Plants and Critters in Washington
1 Communicating Learning Target and Direct Instruction- Exploring
"Today we are going to explore outside and discover some animals and plants that we find. We will then research it a little bit utilizing technology in different ways."
"Today we are going to go outside and explore nature. We are going to go outside and collect our findings into this data sheet that I've created in Google Docs. You will see that your group, put the date and add in anything that you have found while outside."
"In addition to using Google Docs we will be using an app called Project Noah on our iPads. Through this app you will be able to document your species and look up species you do not know. I want us to be taking photos on our exploration. Those will be handy later."
(Task Card for Google Doc https://docs.google.com/document/d/1mw6fGGzAvPk8FNVHDejKSuSkOJwHTp8acRy4... )
(Task card for Project Noah https://docs.google.com/document/d/1sfFr_Ra9BjicGDAMQ_vuvr1dyW26K0TQZf_F...)
"Lets go outside!"
Gather students and have them spread out in an area where plants and animals are abundant.
2 Guided Practice- Taking Pictures
In the classroom after students have gathered photos:
"Lets have groups present their findings. Show some pictures that you took of species that your know and some that you don't. Take five minutes to pick 6 photos that you'd like to share with the class."
When students are showing their pictures, ask the group what they think it is and more importantly why they think it is that species. If they do not know, give guiding questions to give them idea of what it may be.
Use the projector or get the appropriate cord to hook up the iPad to the projector to show the students' work.
3 Independent Practice- Research
Help students identify at least one species that they found and took a photo of.
"Using the photo you have selected, I want you to research your species and create a "ChatterPix Kids. In your ChatterPix, you need to state 3 things that you learned about your species."
(ChatterPix Kids Task Card https://docs.google.com/document/d/1drt8RtQPsspSAMb6fgdRg3jFJ5b2ar0kIYim...)
Key Standards Supported
Earth and Human Activity
|3-ESS3-1||Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.|
|4-ESS3-1||Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.|
|4-ESS3-2||Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.|
|5-ESS3-1||Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.|
|HS-ESS3-1||Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.|
|HS-ESS3-2||Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.|
|HS-ESS3-3||Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.|
|HS-ESS3-4||Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.|
|HS-ESS3-5||Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.|
|HS-ESS3-6||Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.|
|K-ESS3-1||Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.|
|K-ESS3-2||Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.|
|K-ESS3-3||Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.|
|MS-ESS3-1||Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.|
|MS-ESS3-2||Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.|
|MS-ESS3-3||Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.|
|MS-ESS3-4||Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.|
|MS-ESS3-5||Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.|
Ecosystems: Interactions, Energy, and Dynamics
|2-LS2-1||Plan and conduct an investigation to determine if plants need sunlight and water to grow.|
|2-LS2-2||Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.|
|3-LS2-1||Construct an argument that some animals form groups that help members survive.|
|5-LS2-1||Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.|