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Plants & Animals. By: Charelene Gonzalez-Perez Shanequa Jennings Quviala Akhtar Maria Del Valle. Table of Contents. Rational.
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Plants & Animals By: Charelene Gonzalez-Perez Shanequa Jennings QuvialaAkhtar Maria Del Valle
Rational Our MST unit covers the topic Plants and Animals for 2nd grade that follows the New York City Science Scope and Sequence. We chose to align our unit because New York City Science Scope and Sequence covers age appropriate, targeted skills and objectives. The lessons includes tasks that are effectively based on Bloom Taxonomy and Gardener’s multiple intelligence. Differentiated instruction will be applied to each of our lessons by including 2.0 tool, graphic organizers, scavenger hunts, hand-on activities and field trips.
MST Unit Overview: Plants and Animals Lesson 1: Life Cycle of Plants and Animals Additives: video, you tube, graphic organizer Lesson 2: Plants and Animals Ecosystem Additives: scavenger hunt, interactive site, pictures, graphic organizer, web 2.0 Lesson 3: Inheritance and Variation Additives: Interactive site, line graph and chart Lesson 4: The Needs of Plants Additives: you tube, graphic organizer, hands-on activity Lesson 6: Roles of Plants and Animals Additives: graphic organizers Lesson 5: The Needs of Animals Additives: youtube, graphic organizer
Behavioral Objective • To identify that the life cycle of plants is different from the life cycle of animals. 2. To demonstrate their understanding by compare and contrast what plants and animals need to survive.
Educational Theory Bloom Taxonomy: Comprehension, Knowledge, and Application. Gardner Multiple Intelligence: Visual/Spatial, Interpersonal and Intrapersonal
Lesson Summary Motivational Activity Procedure After introducing the lesson, students will watch a video of the life cycle. Students will watch another video clip of a plant. Students will complete another set of the questions on a worksheet provided about the plants life cycle. After reading the books students will complete a venn diagram comparing and contrasting the life cycles of animals and plants. Students will be inform that they will observe the different changes of tadpole and plant. Student could turn and talk and discuss what they observed about the tadpole and plant. Students will be asked what they think tadpole and plant need to grow. Students will be given books to explore plants and animals life cycle.
Video https://www.youtube.com/watch?v=zPqnYYI2Uq8
Sample Student Work Animal Life Cycle Worksheet 1. Where do the female frogs lay their eggs? Female frogs lay their eggs in the water. 2. What is the first the thing to sprout on the tadpole? The first thing to sprout on the tadpole is their legs. 3. How do tadpoles survive and grow into a frog? Tadpoles survive by eating the yolk of the egg and plants. Plant Life Cycle Worksheet 1. How do the life cycle of a plant begin? The life cycle of a plant begins with a seed. 2. What needs to happen in order for germination to occur? In order for germination to occur, the seed needs light, warmth, water and mineral. Germination will not occur without all these things. 3. What to plants need to survive? Plants need sunlight, nutrients, water and air to survive.
Behavioral Objectives • To become aware of features that help plants and animals thrive in different habitats/biomes. • To compare the basic needs of common plants and animals in different biomes.
Educational Theory Bloom Taxonomy: Comprehension, Knowledge, and Analysis Gardner Multiple Intelligences: Visual/Spatial, Intrapersonal and Bodily/Kinesthetic
Lesson Summary Motivational Activity Procedure Watch the Brain Pop Video Called “Land Biome” then read the book “What is a Biome” out loud to the class. Ask the student to choose their favorite animal and draw a picture of that animal’s habitat on their dry erase board. On the smart board, go to the website http://kids.nceas.ucsb.edu/biomes/. Using this website as a resource, model how to research information on Savanah’s. As a class, fill out the graphic organizer on Savannah’s on the smartboard. • On chart paper, list the following plants and animals. • Ask the students to think about what types of habitats these animals live in. Students will have 30 seconds to think about it, and then “Turn and Talk” with their reassigned partner. • After 1 minute, students will raise their hands and list what types of habitats they think these animals live in.
Sample Student Work Rolling Grassland with trees and shrubs Large herds of grazing animals such as wildebeest, giraffe, and impala Ecosystem: Savanna Largest Savanna is located on the continent of Africa. Rainy and Dry Seasons
Behavioral Objectives • To describe the diversity of forms in the plant and animal kingdoms. 2. To observe and collect data with pictures, numbers, and words. 3. To incorporate the field trip observations in classroom discussion and assignment.
Educational Theory Blooms Taxonomy: Knowledge, Application, Comprehension, and Analysis Gardiner’s Multiple Intelligences: Visual/Spatial, Interpersonal and Logical/Mathematical
Lesson Summary Motivational Activity Procedure 1. They will be introduced to this lesson by being posed a questions using prior knowledge. “What similarities do you and your parents and/or siblings share?” Have students turn and talk to their partners to share their responses. 2. Afterwards, students will be introduced to a website that clearly introduces and explains the inherited characteristics of plants and animals. This website has videos and visual graphics that helps all learners understand the topic. This video will be shown on the smart board. http://mrfedsscienceclass.weebly.com/inherited-and-adapted-characteristics.html. 3. Students will be paired up with a partner to discuss the information presented in the video. They will take notes in their science journals. Students have previously studied the life cycle and the ecosystem of plants and animals. I will begin by reading a book called, Inheritance and Reproduction, by Jen Green. They will also go on a class trip to the Museum of Natural History to observe the diversity of forms in plants and animals.
Behavioral Objective 1. To identify and explain the needs and process of plant growth using the vocabulary associated with the structures, needs, and habitats of plants. 2. To participate and work collaboratively with their classmates during active engagement. 3. To organize and communicate observations through drawing and writing.
Educational Theory Blooms Taxonomy: Comprehension, Knowledge, and Analysis Gardiner’s Multiple Intelligences: Visual/Spatial, Intrapersonal, Linguistic and Bodily/Kinesthetic
Lesson Summary Motivational Activity Procedure The lesson will begin with a book about plant growth, How do Plants Grow? by Julie K. Lundgren. Explain to the students what is Photosynthesis- is a process by which light energy is converted into chemical energy. (Pearson) Show them a photo of the photosynthesis process. 3. Explain the process to the students while the photo is posted on the SmartBoard. Students will be introduced to a plant and a flower. This will be our class plant and flower. Students will be assigned to take care of the plant on a daily bases. They will be introduced to how plants/flowers grow and what they need to grow.
Video https://www.youtube.com/watch?v=zPqnYYI2Uq8
Behavioral Objective 1. To explain that most living things need air, food, water, and shelter. 2. To identify the ways in which an animal’s habitat supports its basic needs. 3. To observe the characteristics and behaviors of animals.
Educational Theory Bloom Taxonomy: Comprehension, Knowledge, and Analysis Gardner Multiple Intelligence: Visual/Spatial, Intrapersonal, Linguistic and Bodily/Kinesthetic
Lesson Summary Motivational Activity Procedure Students will be placed into groups of four and each group will be given a set of survival cards. Explain to students that these cards have pictures of things they can bring with them to the island. Have each group examine the cards and sort them into things they need and things they don’t need. Allow each group to share which items they put in their “need” pile and explain why they selected those items. Students will also draw a picture where their animals live and to write one or more sentences that describe where the animal lives, explain how their habitat supports their basic needs, and describe special features their animals have in order to help them live in these places in a graphic organizer. Students will be introduced this lesson by watching a video clip of animals basic needs to survive. After the video clip, student will turn & talk with a partner and discuss how animal needs are similar to other living organisms needs. Then I will tell students to imagine that they have to live all alone on a deserted island for one month. Then ask students to think about what they would need in order to stay alive.
Sample Student Work . Giraffes Habitat Giraffes live in dry open areas. Giraffes need tall trees to eat from. These areas are called savannas.
Behavioral Objective 1. To demonstrates comprehension of the roles of plants and animals 2. To apply the knowledge gained about animals and plants and are able to articulate their findings through presentation.
Educational Theory Bloom’s Taxonomy: Comprehension, knowledge, and Application Gardiner’s Multiple Intelligences: Visual/Spatial, Linguistic, Interpersonal and Intrapersonal
Lesson Summary Motivational Activity Procedure 5. Review the guided questions below with the class. Show the video once again and have them answer the questions in their journals with their partner.(approximately 7 minutes) 6. Allow students to share their answers.(approximately 2 minutes) 7. Students will work with their partner and fill out the Venn diagram worksheet.(approximately 5 minutes) 8. Students will share their work with the rest of the class.( approximately 5 minutes) 9. Each group receives a poster board and some markers and crayons. They are asked to be creative. They will draw and write what they have learned from this unit of plants and animals. Their work will be collected, graded and posted in the classroom board. Students are allowed to use classroom iPads to further their research(15 minutes) 10. Each group will present to the rest of the class what they have learned. (Approximately 10 minutes.) Today we will understand the roles of animals and planets. I will ask the children a question as the hook: What are some roles of plants and animals? 1. Allow students to answer the motivation question. (approximately 2 minutes) 2. Let them watch the National Geographic video on plants and animals (approximately 4 minutes) 3. Discuss the video as it pertains to the roles of plants and animals (2 minutes) 4. Have students work with a partner and write in their journals what they have learned thus far. (approximately 3 minutes)
