Plants and Animals; A Living and Breathing World

1. Plants and Animals; A Living and Breathing World Joy Thompson, Catherine Arias, Tahseen Muhammad, Diana Mendez, Elizabeth Ervey and Jeanine Labiner

2. Table of Contents TitleSlide Standards………………………...…………………………………………………………........ 3-4 Rationale ……………………………………………………………………………………...…. 5 Overview…………………………………………………………………………………………. 6 Lesson 1:........................................................................................................................... 7-11 Lesson 2: …………………....…………………………………………………………...…….... 12-15 Lesson 3:…………………………………………………………………………………………. 16-19 Lesson 4:…………………………………………………………………………………………. 20-23 Lesson 5:……………………………………………………………………….………………… 24-27 Lesson 6:…………………………………………………………………………………………. 28-31 Manipulatives………………………………………………………………………………….. 32 Graphic Organizer/Scavenger Hunt….……………………..…………………………… 33-34 Mathematical Representation and Spreadsheet…………………………………….. 35 Sample student activities…………………………………………………………….......... 36-37 Filamentality Page……………………………………………………………………………… 38 References……………………………………………………………………………………… 39

3. NCTM Standards NCTM Math Skills Process Standards: Problem solving: Apply and adapt a variety of appropriate strategies to solve problems. Communication: Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Connections: understand how mathematical ideas interconnect and build on one another to produce a coherent whole Representation: create and use representations to organize, record, and communicate mathematical ideas Content Standards: Numbers and Operations: Describe classes of numbers according to characteristics such as the nature of their factors. Algebra: investigate how a change in one variable relates to a change in a second variable, Geometry: build and draw geometric objects, Data Analysis & Probability: Propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions Problem Solving: Monitor and reflect on the process of mathematical problem solving. Reasoning and Proof: Develop and evaluate mathematical arguments and proofs. Select and use various types of reasoning and methods of proof. Communication: Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Analyze and evaluate the mathematical thinking and strategies of others. Connections: Recognize and apply mathematics in contexts outside of mathematics Content Standards Algebra Understand patterns, relations, and functionsrepresent and analyze patterns and functions, using words, tables, and graphs. Model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions. Geometry Use visualization, spatial reasoning, and geometric modeling to solve problems Create and describe mental images of objects, patterns, and paths Process Standards: To apply appropriate techniques, tools, and formulas to determine measurements. Content Standards: Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.

4. ISTE Standards Research and Information Fluency, Process data and report results Critical Thinking, Problem Solving, and Decision Making, Collect and analyze data to identify solutions and/or make informed decisions Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. A) Apply existing knowledge to generate new ideas, products, or processes B) Create original works as a means of personal or group expression Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 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 A) Identify and define authentic problems and significant questions for investigation B) Plan and manage activities to develop a solution or complete a project Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. A) Understand and use technology systems B) Select and use applications effectively and productively

5. Rationale With our unit, we want our students to understand the living world around them. By opening with the idea of an organism, followed by why living things need food and photosynthesis, our students will understand that plants and animals represent the many life cycles we see around us everywhere. By bridging the gap between adaptation and survival of the fittest, we will gain knowledge into how those who adapted to their environment really served to prolong the life cycles of these organisms.Lastly, by concentrating on a deeper level the aspects of survival, students can pin point exactly how species gain their power and stamina by developing their senses and therefore, thriving in the world around them.

6. MST-NYC Inquiry Unit Overview

7. Lesson 1: • Organisms: In A CLASS All By Themselves • Motivational Activity Scholars will be asked to think-pair-share with their partner for one minute. Solicit answers from about 2-3 scholars. The teacher would then say “Organisms as we know are all living things in our world. All organisms need food to give them energy. All organisms, except for one type, receive their food by eating other organisms. This is called the food chain.” Teacher asks, “Have you ever heard of the food chain? If so,what do you know about it?” As a few scholars offer answers they will be recorded under the K on the K-W-L chart. Teacher then asks, “What are some things you would like to learn about a food chain?” The teacher records these answers in the W column of the chart. Scholars will be asked to direct their attention to the SMART board where the following will appear:

9. Behavioral Objectives: • To define, classify and organize organisms by their roles in the food chain. • To predict how an event at one level of the food chain will impact the entire chain. • To construct a food chain and explain the relationship between producers, consumers and decomposers. i

10. Lesson: • Bloom’s Taxonomy: Knowledge, Comprehension, and Application • Gardner’s Multiple Intelligence(s): Visual/Spatial, Logical, Linguistic, and Musical. • Children’s Literature: Secrets of the Garden: Food Chains and the Food Web in Our Backyard by Kathleen Weidner Zoehfeld and Priscilla Lamont

11. Assessment:

12. All living things need food!! Lesson 2 Motivational Activity Experiment Motivator: Teacher will show Students a video what do animals eat? http://www.teachersdomain.org/asset/tdc02_vid_eat/. Now that we have seen the video What did you notice about the video?

13. Behavioral Objectives: 1) Students will compare and contrast living species. 2) Students will create a concept map to represent the flow of energy in a food chain. 3) Students will be able use and illustration to explain how food chains transfer energy from living organisms via food. Lesson Summary Lesson Summary

14. Bloom’s Taxonomy: Synthesis, Comprehension, Evaluation • Gardner’s Multiple Intelligences: Visual/Spatial, Interpersonal, Verbal/Linguistic Logical/Mathematical • Children’s Literature: “ Be a Friend to Trees” by Patricia Lauder

15. Assessment:

16. Photosynthesis Fun- LESSON #3 Motivational Activity Experiment I will have awilted plant and a live plant, and have students discuss why they think the two are different. What happened to the wilted plant?  We will then proceed to read the kindle version of the book, The Magic School Bus “Gets Planted” A Book about Photosynthesis in order to view it on the Smart Board. We will then go to the site http://www.neok12.com/diagram/Photosynthesis-01.htm to label a diagram of a leaf and photosynthesis.

17. Behavioral Objectives: • Students will be able to examine the importance of sun light, water, and air to plants in the process of photosynthesis through experiments. • Students will be able to explain the outcomes of their experiments by collecting and analyzing data. • Students will be able to assess the results of their experiments by presenting them to the class as a group. Lesson Summary Lesson Summary

18. Lesson: • Bloom’s Taxonomy: Analysis, Comprehension, Evaluation • Gardner’s Multiple Intelligence(s): Visual-Spatial, Bodily kinesthetic, Interpersonal • Children’s Literature: The Magic School Bus “Gets Planted” A Book about Photosynthesis

19. Assessment: Rubric for Photosynthesis Fun

20. Effect of Environmental Change on Competition Between Species - Lesson #4 Experiment Motivational Activity Motivation/Constructivist Activity: Text to accompany PowerPoint Imagine a rainforest full of different species (or kinds) of plants. These plants are all competing for the resource of light, which is necessary for growth, survival and reproduction. We will focus on competition between species, which is called interspecific competition. [Note: Competition also occurs within species, which is called intraspecific competition.] Species compete for resources (food, living space, mating space) in their environments. In our rainforest example, taller trees absorb light before it reaches shorter trees. (Show video in PowerPoint of clover plants sprouting. Competition occurs above ground for light and below ground for nutrients and water.) Another example is in the case of cheetahs and lions. These two species both eat the same prey items. So, if lions are better at capturing food, then there will be fewer prey available for cheetahs. Thus, lions have the competitive advantage and cheetahs are negatively affected by the presence of lions. (Show video in PowerPoint of damselfish (dark colored) defend territories in corals. They are defending a food resource. Other fish (light colored) also feed on the algae on the corals. These fish overpower the territory defense of damselfish by schooling – their high numbers overpower the defense of individual damselfish.)

21. Behavioral Objectives: • Understand that organisms require resources from their environment. • Understand that organisms compete for resources in their environment. • Make tables and graphs of data collected. • Interpret data from graphs and make comparisons between graphs from different scenarios and species. • Develop new questions, make predictions, design methods, test question, collect and interpret data. Lesson Summary Lesson Summary

22. Bloom’s Taxonomy: Application, Synthesis, Evaluation • Gardner’s Multiple Intelligence(s): Visual/Spatial, Naturalistic, Existential • Children’s Literature: Plants That Eat Animals by Allan Fowler

23. Assessment / Play the game: • Have students come up with their own scenario to model an environmental change. • Students make predictions and modify the model to test their prediction. • In their species teams or in smaller groups, have students brainstorm new scenarios to try. • Students may come up with many different ideas, but here are some possibilities we have considered: vary the colors or numbers of the prey items, add new colored items (who can see it better?), change the color filter (perhaps a new “purple” mutation enters the predator population, how does it compete with the “red” and “blue”?), change the size of the objects, change the total number of objects available, or change the spatial distribution of prey items (perhaps some prey colors clump together or are far from each other, perhaps some prey items hide in difficult to reach spots). Assessment:

24. Adaptations & Animals, LESSON #5 Experiment Motivational Activity What does it mean for animals to adapt to their environments and how has this shaped the world around us? Asking question: What is adaptation? What is it to change your behaviors or physicality to the environment that surrounds you? Let’s watch the following video, notice the different features that each bird has and ask “why is this bird this way?” pictures/visuals, birds of paradise video clip: http://www.smithsonianmag.com/video/All-39-Birds-of-Paradise-Species-Captured-on-Film-for-the-First-Time.html

25. Behavioral Objectives: • • Describe how the structures of animals complement the environment of the animal. • • Observe that differences within a species may give individuals an advantage in surviving and reproducing. • Relate physical characteristics of organisms to habitat • characteristics (e.g., long hair and fur color change for mammals living in cold climates). Lesson Summary Lesson Summary

26. Bloom’s Taxonomy: Analysis, Knowledge, • Gardner’s Multiple Intelligence(s): Interpersonal, Intrapersonal, Linguistic • Children’s Literature: Mammals Who Morph: The Universe Tells Our Evolution Storyby Jennifer Morgan (Author), Dana Lynne Andersen (Illustrator) What Mr. Darwin SawHardcover by Mick Manning (Illustrator) , Brita Granstrom (Illustrator)

27. Assessment:

28. All about senses, Lesson #6 • Bloom’s Taxonomy: Knowledge, Synthesis, Analysis • Gardner’s Multiple Intelligence(s): Bodily – Kinesthetic, Logical – Mathematical, Interpersonal • Children’s Literature: Animal Senses: How Animals See, Hear, Taste, Smell and Feel, By Pamela Hickman

29. Motivation • Students will be asked to put on blindfolds. Once each students is blindfolded, the teacher will inform them that they will uses their other senses, to make predictions or draw conclusions about what the teacher is doing. The teacher will then place a bag of microwavable popcorn in the microwave and let it cook. The teacher will ask the students to write down what they think the teacher is doing. After the teacher will have the students remove their blindfolds and share what they wrote down. • While blind folded teacher will recite: • Listen to the sound, does it sound familiar; can you guess what it is? (This will be the first question asked prior to the aroma filling the room?) Quickly write down your prediction. • Breath in – does it smell familiar? Quickly write down your prediction • Once blindfolds are removed: • Check your responses; was it the same both times? If not did the smell of the popcorn aid in putting the sound in perspective? Write a paragraph explaining your experience.

30. Behavioral Objectives: • Students will be able to create a flow chart demonstrating the chain of events for survival using all five senses. • Students will be able to conduct research on all appointed animals, they will be able to target the senses used for survival, and answer all questions. • Students will be able to construct a pie graph by inputting information found during their research (sample activity shown)

31. Assessment:

32. Manipulatives in lessons: Excerpt from Lesson 5: Students will then be handed a card with an animal on it – keeping the card to themselves they will research this animal and identify and then analyze what the specific adaptation was and write one paragraph on the adaptation itself After each student will have a chance to “present “their species on the card to the class or if preferred small group – after raising our hands, the class will ask “yes” or “no” questions in order to guess the species and its adaptation. Each student will have a chance to share their species Example: (if the animal is a giraffe) Students in class: Does your species live in the ocean? Presenter: No… Students in class: does the species live in Africa? Presenter: Yes! Excerpt from Lesson 6: Motivational /Constructivist Activity: Students will be asked to put on blindfolds. Once each students is blindfolded, the teacher will inform them that they will uses their other senses, to make predictions or draw conclusions about what the teacher is doing. The teacher will then place a bag of microwavable popcorn in the microwave and let it cook. The teacher will ask the students to write down what they think the teacher is doing. After the teacher will have the students remove their blindfolds and share what they wrote down. While blind folded teacher will recite: Listen to the sound, does it sound familiar; can you guess what it is? (This will be the first question asked prior to the aroma filling the room?) Quickly write down your prediction. Breath in – does it smell familiar? Quickly write down your prediction Once blindfolds are removed: Check your responses; was it the same both times? If not did the smell of the popcorn aid in putting the sound in perspective? Write a paragraph explaining your experience.

33. Excerpt from Lesson #2 – Why is food important? Name:_______________________________________ Date:____________________ Fill in the Venn diagram. Compare and contrast “plants and animals” Graphic Organizer example:

34. Find the key to open the links of the food chain.!!! Indulge yourself in a journey to find keys that will allow you to understand and possibly open the links within a food chain. http://idahoptv.org/asxgen.cfm?showfile=d4k/season11/d4k1107su_hi.wmv http://idahoptv.org/dialogue4kids/season11/food_chain/resources.cfm http://www.brainpop.com/science/ecologyandbehavior/foodchains/ http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/decomposers.htm • Eating food is important because__________________________________________ • Is someone at the top of the food chain a consumer or a producer?________________ • Why is energy necessary?_________________________________________________ • How is energy passed down in a food chain?_________________________________ • What is photosynthesis? _________________________________________________ • How is an aquatic chain similar or different than a terrestrial food chain___________ • Could these two types of food chain be connected?____________________________ • After watching the video define what is food chain ____________________________ • Are plants always at the bottom of the food chain? ____________________________ • Could a producer also be a consumer? ______________________________________ Scavenger Hunt

35. Mathematical Representation & congruent Spreadsheet Worksheet: Group ____Worksheet/ Guiding Question:_________________________________________ Insert digital picture of Day 1-2 plant set up:

36. Sample Student Activities Student Performance Based Product (Target rating) for Behavioral Objective #3: • Students will be able to construct a pie graph by inputting information found during their research (sample activity shown)

37. Sample Student Activities

38. Filamentality Webpagelink: http://www.kn.att.com/wired/fil/pages/listplantsate.htmlRationale:Students will learn how to research websites by using the provided linksfrom their teacher. They will share their thoughts to each link through rigorous assessment. The website links provide access to rich, varied resources.

39. References: K. Weidner Zoehfeld and P. Lamont. (2012). Secrets of the Garden: Food Chains and the Food Web in Our Garden. Random House Children’s Book. Earth Day Canada. (2013). Chain Reaction. Retrieved on August 5, 2013 from http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm Scholastic Inc. (2013). The Food Chain. Retrieved on August 5, 2013 from http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm Sheppard Software. (2013). The Food Chain Game. Retrieved on August 5, 2013 from http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm YouTube. (2013). Food Chain Song. Retrieved on August 5, 2013 http://www.youtube.com/watch?v=iWfEn8J5xKM Gibbons, Gail. From Seed to Plant. New York: Holiday House, 1991. Print. National Council of Teachers of Mathematics. (2013). Retrieved from http://www.nctm.org/standards/content.aspx?id=26820 NYC Department of Education K-8 Science Scope & Sequence. Retrieved from http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf The Food Chain Game. http://www.sheppardsoftware.com/content/animals/kidsco rner/games/foodchaingame.htm What do animals eat? http://www.teachersdomain.org/asset/tdc02_vid_eat/ Hickman, P. (1998). Animal senses: How animals see, hear, taste, smell and feel. Kids Can Press. National Museums Scotland (n.d.). Animal Senses. Retrieved August 8, 2013, from http://www.nms.ac.uk/our_museums/national_museum/explore_the_galleries/natural_world/animal_senses.aspx Unknown (n.d.). Neuroscience for Kids - Animal Senses. Retrieved August 8, 2013, from http://faculty.washington.edu/chudler/amaze.html http://www.smithsonianmag.com/video/All-39-Birds-of-Paradise-Species-Captured-on-Film-for-the-First-Time.html Mammals Who Morph: The Universe Tells Our Evolution Story by Jennifer Morgan (Author), Dana Lynne Andersen (Illustrator), Dawn Publications, 2006 What Mr. Darwin Saw Hardcover by Mick Manning (Illustrator) , Brita Granstrom (Illustrator), Frances Lincoln Children's Books, March 1, 2009