around room and check on student’s progress and assist
those who need help.
7. Give students 40-45 minutes to complete the tasks and save their
works to their USB’s.
8. Have 3-4 students present their graphs.
9. Say “Ecosystems and Biomes are diverse. These graphs help
illustrate the ways ecosystems and biomes differ from each
other.”
Homework for Day 2:
If you were to continue recording the temperature for the two biomes you choose today,
how might the temperatures change within the next two months? Support your answers with
details and conclusions drawn from your graph.
Questions:
I). Closed-Ended Questions:
1. Question: What is a biome and what are some biomes that can be found in
North America?”
i. Answer: “A biome is a large group of ecosystems whose plants, animals
and organisms adapted to living in that climate. There are six types of
biomes found in North America: Tundra, Tiagra, Tropical Rain Forest,
Deciduous Forest, Grassland, and Desert. ”
2.) “What are the two parts of an ecosystem?
i. Answer: “The two parts of an ecosystem is a community and physical
environment.”
3.) “What biome do we live in?”
i. Answer: “The biome we live in is called Deciduous Forest.”
II). Open-Ended Questions:
1.) How do you think the temperature and rainfall might change within the next
month?
i. Students should be able to predict a trend based on what they have seen
and have researched about their assigned biomes. Some answers may be:
“In the Tropical Rain Forest, temperatures will continue to be hotter then
those in Tundra.”
2.) “What do you think ‘Large-Scale Ecosystem’ means?”
i. Answers will vary based on students’ thoughts and opinions.
Materials:
1. Overhead Projector and Transparencies
2. Construction, Graph and Chart paper
3. Laptops
4. Science Textbook
5. Students notebook and pens
6. Premade spreadsheets and graphs “How to outline.”
Assessment: See Attached Spreadsheet and Graph labeled AP-1
AL-1:
Name of your Biome:
Describe your biome:
1.) What animals can
you find in your biome?
Significant landscapes
What plants can you find
in your biome?
How do the plants,
animals and organisms
interact with each other
in your biome?
Where can your Biome
be found in North
America?
Climate/Weather
Rubric
Target
“3” “2” “1”
Behavioral
Objective
#1:
Line Graph
Line Graph is
correctly
entitled, axes are
labeled, all data
is entered and
computations are
100% correct.
Satisfactory
Line Graph is
correctly entitled,
axes are labeled,
and there is one
minor error in
entering data
and/or
computations.
Unsatisfactory
Line Graph is
not correctly
entitled,
and/or axes
are not
labeled, and
there is more
than one
minor error in
entering data
and/or
computations
Behavioral Student answers Student answers 3 Student does
all questions in
out of the four
not complete
Objective
boxes in the
the chart
#2: Graphic the graphic
organizer and
graphic organizer
and/or student
Organizer
gives a
correctly and gives answers 2 out
description for
only 2
of the 4 boxes
each category of explanations per
correctly but
with 3-4 details
box.
only gives one
and
explanation
explanations.
and detail per
box.
Student wrote a
Student wrote an
Student did
#3:
detailed essay
essay that is
not write an
Reading
with all details
missing 2 details
essay and/or
and
essay does not
Creating an and descriptions and/ descriptions
being correct and and/or 2-3
contain details
essay
with only 1-2
details/descriptions or
grammatical
is inaccurate and
descriptions
errors.
has 2-3
and has 4-5
grammatical
grammatical
errors.
errors.
Student Rating
Difference in temperature between two cities
with different biomes
90
80
Temperature
70
60
50
Orlando, Florida
40
30
20
10
0
Dates
Lesson#2: What eats what in an ecosystem?
Bloom’s Taxonomy: Knowledge, Synthesis, and Comprehension
Gardner’s Multiple Intelligence(s):
d. Verbal
e. Interpersonal
f. Logical -Mathematical
NCTM Math Skills
Process Standards:
Problem Solving2) Apply and adapt a variety of appropriate strategies to solve problems
Reasoning and Proof1) Develop and evaluate mathematical arguments and proofs
Communication1) Organize and consolidate their mathematical thinking through communication
2) Communicate their mathematical thinking coherently and clearly to peers,
teachers and others
Connections1) Recognize and use connections among mathematical ideas
2) Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole
3) Recognize and apply mathematics in contexts outside of mathematics
NAEP Process Skills
Scientific Inquiry:
S4.3 Identify patterns in data and/or relate patterns in data to theoretical models;
S4.4 Use empirical evidence to validate or criticize conclusions about
explanations and predictions.
Technology:
T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints;
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
L4.3: Organisms interact and are interdependent in various ways including providing food
and shelter to one another. Organisms can survive only in environments in which their needs
are met. Some interactions are beneficial; others detrimental to the organism and other
organism.
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and
building material for growth and repair.
ISTE NETs Standards for Literate Students
1) Creativity and Innovation- Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
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.
3) Research and Information Fluency- Students apply digital tools to gather, evaluate,
and use information.
4) 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.
5) Digital Citizenship- Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior.
6) Technology Operations and Concepts- Students demonstrate a sound understanding
of technology concepts, systems, and operations.
Behavioral Objective(s) - Students will be able to:
1. Identify and describe the roles of producers, decomposers, consumers and
scavengers in a food chain.
2. Classify animals and organisms into appropriate groups.
3. Explain and describe why different ecosystems have different food chains.
4. Navigate independently through the scavenger hunt.
5. Create and design a power point presentation.
Resources:
Bloom’s Taxonomy (n.d.) Retrieved from http://www.nwlink.com/~Donclark/hrd/bloom.html
Filamentality on Interdependence. (2010) Retrieved from
http://www.kn.att.com/wired/fil/pages/saminterdepgp.html
Gardner’s Theory of Multiple intelligences (n.d.). Retrieved from
http://www.thomasarmstrong.com/multiple_intelligences.htm
ISTE national educational technology standards (NETS•S) and performance indicators for
students. (2007). Retrieved from
http://www.iste.org/content/navigationmenu/nets/forstudents/2007standards/nets_for_students_2
007_standards.pdf
Overview: Standards for grades 3-5. (n.d.) Retrieved from
http://standards.nctm.org/document/chapter5/data.htm
Science Framework for the 2009 National Assessment Educational Progress. (2009).National
Assessment Governing Board: U.S. Department of Education. Retrieved from
http://www.nagb.org/publications/frameworks/science-09.pdf
Motivation/Constructivist Activity:
In this lesson, students will be introduced to food chains by going on a scavenger hunt that
will take students to six sites. Each of the sites will allow students to learn about producers,
consumers, decomposers and scavengers for certain ecosystems. The goal of this lesson is help
students develop the concept that every ecosystem has their own unique food chain but each food
chain is made up of producers, consumers, scavengers and decomposers.
Time Duration: 1 day; 2 periods per day;
Procedures: Day 1
13. Connection: “Yesterday boys and girls, we learned about six-large scale
ecosystems called: Tiagra, Tundra, Deciduous Forest, Tropical Rain
Forest, Desert and Grasslands. We observed how each ecosystem is
different from each other. Today, we are going to look at how each
ecosystem has its own food chain.”
14. Ask: “What do you think a food chain might be?”- Call on 2-3 students to
share.
15. Say: “Today you will be working in pairs and will go on a scavenger hunt
by visiting a few websites to obtain information. When you go to this
website that I have already bookmarked on your computers,
http://www.kn.att.com/wired/fil/pages/saminterdepgp.html, you will see
the websites I want you to visit. Following each weblink are a series of
questions and directions pertaining to that specific website. As you
navigate through the site, I want you to write down the answers to the
questions in your science journal.”
16. Randomly assign groups by counting off 1,2,1,2 and pass out the rubrics
so students know exactly what they will be graded on.
17. Pass out laptops.
18. Walk around room and assist students who need help and guide students
back on track if needed.
19. Give students 45 minutes to conduct the Scavenger Hunt, and then have 34 students share their findings.
Questions:
I). Closed-Ended Questions:
1. Question: What is a food chain?”
i. Answer: “A food chain shows how producers, consumers and decomposers interact
with each other and how energy is transferred in an ecosystem.”
2. “What are the roles of decomposers in an ecosystem?
i. Answer: “A decomposer helps break down the tissues of dead organisms. Decomposers
help to create nutrients that help producers grow.”
II). Open-Ended Questions:
1. Question: “If an animal or organism was to be removed from an ecosystem, how do
you think the ecosystem might change? - Explain your answers
i. “If an organism or animal was to be removed, then there would be an overpopulation of
certain animals or organisms. The ecosystem would become unbalanced.” Or “Animals or
organisms might find another source of food and the ecosystem will continue to prosper.”
2. Question: “Termites are classified as producers and omnivores. Why do you think it is
necessary for termites to play two roles in an ecosystem?
i. Answers may vary but one response could be: “Termites have to help the ecosystem by
creating nutrients for the ecosystem. At the same time, termites need energy to continue making
nutrients for the ecosystem and therefore they have to eat plants to obtain energy.”
3. Question: “The environment determines the ecosystem of an area. What things in the
environment where you live determine your local ecosystem and food chain?”
i. Answers will vary but one response could be “The type of soil helps to determine the
ecosystem of our area.
Materials:
7. Overhead Projector and Transparencies
8. Student Notebooks and pencils
9. Laptops
10. Index Cards
Homework:
Students will create a power point presentation with a minimum of 10 slides. In the power
point presentation students will create a food chain for an ecosystem of their choice. Following
the food chain, students will define a food chain, consumers, producers, decomposers and
scavengers. Lastly, students will classify and explain why the animals and organisms in the food
chain are either consumer, producers, decomposers and/or scavengers.
Assessment: See Rubric and questions for scavenger hunt.
Sample of student work from the question from Welcome to the Dzanga-Sangha
Questions:
Create a food chain explaining who eats who in the ecosystem you pick.
Termites- They are
producers.
Agama Lizard-They eat
Termites, Bats, and other
insects. They would be
classified as carnivores
since they eat other
animals.
African Pied Hornbill- They eat iguanas,
fruits and insects. They are Omnivores.
**Student will need to add more details
and include more of the animals found in
the ecosystem they picked in order to
meet the target.
Rubric
Target (3)
Satisfactory (2)
“3” “2” “1”
Behavioral
Objective
#1: Identify
and describe
the roles of
producers,
decomposer
s, consumers
and
scavengers
in a food
chain.
Student is able to
identify and
describe the
roles of
producers,
consumers,
scavengers and
decomposers by
using details and
explanations.
Student is able to
identify and
describe the roles
of producers,
consumers,
scavengers and
decomposers but
does not use
details and
explanations.
Behavioral
Objective
#2: Classify
animals and
organisms
into
appropriate
groups.
Student is able to
classify animals
and organisms
into correct
groups by suing
explanations and
details.
Student is able to
classify three
animals or
organisms into
correct groups and
uses two
explanations and
two details to
explain these
classifications.
Behavioral
Objective
#3: Explain
and describe
why
different
ecosystems
have
different
food chains.
Student
described and
explained using
three or more
details on why
different
ecosystems have
different food
chains.
Student described
and explained
using two details
and one
explanation on
why different
ecosystems have
different food
chains.
Behavioral
Objective
#4:
Student is able to Student is able to
navigate on
navigate through
through the
the scavenger hunt
Unsatisfactory (1)
Student is not
able to
identify and
describe the
roles of
producers,
consumers,
scavengers
and
decomposers
and does not
use details
and
explanations.
Student did
not classify
animals or
organisms
into correct
groups and/or
student
classified
animals and
organisms
into the wrong
groups and
did not
include
correct
explanations
of details.
Student did
not explain
why
ecosystems
have different
ecosystems
and or their
description
has three
errors and
does not
include
details.
Student could
not navigate
through the
Student Rating
Navigate on
own through
the
scavenger
hunt.
scavenger hunt
with ease and
completed all
assignments.
but needed to have
guidance twice
and/or student
completed only
half of the
assignments.
Behavioral
Objective
#5: Create
and design a
power point
presentation
Student created a
power point
presentation with
a minimum of 10
slides that
includes all
requirements.
The information
in the
presentation is
100% correct.
Student created a
power point
presentation with a
minimum of 10
slides but is
missing two
requirements. The
information in the
presentation is
85% correct.
scavenger
hunt and/or
completed
only one
assignment
and/or
completed
none of the
assignments.
Student did
not create
power point
presentation
and/or
Student
created a
power point
presentation
that has less
than the
minimum
number of
slides
requested and
is missing
four
requirements.
How do Organisms Compete and Survive in an Ecosystem?
Lesson # 3
Bloom’s Taxonomy: Application, Knowledge, Comprehension, Analysis, & Evaluate
Gardner’s Multiple Intelligence(s):
g. Visual-Spatial-think in terms of physical space, as do architects and sailors. Very
aware of their environments. They like to draw, do jigsaw puzzles, read maps, and
daydream. They can be taught through drawings, verbal and physical imagery. Tools
include models, graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
h. Interpersonal - understanding, interacting with others. These students learn through
interaction. They have many friends, empathy for others, street smarts. They can be
taught through group activities, seminars, and dialogues. Tools include the telephone,
audio conferencing, time and attention from the instructor, video conferencing,
writing, computer conferencing, E-mail.
i. Existential – to exhibit the proclivity to pose and ponder questions about life, death,
and ultimate realities.
Children’s Literature: Ecosystems and Change, Harcourt Science
NCTM Math Skills
Process Standards:
Problem Solving3) Apply and adapt a variety of appropriate strategies to solve problems
4) Monitor and reflect on the process of mathematical problem solving
5) Build new mathematical knowledge through problem solving
Reasoning and Proof2) Develop and evaluate mathematical arguments and proofs
Communication3) Organize and consolidate their mathematical thinking through communication
4) Communicate their mathematical thinking coherently and clearly to peers,
teachers and others
5) Analyze and evaluate the mathematical thinking and strategies of others
6) Use the language of mathematics to express mathematical ideas precisely
Connections4) Recognize and use connections among mathematical ideas
5) Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole
6) Recognize and apply mathematics in contexts outside of mathematics
Representation-
2) Create and use representations to organize, record and communicate mathematical
ideas
3) Select, apply and translate among mathematical representations to solve problems
4) Use representations to model and interpret physical, social and mathematical
phenomena
Content Standards:
1) Number and Operations
2) Statistics and Probability
3) Reasoning and Proof
NAEP Process Skills
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume,
mass, weight, time interval,
Temperature—with the appropriate level of precision);
S4.3 Identify patterns in data and/or relate patterns in data to theoretical models;
Technology:
T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints;
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
Scientific Thinking:
S5c Use evidence from reliable sources to construct explanations
S5d Evaluates different points of view using relevant experiences, and evaluates
the accuracy, design, and outcomes of investigations.
S5f Works individually and in teams to collect and share information and ideas.
Scientific Tools & Technologies:
S6b Collects and analyzes data using concepts and techniques in Mathematics
Standard 4.
S6c Acquires information from multiple sources, such as experimentation and
print and non-print sources.
Scientific Communication:
S7a Represents data and results in multiple ways.
S7b Uses facts to support conclusions
S7c Communicates in a form suited to the purpose and the audience.
S7d Critiques written and oral explanations, and uses data to resolve
disagreements.
Scientific Investigation:
S8d Demonstrates scientific competence by completing non-experimental
research using print and electronic information.
ISTE NETs Standards for Literate Students
1) Creativity and Innovation- Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
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.
3) Research and Information Fluency- Students apply digital tools to gather, evaluate,
and use information.
4) 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.
5) Digital Citizenship- Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior.
6) Technology Operations and Concepts- Students demonstrate a sound understanding
of technology concepts, systems, and operations. Students:
Behavioral Objective(s):
1. Students will be able to demonstrate how body color helps insects survive.
2. Students will be able to explain how populations interact.
3. Students will be able to describe plant and animal adaptations.
Motivation/Constructivist Activity:
In this lesson, students will study limiting factors. All populations tend to increase until
they reach the carrying capacity of the ecosystem. “The carrying capacity is the number of
organisms that the environment can support,” (Harcourt, 294). Factors that limit growth can
include food, water, oxygen, predators, space, and competition. A factor that limits one
population can be an indirect factor for the population of another. To begin the discussion
today, using a picture right from the internet shown on the Smart Board, teacher will show a
picture of a chameleon’s tongue in action and ask: “What would change if this chameleon’s
tongue were shorter or moved slower?” Students answers might include, “It wouldn’t be able
to get the food,” “Couldn’t sneak up on its prey,” or, because we’ve been studying
ecosystems, students might add, “It would be less successful and maybe even die out.”
Tell students, “Some insects, such as butterflies, are brightly colored. How might their
bright color help them survive?” After students have offered their responses, ask them, “Can
you name other animals the use their body color to help them survive?” Today were going to
do an experiment that shows how color can be used to hide.
Time Duration: 4-5 periods, 45 minutes each
Day One Procedures:
1. Break students up into 5 groups of 4.
2. Pass out chart to each student (see attached).
3. Using the hole punch, make 50 small “insects” from each color of the
acetate.
4. Spread the green cloth on the floor, and randomly scatter the insects over
it.
5. At the edge of the cloth, kneel with your group. In 15 seconds, each of
them will pick up as many insects as they can, one at a time.
6. Count the number of each color your group collected.
7. Record the data in the table.
8. Repeat steps 5, 6, & 7 three more times, then total each column.
Questions:
I). Closed-Ended Questions: Whole class.
1. “Which color did you predict would be easiest to find?”
i. Answer: Yellow, blue, or red would be easier to find.
2. “Which color was collected most often? Least often?”
i. Answer: Yellow, blue, or red were probably collected most often and
green least often because of this color is hard to see.
II). Open-Ended Questions: Have these questions typed out on the Smart Board and
have students answer them in a separate piece of paper.
1. “Predict what might happen to green insects if the grass turns brown?”
i. Green insects would be easier to see in brown grass and would probably
be spotted and eaten by birds.
2. “How do different body shapes help insects hide in the grass?”
i. Students should find that an insect has a better chance of hiding in grass
if it has a body shape similar to a blade of grass.
Materials:
11. Smart board
12. Hole punch (5)
13. Red, blue, green, and yellow sheets of acetate
14. Large green cloth/felt
15. Clock or watch with a second hand
16. Notebooks, pencils, chart
17. Laptops (bookmarked for Web quest)
Homework: Writing Assignment-Students will be asked to complete an expository writing
assignment. “You have discovered a new kind of organism in a rain forest. Write a brief
description explaining how this organism meets its needs. Include any relationships it may
have within its environment.”
Assessment: Students will be assessed on their charts, answers to questions, and homework
assignment. (See attached rubric).
Day Two (& beyond) Procedures:
1. Break students up into 10 groups of 2.
2. Give each student a laptop and direct them to the bookmarked Web quest,
“Diary of an Animal.”
3. Tell the students that they will be working in pairs and they must follow
the directions that are on the Web quest.
4. Tell students, “As an employee of the Pirate Publishing Company, your
editor has assigned you to write one of the books in the new Diary of an
Animal series. Your editor has given you the option of creating a
traditional picture book or a digital picture book. All books will be
showcased at a reception hosted by the president of the company.”
5. Tell students, “You will follow these directions and complete the task(s).
You will work on this project for the next several days when we have
Science and/or Technology.”
6. Give student the Scoring Guide (see attached) that is also located on the
Web quest so they know exactly what is expected of them.
References:
animal.discovery.com/.../cheats/cheats-08.html
ISTE national educational technology standards (NETS•S) and performance indicators for
students. (2007). Retrieved from
http://www.iste.org/content/navigationmenu/nets/forstudents/2007standards/nets_
for_students_2007_standards.pdf
Overview: Standards for grades 3-5. (n.d.) Retrieved from
http://standards.nctm.org/document/chapter5/data.htm
Science Framework for the 2009 National Assessment Educational Progress.
(2009).National Assessment Governing Board: U.S. Department of Education.
Retrieved from http://www.nagb.org/publications/frameworks/science-09.pdf
Science, New York City Edition (2008). Harcourt School Publishers.
Webquest: Diary of an Animal
http://www.thematzats.com/animalquest/index.html
Rubric
Target (3)
Behavioral
Objective #1:
How body
color helps
insects
survive.
Behavioral
Objective #2:
How
populations
interact
(Open ended
questions)
Behavioral
Objective #3:
Describe
plant and
animal
adaptations
(homework
assignment).
Satisfactory (2)
Chart is correctly
entitled, labeled,
all data is
entered and
computations are
100% correct.
Chart is correctly
entitled, labeled,
and there is one
minor error in
entering data
and/or
computations.
Student gives a
correct
prediction on
how populations
interact and how
their
characteristics
influence their
survival.
Student gives a
correct
prediction with
some accuracy.
Students’
descriptions
should include
how the animal
finds food,
water, shelter,
and space and
how it interacts
with other
animals with no
errors.
Students’
descriptions
should include
how the animal
finds food,
water, shelter,
and space and
how it interacts
with other
animals with
minimal errors.
Unsatisfactory (1) Student Rating
Chart is not
correctly
entitled, and/or
labeled, and
there is more
than one minor
error in entering
data and/or
computations
Student is
unable to make
the connection
between an
animals’
characteristics
and their
survival.
Student is only
partially able to
answer question
and provide the
details on food,
water, shelter,
and space,
and/or has
many errors.
How do Organisms Compete and Survive
in an Ecosystem?
Student Name: ______________________________________Date: _____________
Number of Insects Found
Red
Blue
Green
Yellow
Hunt 1
Hunt 2
Hunt 3
Hunt 4
Total
Homework Assignment:
Directions: On a separate piece of paper, please answer this question in no less than
three paragraphs.
“You have discovered a new kind of organism in a rain forest. Write a brief description
explaining how this organism meets its needs. Include any relationships it may have within
its environment.”
Name _________________________________________________________
Diary of an Animal Scoring Guide
_____ (25 pts)
_____ (25 pts)
Diary must have at least 5 journal entries
Each entry includes at least one fact about the
animal
_____ (40 pts)
Facts must include: habitat, adaptations, what it
eats, and at least one other fact from your research guide
_____ (10 pts)
Diary must include an appropriate friend for your
animal
_____ (10 pts)
Must be written in diary form, including the date
_____ (5 pts)
Must have a source page
_____ (5 pts)
Diary uses powerful language
_____ (5 pts)
Diary has complete sentences
_____ (5 pts)
Diary has 5 or fewer errors in punctuation,
capitalization, and spelling
Lesson#4: How do ecosystems change over time?
Bloom’s Taxonomy: Comprehension, Analysis, and Application
Gardner’s Multiple Intelligence(s):
a. Interpersonal
b. Application
c. EvaluateResources:
Bloom’s Taxonomy (n.d.) Retrieved from http://www.nwlink.com/~Donclark/hrd/bloom.html
Filamentality on Interdependence. (2010) Retrieved from
http://www.kn.att.com/wired/fil/pages/listinterdepgp.html
Frank, Marjorie. (2005). Harcourt Science: What are ecosystems? Boston: Harcourt
Incorporation.
Gardner’s Theory of Multiple intelligences (n.d.). Retrieved from
http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
ISTE national educational technology standards (NETS•S) and performance indicators for
students. (2007). Retrieved from
http://www.iste.org/content/navigationmenu/nets/forstudents/2007standards/nets_for_students_2
007_standards.pdf
NCTM. (2008). Retrieved from the National Council of Teachers of Mathematics Website:
www.nctm.org
Overview: Standards for grades 3-5. (n.d.) Retrieved from
http://standards.nctm.org/document/chapter5/data.htm
Science Framework for the 2009 National Assessment Educational Progress. (2009).National
Assessment Governing Board: U.S. Department of Education. Retrieved from
http://www.nagb.org/publications/frameworks/science-09.pdf
Wolfe, Professor A. (2007). Oh Deer Game-Brooklyn College Course: Teaching Science to
Children-Education 44/45. Brooklyn: Brooklyn College School of Education.
**Lesson Plan Creator’s note:
The game “Oh Deer,” was played in an undergraduate course at Brooklyn College School
of Education (Education 44/45 Teaching Science to Children). The professor of the course used
the game to demonstrate how interactive games are a useful tool to further enhance learning.
Students played this game for a discussion on the reasons games might enhance learning. The
game has been adapted and changed to fit the needs, fourth grade standards and topic for this
lesson. The worksheet and adaptations to the game was created on 05/02/2010 by Adrienne
Lorme.
NCTM Math Skills
Process Standards:
Problem Solving1. Apply and adapt a variety of appropriate strategies to solve problems
2. Monitor and reflect on the process of mathematical problem solving
Reasoning and Proof1. Develop and evaluate mathematical arguments and proofs
Communication1. Organize and consolidate their mathematical thinking through communication
2. Communicate their mathematical thinking coherently and clearly to peers, teachers and
others
3. Analyze and evaluate the mathematical thinking and strategies of others
4. Use the language of mathematics to express mathematical ideas precisely
Connections1. Recognize and use connections among mathematical ideas
2. Understand how mathematical ideas interconnect and build on one another to produce a
coherent whole
3. Recognize and apply mathematics in contexts outside of mathematics
Math Content Standards:
1. Number and Operations
2. Data Analysis and Probability
Science Content Standards: Interdependence
L4.4: When the environment changes, some plants and animals survive and reproduce; others die
or move to new locations.
L4.3: Organisms interact and are interdependent in various ways including providing food and
shelter to one another. Organisms can survive only in environments in which their needs are met.
Some interactions are detrimental to the organism and other organisms.
L4.1: Organisms need food, water and air; a way to dispose of waste; and an environment in
which they can live.
NAEP Process Skills
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an
instrument that measures the desired quantity—length, volume, mass, weight, time interval,
temperature—with the appropriate level of precision)
S4.3 Identify patterns in data and/or relate patterns in data to theoretical models;
Technology:
T4.1 Propose or critique solutions to problems, given criteria and scientific constraints;
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
Scientific Thinking:
S5c Use evidence from reliable sources to construct explanations
S5d Evaluates different points of view using relevant experiences, and evaluates the accuracy,
design, and outcomes of investigations.
S5f Works individually and in teams to collect and share information and ideas.
Scientific Tools & Technologies:
S6c Acquires information from multiple sources, such as experimentation and print and nonprint sources.
Scientific Communication:
S7a Represents data and results in multiple ways.
S7b Uses facts to support conclusions
S7c Communicates in a form suited to the purpose and the audience.
S7d Critiques written and oral explanations, and uses data to resolve disagreements.
Scientific Investigation:
S8d Demonstrates scientific competence by completing non-experimental research using print
and electronic information.
ISTE NETs Standards for Literate Students
1) Creativity and Innovation- Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology.
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.
3) Research and Information Fluency- Students apply digital tools to gather, evaluate, and use
information.
4) 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.
5) Digital Citizenship- Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
6) Technology Operations and Concepts- Students demonstrate a sound understanding of
technology concepts, systems, and operations.
Behavioral Objective(s):
1. To be able to identify and describe factors that change ecosystems over time.
2. To be able to create a bar graph illustrating how the factors are affecting the Ferret
population.
3. To be able to navigate independently on the internet.
Motivation/Constructivist Activity:
We will begin this activity playing a game called “Oh Ferret.” During the game, students will
change their roles to food, shelter or a Ferret. The purpose of the game is to illustrate how
animals and ecosystems need to have access to water, food and shelter to survive. Without these
factors, an ecosystem and its inhabitants can die.
Time Duration: 1 day; 2 periods per day;
Procedures:
1. Connection: “Yesterday boys and girls, we studied the ways animals and organisms
compete with each other to survive. Today, we are going to look at the different
conditions that change an ecosystem.”
2. Ask: “How do you think an ecosystem can change?”- Call on 2-3 students to share their
thoughts.
3. Say: “Today, we are going to learn about endangered ecosystems. Ecosystems change
over time and today we will investigate the ways a Prairie Ecosystem has change and
why it is now North America’s most endangered ecosystem.”
4. Ask: “How do you think an ecosystem becomes endangered?”-Call on 2-3 students to
share their response.
5. Say: “In pairs, you will use a link found on the ‘Filamentality Hotlist Site’ in the games
category called ‘Build a Habitat.’ Make sure you use the second link in the game
category and not ‘Build-a-Habitat Game.’ We will use this site to learn how the Prairie
Ecosystem became endangered and the ways the Black Footed Ferret is struggling to
survive.”
6. Randomly assign groups by counting off 1, 2 is a group 1, 2 is another group.
7. Pass out laptops
8. Give students 30 minutes to play the “Build-A-Habitat” game on the Black Footed Ferret.
At this time, walk around room and assist students.
9. When the 30 minutes are up, ask 3-4 students to share their experiences and what they
chose in their habitats.
10. Say: “Today we are going to play a quick game called “Oh Ferret” to learn about the
Ferret Population. This is a fun game that I once played in school. I changed the rules
around and changed the assignment you will complete once we finish the game. *(See
lesson plan creator’s note). I am going to divide the entire class into different groups. As
we play the game, I want you to notice how your role changes and what happens to the
Ferret population in each round.”
11. Put up the rules for the game, explain it and divide the class up into groups.
12. Play the game for twenty minutes and during each round, record how many Ferrets is
started with and then left as the round ends (approximately six rounds).
13. When the game is over say: “Now that the game is finished, you will use the information
we gather to complete these worksheets.”
14. Pass out worksheets and have one student read the directions so that students know
exactly what to do.
15. After twenty minutes, collect worksheet and have students share some factors that change
an ecosystem.
Questions:
I). Closed-Ended Questions:
1. Question: “What happened to the Ferrets once the food and water became limited?”
i. Answer: “When the food and water became limited, the population of the Ferrets began
to decline.”
2.) Question: “What do the Black Footed Ferrets eat?
i. Answer: “They eat other animals like the Prairie Dogs.”
II). Open-Ended Questions:
1.) Question: “How do you think ecosystems might change over time?”
i. Answers may vary but one answer could be: “Ecosystems change over time when the
natural resources within that ecosystem changes. Other factors could be forest fires, floods,
mudslides.”
2.) Question: “If you could propose some ways to save the Prairie Ecosystem and the
Black Footed Ferrets, what are some things you would propose to help save the Prairie
Ecosystem?”
i. Answers will vary based on students’ thoughts and opinions. One answer could be: “I
would propose to limit the size of the farms and increase the number of Prairie Dogs so that the
Ferrets could have more food to eat.”
Materials:
18. Overhead Projector and Transparencies
19. Laptops
20. Science Textbook
21. Students notebook and pens
22. Worksheet
23. Graph Paper
Homework:
Using the Filamentality Hotlist Website, click on the link entitled: Build-A-Praire
1.) What plants and animals did you select to create your habitat and how where they helpful or
detrimental to your habitat? Please in a short essay with 2-3 paragraphs.
2.) Read page B50-52 in your Science Notebook about how the Prairie Ecosystem is one of the
most endangered ecosystems in North America. Then, go back to the Filamentality website and
click on the link entitled Build-A-Praire. In your own words, explain why the Prairie ecosystem
is endangered and steps that could be taken in order to preserve it. Please respond in a short
essay with 3-4 paragraphs.
Assessment: Students responses on worksheet.
Worksheets
“Oh Ferret Game,”- Whole Class Activity
Instructions (retrieved from memory by Adrienne Lormé)
1. Divide the class into two groups; one of Ferrets and one of habitat components. (The groups
will be unequal in size)
2. Explain that only three components will be used in this game. These components will be food,
water, and shelter. Demonstrate how to make the symbols for each habitat component. For food,
place both hands over the stomach. For water, place a hand over the mouth. For shelter, place
hands together over the head.
3. Divide the class up randomly and write on the board “Round 1 has __Ferrets and __ habitat
components.”
4. Each group will be positioned on different sides of the room. Have the Ferrets and the habitat
components turn around so that they cannot see one another. While they are turned around,
everyone will decide on a habitat component by using the correct symbols. Once a habitat
component has been picked, the student cannot change their decision and must continue to make
the symbol.
5. Once they are ready, count slowly to three, and then allow both groups to turn around while
they are still making the symbol of their habitat component. Students cannot change their
decision once they have made it.
5. The Ferrets have to look for their habitat component and must find it quickly in the span of a
minute. Once the Ferret has found the component they want, they will link hands with that
component and walk back behind the Ferret side.
6. Any Ferret that fails to find the habitat component they needed “dies” and will become a
habitat symbol.
7. Starting with step number 4, repeat the process as many times as you’d like with the new
assignments.
8. The Teacher will record the number of Ferrets at the beginning and end of each round.
9. At the end of the game, plot the number of Ferrets against the number of rounds.
Worksheets:
Name
Date
Class
I. Answer the following questions about the activity.
A. What are three habitat requirements needed by the Ferrets?
B. Explain with details and explanations, what happened to the Ferrets when their habitat
requirements became limited in both games?
C. Based on the two games, how would you define the word “endangered” and give an
explanation with details, why the Ferrets in both games would be considered an endangered
species.
D. If you could propose a way to increase the population of the Ferrets, what are some things you
would propose and why?
E. Using the “Build-a-Habitat” link, create a food chain on who eats who in Prairie Ecosystem.
F. How would you classify the Black Footed Ferrets? Are they an omnivore, Carnivore, and/ or
herbivore? Support your answers with explanations.
G. Using your Graph Paper, Graph the results from the “Oh Ferret” Game.
Sample of student work:
Question F: Black Footed Ferrets should be classified as Carnivores. The black Footed Ferrets
only eat meat and small animals like the Prairie Dogs. They do not eat bugs or plants.
Round 1- 16 Ferrets, 10 Habitats Components
Round 2- 20 Ferrets, 6 Habitats Components
Round 3- 12 Ferrets, 14 Habitats Components
Students will use their graph paper to make a simple bar graph.
Rubric
Target
Satisfactory
Unsatisfactory
Rating
Bar Graph is
Line Graph is
Line Graph is
correctly
correctly entitled,
not correctly
entitled, axes are axes are labeled,
entitled,
labeled, all data
and there is one
and/or axes
is entered and
minor error in
are not
computations are entering data
labeled, and
100% correct.
and/or
there is more
computations.
than one
minor error in
entering data
and/or
computations
Student does
Behavioral Student answers Student answers
all questions on
five of the
not complete
Objective
the worksheet
questions on the
the worksheet
#2:
worksheet and
and/or student
Worksheet and uses details
and explanations only includes
answers 2 out
for all questions details and
of the 10
explanations to
questions
five questions.
incorrectly
and does not
use details or
explanations.
Student
Student needed
Student did
#3:
guidance on
not navigate
Student will navigated
independently on navigating and
on the internet
be able to
the internet and
only completed ½ and/or did not
use to
completed all
of the tasks for the complete the
navigate
game.
online game.
independen tasks in the
game.
tly on the
internet to
play a
game.
“3” “2” “1”
Behavioral
Objective
#1: Bar
Graph
How do the Bodies of Animals Help Them Meet Their Needs?
Lesson # 5
Bloom’s Taxonomy: Application, Synthesis, Knowledge, Comprehension, Analysis, &
Evaluation
Gardner’s Multiple Intelligence(s):
j. Visual-Spatial-think in terms of physical space, as do architects and sailors. Very
aware of their environments. They like to draw, do jigsaw puzzles, read maps, and
daydream. They can be taught through drawings, verbal and physical imagery. Tools
include models, graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
k. Interpersonal - understanding, interacting with others. These students learn through
interaction. They have many friends, empathy for others, street smarts. They can be
taught through group activities, seminars, and dialogues. Tools include the telephone,
audio conferencing, time and attention from the instructor, video conferencing,
writing, computer conferencing, E-mail.
l. Existential – to exhibit the proclivity to pose and ponder questions about life, death,
and ultimate realities.
m. Bodily-Kinesthetic- capacity to use your whole or parts of your body to solve a
problem, make something, or put on a production.
n. Naturalist-the ability to discriminate among living things as well as sensitivity to
other features of the natural world.
NCTM Math Skills
Process Standards:
Problem Solving6) Apply and adapt a variety of appropriate strategies to solve problems
7) Monitor and reflect on the process of mathematical problem solving
8) Build new mathematical knowledge through problem solving
Reasoning and Proof3) Develop and evaluate mathematical arguments and proofs
Communication7) Organize and consolidate their mathematical thinking through communication
8) Communicate their mathematical thinking coherently and clearly to peers,
teachers and others
9) Analyze and evaluate the mathematical thinking and strategies of others
10) Use the language of mathematics to express mathematical ideas precisely
Connections7) Recognize and use connections among mathematical ideas
8) Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole
9) Recognize and apply mathematics in contexts outside of mathematics
Representation5) Create and use representations to organize, record and communicate mathematical
ideas
6) Select, apply and translate among mathematical representations to solve problems
7) Use representations to model and interpret physical, social and mathematical
phenomena
Content Standards:
4) Number and Operations
5) Statistics and Probability
6) Reasoning and Proof
NAEP Process Skills
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume,
mass, weight, time interval,
Temperature—with the appropriate level of precision);
S4.3 Identify patterns in data and/or relate patterns in data to theoretical models;
Technology:
T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints;
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
Scientific Thinking:
S5c Use evidence from reliable sources to construct explanations
S5d Evaluates different points of view using relevant experiences, and evaluates
the accuracy, design, and outcomes of investigations.
S5f Works individually and in teams to collect and share information and ideas.
Scientific Tools & Technologies:
S6b Collects and analyzes data using concepts and techniques in Mathematics
Standard 4.
S6c Acquires information from multiple sources, such as experimentation and
print and non-print sources.
Scientific Communication:
S7a Represents data and results in multiple ways.
S7b Uses facts to support conclusions
S7c Communicates in a form suited to the purpose and the audience.
S7d Critiques written and oral explanations, and uses data to resolve
disagreements.
Scientific Investigation:
S8d Demonstrates scientific competence by completing non-experimental
research using print and electronic information.
ISTE NETs Standards for Literate Students
1) Creativity and Innovation- Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
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.
3) Research and Information Fluency- Students apply digital tools to gather, evaluate,
and use information.
4) 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.
5) Digital Citizenship- Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior.
6) Technology Operations and Concepts- Students demonstrate a sound understanding
of technology concepts, systems, and operations. Students:
Behavioral Objective(s):
1. Students will be able to demonstrate how the shape of a bird’s beak
determines what type of food it can eat.
2. Students will be able to explain why bird beaks are different shapes.
3. Students will be able to solve a math problem correctly based on data regarding
how much space a deer must have to meet its needs.
Motivation/Constructivist Activity:
In this lesson, students will explore adaptation. The body of an animal has an effect on
how it can survive. On the Smart Board, play this short video on adaptation:
http://www.youtube.com/watch?v=YX8VQIJVpTg Then, using a picture right from the
internet, teacher will show a picture of a toucan eating a piece of fruit with its beak. “Take a
look at this picture and think about what you see. We’re going to come back to this picture
after we’ve done our experiment.
Tell students, “Today you’re you going to be doing an experiment that simulates what it
might be like to eat like a bird. I’m going to give you tools to use to see what types of foods
you are able to pick up. These tools are your beaks, so you’ll get some idea on what it’s like
to be a bird.”
Time Duration: 1 period, 45 minutes
Procedures:
1. Break students up into 5 groups of 4.
2. Pass out chart to each student (see attached).
3. Put the tools on one side of your table and think of them as bird beaks. Put
each kind of food on a paper plate.
4. Place one type of food in the middle of the table. Take turns trying to pick
up the food with each tool (beak) and decide which kind of beak works
best.
5. Test all beaks with all the foods and with the water. Use your table to
record your observations and conclusions.
Questions:
I). Closed-Ended Questions: Whole class.
1. “Which kind of beak is best for picking up small seeds?”
i. Answer: forceps, spoon, unsharpened pencils.
2. “Which kind is best for crushing large seeds?”
i. Answer: pliers, clothespin.
II). Open-Ended Questions: Have these questions typed out on the Smart Board and
have students answer them in a separate piece of paper.
1. “What conclusions can you draw about why bird beaks are different shapes?”
i. It depends on where they live and how what they have to eat; kinds of
foods that are available to where they live.
2. “Think back to the picture of the toucan. What would change if this toucan’s
beak were shorter or shaped differently?”
i.. “It wouldn’t be able to get the food,” “Couldn’t reach high enough to
get it,” or, because we’ve been studying ecosystems, students might add,
“It would be less successful and maybe even die out.”
Materials:
1. Smart board
2. Unsharpened pencils
3. Pliers
4. Clothespins
5. Spoons
6. Forceps
7. Plastic worms
8. Cooked rice
9. Cooked spaghetti
10. Raisins
11. Birdseed
12. Peanuts in shell
13. Water in a cup
14. Small Paper Plates
15. Chart (see attached).
Homework: Math Problem-Students will be asked to solve a problem. “A deer must have
about 20 acres of land to meet its need for food, water, and shelter. One square mile has 640
acres. How many deer could live on 2 square miles of land.”
Assessment: Students will be assessed on their charts, answers to questions, and homework
assignment. (See attached rubric).
References:
http://www.strayreality.com/image1/toucaneat3.jpg
ISTE national educational technology standards (NETS•S) and performance indicators for
students. (2007). Retrieved from
http://www.iste.org/content/navigationmenu/nets/forstudents/2007standards/nets_
for_students_2007_standards.pdf
Overview: Standards for grades 3-5. (n.d.) Retrieved from
http://standards.nctm.org/document/chapter5/data.htm
Science Framework for the 2009 National Assessment Educational Progress.
(2009).National Assessment Governing Board: U.S. Department of Education.
Retrieved from http://www.nagb.org/publications/frameworks/science-09.pdf
Science, New York City Edition (2008). Harcourt School Publishers.
www.hspscience.com
Rubric
Target (3)
Behavioral
Objective #1:
How does the
shape of a
bird’s beak
determine
what type of
food it can
eat?
Behavioral
Objective #2:
Chart is complete and all data
is entered.
Observations
contain accurate
conclusions
based on the
hands-on
experiment.
Student answers
the questions
showing higher
level thinking
Explain why
bird beaks are and includes at
least 2-3 reasons
different
shapes. (Open based on their
hypothesis.
ended
questions)
Behavioral
Objective #3:
Solve a math
problem re:
the needs of
deer’s
survival.
Student
accurately solves
the math
problem and
shows the work.
Satisfactory (2)
Unsatisfactory (1) Student Rating
Chart is complete and most of
the data is
entered. Observations contain
some higher
level thinking
based on the
hands-on
experiment.
Student answers
the questions
showing some
higher level
thinking and at
least 1 reason
based on their
hypothesis.
Chart is not
complete or
contains too
many errors.
Observations
are not in line
with
expectations of
a 4th grade
student.
Student is
unable to
answer the
questions and
does not
provide
adequate
reasoning for
their
hypothesis.
Student
accurately solves
the math
problem with
some errors
and/or does not
show work.
Student is
unable to
correctly solve
the problem and
provides no
work.
How do Bodies of Animals Help Them Meet
Their Needs?
Student Name: ______________________________________Date: _____________
Adaptation
Food
Best Tool (Beak)
Observations
Homework Assignment:
Directions: On a separate piece of paper, please answer this question showing your
work.
“A deer must have about 20 acres of land to meet its need for food, water, and shelter. One
square mile has 640 acres. How many deer could live on 2 square miles of land.”
How do People Affect Ecosystems?
Lesson # 6
Bloom’s Taxonomy: Application, Synthesis, Knowledge, Comprehension, Analysis, &
Evaluation
Gardner’s Multiple Intelligence(s):
o. Visual-Spatial-think in terms of physical space, as do architects and sailors. Very
aware of their environments. They like to draw, do jigsaw puzzles, read maps, and
daydream. They can be taught through drawings, verbal and physical imagery. Tools
include models, graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
p. Interpersonal - understanding, interacting with others. These students learn through
interaction. They have many friends, empathy for others, street smarts. They can be
taught through group activities, seminars, and dialogues. Tools include the telephone,
audio conferencing, time and attention from the instructor, video conferencing,
writing, computer conferencing, E-mail.
q. Existential – to exhibit the proclivity to pose and ponder questions about life, death,
and ultimate realities.
r. Bodily-Kinesthetic- capacity to use your whole or parts of your body to solve a
problem, make something, or put on a production.
s. Naturalist-the ability to discriminate among living things as well as sensitivity to
other features of the natural world.
NCTM Math Skills
Process Standards:
Problem Solving9) Apply and adapt a variety of appropriate strategies to solve problems
10) Monitor and reflect on the process of mathematical problem solving
11) Build new mathematical knowledge through problem solving
Reasoning and Proof4) Develop and evaluate mathematical arguments and proofs
Communication11) Organize and consolidate their mathematical thinking through communication
12) Communicate their mathematical thinking coherently and clearly to peers,
teachers and others
13) Analyze and evaluate the mathematical thinking and strategies of others
14) Use the language of mathematics to express mathematical ideas precisely
Connections10) Recognize and use connections among mathematical ideas
11) Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole
12) Recognize and apply mathematics in contexts outside of mathematics
Representation8) Create and use representations to organize, record and communicate mathematical
ideas
9) Select, apply and translate among mathematical representations to solve problems
10) Use representations to model and interpret physical, social and mathematical
phenomena
Content Standards:
7) Number and Operations
8) Statistics and Probability
9) Reasoning and Proof
NAEP Process Skills
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume,
mass, weight, time interval,
Temperature—with the appropriate level of precision);
S4.3 Identify patterns in data and/or relate patterns in data to theoretical models;
Technology:
T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints;
T4.3 Apply science principles or data to anticipate effects of technological design
NAEP Science Content Standard
Scientific Thinking:
S5c Use evidence from reliable sources to construct explanations
S5d Evaluates different points of view using relevant experiences, and evaluates
the accuracy, design, and outcomes of investigations.
S5f Works individually and in teams to collect and share information and ideas.
Scientific Tools & Technologies:
S6b Collects and analyzes data using concepts and techniques in Mathematics
Standard 4.
S6c Acquires information from multiple sources, such as experimentation and
print and non-print sources.
Scientific Communication:
S7a Represents data and results in multiple ways.
S7b Uses facts to support conclusions
S7c Communicates in a form suited to the purpose and the audience.
S7d Critiques written and oral explanations, and uses data to resolve
disagreements.
Scientific Investigation:
S8d Demonstrates scientific competence by completing non-experimental
research using print and electronic information.
ISTE NETs Standards for Literate Students
1) Creativity and Innovation- Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
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.
3) Research and Information Fluency- Students apply digital tools to gather, evaluate,
and use information.
4) 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.
5) Digital Citizenship- Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior.
6) Technology Operations and Concepts- Students demonstrate a sound understanding
of technology concepts, systems, and operations. Students:
Behavioral Objective(s):
1. Students will be able to observe how fertilizer affects plants.
2. Students will be able to explain how people’s actions can affect the environment.
3. Students will be able to make a pictograph showing U.S. recycling rates.
Motivation/Constructivist Activity:
In this lesson, students will explore how humans affect our environment. On the Smart
Board, play this short video on humans and the environment:
http://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/
Then, using a picture right from the internet, teacher will show a picture of a landfill. “More
than 40 percent of the trash in this landfill is paper! Despite widespread recycling programs,
paper is still the most common item tossed in the trash. Unfortunately, Paper buried in a
landfill is very slow to decay. Newspapers can still be read 40 years after they were buried,”
(Harcourt, 310). Tell students that in this experiment we’re going to look at how humans can
affect other parts of our ecosystem. Ask students, “How can we keep paper out of landfills?
How else can we affect our environment?”
Time Duration: 1 period, 45 minutes; Ongoing observations
Procedures:
1.
2.
3.
4.
5.
Break students up into 5 groups of 4.
Pass out chart to each student (see attached).
Use the marker to number the jars 1-4.
Fill each jar with the same amount of pond water.
Use the dropper to put 10 drops of liquid fertilizer in Jar 1, 20 drops in Jar
2, 40 drops in Jar 3. Do not put any fertilizer in Jar 4.
6. Put the lids on the jars and place them in a sunny window.
7. Observe the jars every day for 2 weeks, and record observations.
Questions:
I). Closed-Ended Questions: Whole class.
1. “Which jar do you think will have the most plant growth?”
i. Answer: Jar 3 because it has the most fertilizer.
2. “What do plants need to survive?”
i. Answer: water, oxygen, sunlight.
II). Open-Ended Questions: Have these questions typed out on the Smart Board and
have students answer them in a separate piece of paper.
1. “Which jar had the most plant growth? Which had the least? What conclusion
can you draw about fertilizer and plant growth?”
i. “Jar 3 should have the most plant growth and Jar 4 the least. Fertilizer
encourages plant growth.”
2. “As organisms die and decay in water, they use up oxygen in the water. Which
jar do you infer will eventually contain the least amount of oxygen? Explain your
answer.”
i. “Cup 4 should have the least because the dead and dying algae would
use it up.”
Materials:
24. Smart board
25. Chart (see attached)
26. Marker
27. 4 jars with lids
28. Pond water (go to Prospect Park for this)
29. Dropper
30. Liquid fertilizer
Homework: Math Problem-Students will be asked to make a pictograph showing U.S.
recycling rates: Cardboard 70%, Newspaper 60%, Aluminum cans 49%, Soft-drink bottles
36%, Glass 22%.
Assessment: Students will be assessed on their charts, answers to questions, and homework
assignment. (See attached rubric).
References:
BrainPop
http://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/
ISTE national educational technology standards (NETS•S) and performance indicators for
students. (2007). Retrieved from
http://www.iste.org/content/navigationmenu/nets/forstudents/2007standards/nets_
for_students_2007_standards.pdf
Overview: Standards for grades 3-5. (n.d.) Retrieved from
http://standards.nctm.org/document/chapter5/data.htm
Science Framework for the 2009 National Assessment Educational Progress.
(2009).National Assessment Governing Board: U.S. Department of Education.
Retrieved from http://www.nagb.org/publications/frameworks/science-09.pdf
Science, New York City Edition (2008). Harcourt School Publishers.
www.hspscience.com
Rubric
Target (3)
Behavioral
Objective #1:
Students will
observe how
fertilizer
affects plants.
Behavioral
Objective #2:
Explain how
people’s
actions can
affect the
environment.
Behavioral
Objective #3:
Make a
pictograph
showing U.S.
recycling
rates.
Chart is complete and all data
is entered.
Observations
contain accurate
conclusions
based on the
hands-on
experiment.
Student answers
the questions
showing higher
level thinking
and includes at
least 2-3 reasons
based on their
hypothesis.
Student
accurately &
creatively
constructed a
pictograph
representing the
data with no
errors.
Satisfactory (2)
Chart is complete and most of
the data is
entered. Observations contain
some higher
level thinking
based on the
hands-on
experiment.
Student answers
the questions
showing some
higher level
thinking and at
least 1 reason
based on their
hypothesis.
Student
constructed a
pictograph
representing the
data with minor
error(s).
Unsatisfactory (1) Student Rating
Chart is not
complete or
contains too
many errors.
Observations
are not in line
with
expectations of
a 4th grade
student.
Student is
unable to
answer the
questions and
does not
provide
adequate
reasoning for
their
hypothesis.
Student is
unable or did
not complete
the assignment.
How do People Affect Ecosystems?
Student Name: ______________________________________Date: _____________
Use this data table to record your observations during your experiment.
Day
Observation
Day
1
8
2
9
3
10
4
11
5
12
6
13
7
14
Observation
Homework Assignment:
Directions:
Make a pictograph showing U.S. recycling rates: Cardboard 70%, Newspaper 60%,
Aluminum cans 49%, Soft-drink bottles 36%, Glass 22%.
80%
70%
60%
50%
Cardboard
40%
Newspaper
30%
Aluminum
Cans
Soft drink
Bottles
20%
10%
0%
Cardboard
Newspaper
Aluminum
Cans
Soft drink
Bottles
Glass