Eva Leung Helena Roberson Wilberta William EDU 7204T – Advanced Pedagogy and Curriculum II Prof....
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Animals and Plants in their Environment Eva Leung Helena Roberson Wilberta William EDU 7204T – Advanced Pedagogy and Curriculum II Prof. O’Connor-Petruso, Spring 2011 MST Inquiry Unit Presentation
Eva Leung Helena Roberson Wilberta William EDU 7204T – Advanced Pedagogy and Curriculum II Prof. O’Connor-Petruso, Spring 2011 MST Inquiry Unit Presentation
Eva Leung Helena Roberson Wilberta William EDU 7204T Advanced
Pedagogy and Curriculum II Prof. OConnor-Petruso, Spring 2011 MST
Inquiry Unit Presentation
Slide 3
Graphic Organizer Summary of lessons MST Lesson Plans: Lesson
#1: Plants Need Energy Lesson #2: Let the Competition Begin Lesson
#3: The Producer and Consumer Filamentality Self-Created Web
Site
Slide 4
Animals and Plants in their Environment Lesson #1 How does a
plant use energy? Lesson # 2 How do animals compete for resources?
Lesson # 3 What are the roles of producers and consumers in the
ecosystem? Lesson # 4 What is the role of decomposer in the
ecosystem? Lesson # 5 What is the difference between a food chain
and a food web? Lesson # 6 How have humans changed the environment
overtime?
Slide 5
Behavioral Objective (s): To define the term energy To explain
how plants manufacture food by utilizing air, water and energy from
the sun in a paragraph. To create a graphic organizer showing what
give plants energy and what they need to manufacture food. NYC
Science Scope & Sequence: Inquiry Skills: Communicating -
giving oral and written explanations or graphic representations of
observation Process Skills: LE 6.2a,b Explore how plants
manufacture food by utilizing air, water, and energy from the sun.
LE 4.2b Understand that food supplies energy and materials
necessary for growth and repair How does plant use energy?
Slide 6
The lesson begins with the students looking at a picture of two
plants (one wilted and the other fully blossomed) and trying to
figure out what the wilted plant need to look like the blossomed
one. This allows the teacher to know what prior knowledge students
have about why plants need energy. Then read the book called Living
the Sunlight aloud to the students. After the read aloud, the
students will define energy and discuss the three main energy
sources plants need. Use the following website
http://www.growingthenextgeneration.com/agrium-
games/Animation/index.htm to explain how plants use the sun, air,
and water to produce food to live and
grow.http://www.growingthenextgeneration.com/agrium-
games/Animation/index.htm To close the lesson, students will
complete a graphic organizer and write a paragraph explaining how
plants use each source of energy to make food and grow. A
quantifiable rubric (scale of 1-3) will be used to assess the
students performance based on the objectives. A full score of 3
will consist of the student completing the graphic organizer,
defining energy and explaining how plants use each energy source to
make food.
Behavioral Objective (s): To identify a Biome and some of the
competitive resources To complete a T-chart by grouping
prey/predator pictures To create bar graph showing the difference
in size between preys/predators NYC Science Scope & Sequence:
Inquiry Skills: Classifying., gathering and organizing data Process
Skills: LE 6.1e Identify populations within a community that are in
competition with one another for resources. xviii. Collect and
organize data, choosing the appropriate representation xx. Compare
and contrast organisms/objects/events in the living and physical
environment How do animals compete for food?
Slide 9
The lesson begins with the students watching a short 1:40
minute video clip on
http://www.youtube.com/watch?v=FsNklFGRPHY&feature=related
which shows different predators attacking their preys. Have
students write what they saw in their science journals.
http://www.youtube.com/watch?v=FsNklFGRPHY&feature=related
After the video, have two students participant in a short
competition for an apple to introduce how animals compete for
limited resources. Then read the book called Predator vs Prey: Owl
and Mouse by Mary Meinking aloud to the students. Key terms will be
defined (predator/prey). Students will explore the different biomes
using http://www.enchantedlearning.com/biomes/. The students will
be asked to categorize animals as predator and prey using a
T-Chart. They will also be encouraged to find a subgroup if another
column was added to the
T-Chart.http://www.enchantedlearning.com/biomes/ To close the
lesson, students will be given data with the average weight of the
predators and preys to create a bar graph. A quantifiable rubric
(scale of 1-3) will be used to assess the students performance
based on the objectives. A full score of 3 will consist of a
completed T-Chart and Bar graph and a detailed paragraph that
identified one biome and a predator and prey in that biome.
Slide 10
BugBug MouseMouse Herbivore therefore, do not hunt for prey
Subgroup If the prey becomes a predator, what will it eat? Subgroup
If the prey becomes a predator, what will it eat? Task:
Group/Classify the animals to their appropriate category.
Slide 11
Average Weight of Prey and Predator Predator Weight (kg)
PreyWeight (kg) Owl4.5Mouse2.4 Hawk3.9Snake9.2 Fox7.1Rabbit2.57
Lion250Zebra200 Task: Use the data chart below to create a bar
graph Generated bar graph
Slide 12
Behavioral Objective(s): To fill out a KWL chart about
producers and consumers. To define the terms producers and
consumers and its roles in an ecosystem. To participate and
complete the scavenger hunt worksheet. NYC Science Scope &
Sequence Inquiry Skills: Communicating - giving oral and written
explanations or graphic representations of observations. Comparing
and contrasting identifying similarities and differences between or
among objects, events, data, systems, etc. Generalizing drawing
general information, using multisensory representations. Inferring
drawing a conclusion based on prior experiences. Process Skills: LE
6.1a-d Classify population of organisms as producers, consumers, or
decomposers by the role they serve in the ecosystem (food chain and
food web). What are the roles of producers and consumers in the
ecosystem?
Slide 13
The lesson begins with the student filling out a KWL chart.
This allows the teacher to know what prior knowledge students have
about producers and consumers and what they would like to know
about it. Then read the book called The Lorax by Dr. Seuss aloud to
the students. After the read aloud, the students will participate
in a scavenger hunt in pairs using links provided in the
Filamentality website. To close the lesson, students will fill out
the what have I learned section in their KWL chart. For homework,
students will define the terms producers and consumers and its
roles in an ecosystem in their science notebook. A quantifiable
rubric (scale of 1-3) will be used to assess the students
performance based on the objectives. A full score of 3 will consist
of the student completing the KWL chart, providing a clear
definition of producer and consumer and can identifying their roles
in the environment as well as completing all the questions in the
scavenger hunt.
Slide 14
Scavenger hunt questions 1.What are producers? 2.How do
producers get their food? 3.Name two examples of producers. 4.What
are consumers? 5.What are the three groups of consumers? 6.Who are
considered the primary consumers? 7.Name two examples of primary
consumers. 8.Who are considered the secondary consumers? 9.What is
the role of the producer? 10.What is the role of the consumer?
Answers: 1.Producers are organisms that make their own food.
2.Producers make their own food from the sun through a process
called photosynthesis. 3.Two examples of producers are bamboo,
& algae. 4.Animals are called consumers. This is because they
cannot make their own food,; they need to consume plants and/or
animals. 5.The three groups of consumers are: Herbivores,
Carnivores and Omnivores 6.Herbivores are considered primary
consumers. 7.Two examples of primary consumers are squirrel and
elk. 8.The secondary consumers are carnivores. 9.Producers/plants
take energy from sunlight and use it to make their own food.
10.Consumers generally carry on a process of cellular respiration
which releases the energy for use for their own life
functions.
In order for students to be active participants in their own
learning, incorporating a Filamentality webpage is needed. It
organizes and contains important hyperlinks about plants and
animals in their ecosystem. This will assist students in enhancing
their knowledge on the topic of their interest. Filamentality
website Link:
http://www.kn.att.com/wired/fil/pages/listanimalsel1.html
