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Living Things

Living Things

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Living Things

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  1. Living Things Kathryn Somma ED 7204 Advanced Study of Pedagogy and Curriculum II

  2. Lesson no. 2 "My Energy?" Blooms Taxonomy Remembering - Understanding - Analyzing Lesson no. 1 "It's Alive or is it?" Blooms Taxonomy Remembering - Evaluating - Creating Lesson no. 3 "Plants, water is not enough?" Blooms Taxonomy Remembering - Applying - Analyzing Assessment: Behavioral Objectives: Students will be able to explain how our body takes in energy. Students will clearly identify parts of the digestive system. Multiple Intelligences: Intrapersonal - Bodily/Kinesthetic Additives: KWL Chart A quantifiable rubric (scale 1-3) will be used to assess a student's performance based on the objectives. A full score of 3 will consist of the student being able to lable all parts of a digestive system and then tell what each part does with an apple we have eaten. Assessment: Behavioral Objectives: The students will be able to identify items that are living and non-living. The students will be able to supporttheir decision by evaluating the criteria for living things. Multiple Intelligences: Logical/ Mathamatical - Linguistic Additives: Pie Graph A quantifiable rubric (scale 1-3) will be used to assess a student's performance based on the objectives. A full score of 3 will consist of the student being able to collect at least 8 items and distingush if the items are living or non living using the 7 criteria. Assessment: Behavioral Objectives: Students will be able to state parts of a plant in a style they are used to, a rap. Students will understand what each part of the plant is for. Multiple Intelligences: Musical - Linguistic Additives: Smart board A quantifiable rubric (scale 1-3) will be used to assess a student's performance based on the objectives. A full score of 3 will consist of the student will use language and music to recall the parts of a plant and their function. MST Inquiry Unit Living Things Kathryn Somma Holistic Draft Lesson no. 4 "Animal Characteristics, That is one long tail?" Blooms Taxonomy Analyzing - Evaluating - Creating Lesson no. 6 "Protecting my eco-system?" Blooms Taxonomy Understanding - Creating Lesson no. 5 "Eco-Systems, keeping it real?" Blooms Taxonomy Understanding - Evaluating - Remembering Assessment: Behavioral Objectives: The students will be able to identify characteristics of animals. The students will understand why the animals characteristics are needed. Multiple Intelligences: Linquistic - Mathematical/ Logical Additives: Scavenger Hunt - Bar Graph - Filamentality website A quantifiable rubric (scale 1-3) will be used to assess a student's performance based on the objectives. A full score of 3 will consist of the students making a bar graph and categorizing animals. They will need to present graph telling why the cateroies were chosen. Assessment: Behavioral Objectives: Students will interpret a message of protecting our earth. The student will try to influence the reader with art and language. Multiple Intelligences: Intrapersonal - Visual/ Spatial Additives: Computer Lab A quantifiable rubric (scale 1-3) will be used to assess a student's performance based on the objectives. A full score of 3 will consist of the student will create a poster with a clear message of a problem we need to fix to save our earth as we know it. Assessment: Behavioral Objectives: Students will be able to recognize a problem in an eco system. Students will be able to propose a solution to an eco-system problem. Multiple Intelligences: Linguistic - Visual/Spatial Additives: Smartboard A quantifiable rubric (scale 1-3) will be used to assess a student's performance based on the objectives. A full score of 3 will consist of the student will be able to recognize an eco system, see a problem and offer a solution to fix the problem.

  3. Table of Contents from Unit

  4. Lesson One It’s Alive, or is it? Standards ISTE NET’s Standards for Literate Students 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. Students: b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. NCTM Math Skills: Content StandardsData Analysis and Probability Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Collect data using observations, surveys, and experiments; NAEP Science Content Standard Scientific Inquiry S4.4 Use empirical evidence to validate or criticize conclusions about explanations and predictions(e.g., check to see that the premises of the argument are explicit, notice when the conclusionsdo not follow logically from the evidence given). TechnologT4.3 Apply science principles or data to anticipate effects of technological design. Behavioral Objectives The students will be able to identify items that are living and non living. The students will able to support their decision by evaluating the criteria for living things.

  5. Lesson One It’s Alive, or is it? Procedures: We will start the lesson with a read aloud with the book What’s Alive. We will talk about what makes things alive. Living things have 7 characteristics to classify them as living. Living things move, feed, breathe, excrete waste, grow, reproduce and react to change around them. Sometimes non-living things have a few of the characteristics of living things, but that does not make them living. All living things must have all 7 characteristics. Experiment with some items and go through the seven criteria, have the children answer. While we go through the eight items, prepare a pie graph with the children. As we name living or non living color in a pie graph with coordinating colors, one for living and one for non living. When finished show the children how to figure out the fraction and percentage. Tell the children they are going to go around the classroom and write down 8 living or non living things. Using post it note pads, thestudents will be asked to go around the classroom and distinguish and choose 8 items that are living and non-living, and make a list on their pads. When the lists are complete, they will return to their desks and need to make a pie graph using the items they collected. The children will be given a worksheet with a pie graph on it. They will need to make a pie chart expressing the percent of non-living and living items they collected. They children have been exposed to using a pie graph, now they will make their own.

  6. Lesson One It’s Alive, or is it? Class work Sample Non-living color Living color Using the pie chart- Each pie section represents an item chosen, living or non-living Color the pie sections, with either the color for a living item or a non living item. The number of each items does not matter, but you should have no more than 8 items in total. Give the Fractions of living and non living items. Living items Fraction 2/8 Percent 25 % Non Living items Fraction 6/8 Percent 75%

  7. Lesson One It’s Alive, or id it? Assessment Sample Item Circle the criteria that fits your item Living or non

  8. LessonOne It’s Alive, or is it? Assessment: The student will take the items they collected and make a list of them. Based on the criteria the students will evaluate if items are living or non living. Rubric

  9. Lesson Four Animal Characteristics, “That is one Long Tail” • NAEP Science Content Standard • Scientific Inquiry: S4.4 Use empirical evidence to validate or criticize conclusionBehavioral Objectives • The students will be able to identify characteristics of animals • The students will understand why the animal’s characteristics are needed. • s about explanations and predictions (e.g., check to see that the premises of the argument are explicit, notice when the conclusions do not follow logically from the evidence given). • Technology: T4.3 Apply science principles or data to anticipate effects of technological design. • ISTE NET’s Standards for Literate Students • Technology Operations and Concepts • Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: • a. understand and use technology systems. • b. select and use applications effectively and productively. Behavioral Objectives The students will be able to identify characteristics of animals The students will understand why the animal’s characteristics are needed.

  10. Lesson Four Animal Characteristics, “That is One Long Tail” • Procedures: • Students will watch a presentation of www.photography.nationalgeographic.com/photography/photo-of-the-day/animals which is a look at animals of all kinds. We will go through this slowly making sure to look at different characteristics of the animals. Looking at long tails, placement of eyes, fur, short legs, long legs etc. As each new animal appears ask the students to point out the characteristics and why do they think they have them. At this point the students will move to the computer lab so each child can have a computer to themselves. The students will receive a printout of question that they will need to find the answers through a scavenger hunt. The students will be able to use the filamentality site with the list of important sites http://www.kn.att.com/wired/fil/pages/listlivingtsh.html

  11. Lesson Four Animal Characteristics, “That is one long tail” Scavenger Hunt Today you are going on a cyber scavenger Hunt. You will need to answer these ten questions. You can use the web sites below, or find some of your own. When you get to the site, click in the link Animal Characteristics Scavenger Hunt Questions 1. Name an animal with fur. A rabbit has fur. 2. Why does a monkey have a long tail? A monkey has a long tail that helps him climb. 3. Name an animal with “prey” eyes. A rabbit has prey eyes. 4. Name an animal with “predator” eyes. An owl has predator eyes. 5. Why do some animals have fur? Some animals have fur to keep them warm. 6. Name three animals with feathers. A peacock, a duck and a bird has feathers. 7. Why does a turtle have a hard shell? A peacock, a duck and a bird has feathers. 8. Why do some animals have webbed feet? Some animals have webbed feet to help them swim fast. 9. What does nocturnal mean? Nocturnal means the animal sleeps in the day and is awake at night. 10. What can a bird do with a strong beak? A bird can use a strong beak to eat.

  12. Lesson Four It's Alive!An Internet Hotlist on Living Things created by Kathryn Somma Introduction | Living & Non Living | Human Digestion | Plant Parts | Animal Characteristics | Eco Systems | Protecting Our Eco System The Internet Resources Living & Non Living • Living & Non Living Things Interactive Game - Interactive worksheet macthing living or non living things. • Living & Non Living Things You Tube - You Tube Video on living and non living things in our world. • School Media - Living and Non Living Inteactive Quiz. • Science Kids - Science Games for kids on Living and non living. Human Digestion • Kids Health, Your Digestive System - Informative site with great animation on the digestive system. • Make Me Genius Human Digestion - You Tube video on human digestion. • NEO K12 Digestion - Educational, games lessons and videos for K - 12 students. • The Children's University of Manchester - Great animation of the digestive system with easy to understand explanations. Plant Parts • Plant Interactive Fun For Kids - Interactive game to learn to grow a plant. • The Great Plant Escape - Site for students to experience a mystery adventure about plants. • The Needs of a Plant Song - Army style chant, about what plants need to grow. Animal Characteristics • Animal Characteristics, Fin, Feathers and Fur - a fun power point look of games and information • Animals for Kids - Explore the amazing world of animals for kids with our range of free games, cool science fair projects, interesting quizzes, fun facts, amazing videos and more! • Colorado State University - Animals Types and Characteristics - Real photos of animals in their own habitat, useful information. • National Geographic Photos - Photos of different animals. Closeup pictures with information. • Sheppard Software Kids Corner - Learning games on classification of animals Eco Systems • Kids Geo - Geology for Kids - Games, information and power point presentations on eco systems. • National Geographic Kids - Site with movies and a quiz • Planet Earth - What is an eco system - Information of all types of eco systems. Protecting Our Eco System • Earth's Kids - Educational support for parents, teachers and kids. • Kids.Gov Our Planet - Informative site and all area of protecting our earth. • Red Cardinal - 26 ways children can protect the environment. • U.S. Environmental Protection Agency - Informative site with many adventures, games and cool stuff.

  13. Lesson Four Animal Characteristics, “That is one long tail” Assessment: Students in table groups will be given 20 animal cards. They will be asked to decide together how they want to group their animals. They can group them into animals with a certain number of legs, fur, webbed feet, feathers, long tails etc. When they have decided their groups they need to make piles and then prepare a bar graph using the cards. The large charts will be laid on the desk and they can tape the cards to the graph. The students will need to label the graph and the categories and number the lines. When complete the children will have made a complete graph. They have prior knowledge of making a bar graph. Group will be asked to present graph and why they chose to group animals in this way. Rubric

  14. Lesson Four Animal Characteristics Assessment

  15. Lesson Five Human Ecosystems, “Keeping it Real” NYC Scope & Sequence Describe the way that humans Depend on their natural and constructed environment Have changed their environment over time NAEP Science Content Standard Structures and Functions of Living Systems Interdependence: From the interdependence of organisms 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 are detrimental to the organism and other organisms. ISTE NET’s Standards for Literate Students 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. Students: b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. Behavioral Objectives Children will be able to propose a solution to an ecosystem problem Children will be able to recognize problems in an eco-system

  16. Lesson Five Human Ecosystems, “Keeping it Real” Procedures: Children will watch a slide show from Slide Share on the smart board. Pausing to discuss each ecosystem, taking and asking questions. Students will be sent back to their tables. On each table(4) I will place a box with items from a different ecosystem and a large envelope and 4 index cards. The children will be asked to put their table number on top of the card and what eco system they think this box represents and why. Once everyone is finished they will be asked to stand and move to the next table and name that eco system. When completed we will together name each eco system and discuss why we made that choice. Try to give the children at least 5 minutes on each table. Each group will take their cards with them. Remind the children to keep their voices down so the other groups won’t hear their discussion about the ecosystem.

  17. Lesson Five Human Ecosystems, “Keeping it Real” Class work Sample Boxes for each group will contain the following. Rain Forest Bright colored frog Very large green leaf Plastic insects Artificial orchid Picture of a monkey Desert Cactus plant Jar of sand Rattle snake (plastic) Climate graph Picture of a camel Wetlands Jar of water Rubber duck Beaver (stuffed) Mosquitoes (picture) Frog eggs in mud jar Temperate Forest Pine cone Soil Maple Syrup Red Leaf Bear (stuffed) Table NameRed Table Eco system AnswerDesert Why:The sand and the temperature chart helped us recognize this eco system

  18. Lesson Five Human Ecosystems, “Keeping it Real” Assessment: For an assessment the children will be asked to read a scenario about an eco system. The children will need to state the problem and what harm it could do to the eco system. Then they are to offer a possible solution to the problem. Rubric

  19. Lesson Five Human Ecosystems, “Keeping it Real” Assessment Sample Scenario Read the passage, then decide what eco system it is, what the problem is, and give a possible way you would try to help this eco system survive. This is a lovely time of year. All the leaves are changing color and the weather is nice and cool. It was so, nice a family decided to go for a picnic. So they packed up their very large lunch bag and headed out. It was a great lunch, each lunch was packed in aluminum foil and then a plastic bag, and they all had two cans of soda. For dessert they had donuts, the trouble was they dropped the box and a couple of animals came up and started grabbing them from the ground. When they were done, they couldn’t find any trash cans, so they left the bag on the picnic site, they thought someone will come clean it up. On the way home they noticed all the wooden furniture shops in the area, they said I guess they have a lot of wood to use. This is an actual response from a public school student This eco system is a temperate forest. These people were very selfish. They used the forest for its beauty and then just left their garbage there for someone else. No one will clean up. The animals are going to rip apart the bags and then the garbage will be all over the forest. The cans from the soda will pollute the grounds and the human food is not healthy for the animals. Another problem was all the wood being used to make furniture. If we take away the trees we will not have a forest for us and for the animals. If the animals are not there the eco-system starts to fall apart. If we are going to keep the forest safe we will need strict rules. If you are going to bring garbage in, you must remove it. I think we should make big fines for people who litter in the forest. To protect the trees we need to make sure that if people are cutting trees for profit, they must plant new trees. Most of all we should have a limit to the number of trees that can be cut down in one year. This will help a little and keep this eco-system safe for a while.

  20. References: http://www.slideshare.net/allsaintsscience/ch-3-lesson-1-hat-are-parts-of-ecosystems http://www.kn.att.com/wired/fil/pages/listlivingtsh.html www.photography.nationalgeographic.com/photography/photo-of-the-day/animals