| LU Title: SOS SAVE OUR SPECIES | Author(s): MARY COSENTINO |
| Grade Level: 5-7 | School : ST. PETER'S SCHOOL |
| Topic/Subject Area: SCIENCE | Address: 400 FLOYD AVENUE ROME, NY 13440 |
| Email: | Phone/Fax: 336-2360 |
OVERVIEW
The theme of this unit is endangered species, with a focus on endangered species of the rainforest. The unit is best suited for students in grades 5 through 7. Students will gain information and knowledge about rainforest creatures and endangered species. They will also discover the causes of extinction and the ways in which animal adapt in order to avoid extinction.
CONTENT KNOWLEDGE
CONNECTIONS TO NYS LEARNING STANDARDS
MST STANDARD 2: INFORMATION SYSTEMS
Students will access, generate, process and transfer information using appropriate technologies.
MST STANDARD 4: SCIENCE
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
ELA STANDARD 1: LANGUAGE FOR INFORMATION AND UNDERSTANDING
Students will listen, speak, read and write for information and understanding. As listeners and readers students will collect data, facts, and ideas; discover relationships, concepts and generalizations; and use knowledge generated from oral, written and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply and transmit information.
ELA STANDARD 2: LANGUAGE FOR LITERARY RESPONSE AND EXPRESSION
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language the follows the accepted conventions of the English language for self-expression and artistic creation.
ELA STANDARD 4: LANGUAGE FOR SOCIAL INTERACTION
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
ESSENTIAL QUESTIONS
-Whose needs are more important: those of humans or animals?
-How do our needs affect animal communities and how do their lifestyles affect us?
PREREQUISITE KNOWLEDGE
Students must be able to summarize information, design graphic organizers, read a map, have basic computer knowledge and the basic writing skills necessary to write a paper, and know how to access the internet.
UNIT SCHEDULE AND TIME PLAN
Each lesson is designed to fill a forty five minute time slot. Some lessons continue over a period of two days. The unit should be completed in three weeks.
INITIATING ACTIVITY
Pass around the following objects: a piece of bubble gum, a vanilla cookie, chocolate, an eraser and a balloon.
Students work in groups to brainstorm ways in which the objects are connected. After discussion, share ideas and explain that all products were made from rainforest resources.
Present the following question and have students brainstorm responses: How were rainforest animals and their habitats affected in order for us to enjoy these products?
Tell students that we will be exploring this issue further as the unit progresses.
LEARNING EXPERIENCES
DAY ONE: DECLARATIVE KNOWLEDGE: STUDENTS WILL UNDERSTAND THAT RAINFORESTS HAVE SPECIFIC CHARACTERISTICS AND ARE LOCATED IN SPECIFIC LOCATIONS. MANY PLANTS AND ANIMAL COEXIST IN THE RAINFOREST.
ACTIVITIES AND RESOURCES: world map, text Science Anytime or comparable literature which meets the above objectives, video ( topic: rainforest), learning partners, organizer chart.
WHAT WILL BE DONE:
ASSESSMENT: collect and assess organizers.
DAY TWO: PROCEDURAL KNOWLEDGE: STUDENTS WILL BE ABLE TO ACCESS INFORMATION USING ENCARTA OR OTHER COMPUTERIZED ENCYCLOPEDIA.
WHAT WILL BE DONE:
ASSESSMENT: Collect printed copies of information
DAY THREE: DECLARATIVE KNOWLEDGE: STUDENTS WILL UNDERSTAND THAT MANY PLANTS AND ANIMALS COEXIST IN THE RAINFOREST.
ACTIVITIES AND RESOURCES: Encarta or other computerized encyclopedia, list of rainforest species, internet.
WHAT WILL BE DONE
ASSESSMENT: Collect and grade student work
DAY FOUR: PROCEDURAL KNOWLEDGE: STUDENTS WILL DESIGN EFFECTIVE, PERTINENT QUESTIONS
WHAT WILL BE DONE:
DAY FIVE: DECLARATIVE KNOWLEDGE: STUDENTS WILL UNDERSTAND THAT PEOPLE, PLANTS AND ANIMAL COEXIST IN THE RAINFOREST
ACTIVITIES AND RESOURCES: GUEST SPEAKER ( SOMEONE WHO HAS LIVED IN THE RAINFOREST OR WHO IS KNOWLEDGEABLE ABOUT THE RAINFOREST; POSSIBLY YOURSELF IF NO OTHER OPTIONS ARE AVAILABLE)
WHAT WILL BE DONE:
ASSESSMENT: COLLECT AND GRADE NOTEBOOKS
DAY SIX: DECLARATIVE KNOWLEDGE: STUDENTS WILL UNDERSTAND THAT ANIMALS BECOME EXTINCT FOR MANY REASONS. ANIMALS BECOME EXTINCT FOR MANY REASONS.
ACTIVITIES AND RESOURCES: handout
WHAT WILL BE DONE:
ASSESSMENT: Observation while students share 3-2-1 lists
DAY SEVEN: DECLARATIVE KNOWLEDGE: STUDENTS WILL UNDERSTAND THAT ANIMALS MUST BE ABLE TO ADJUST TO CHANGES IN THEIR ENVIRONMENT.
ACTIVITIES AND RESOURCES: Science Anytime text or other resource which explains the concepts of adaptation and natural selection, art project
WHAT WILL BE DONE:
ASSESSMENT: brief quiz about adaptation and natural selection
DAY EIGHT: DECLARATIVE KNOWLEDGE: STUDENTS WILL UNDERSTAND THAT THE ACTIONS OF HUMANS AFFECT ANIMALS AND THEIR ENVIRONMENTS.
ACTIVITIES AND RESOURCES: The Great Kapok Tree, small and large group discussion, constructing a chart.
WHAT WILL BE DONE:
ASSESSMENT: Collect charts
DAY NINE: PROCEDURAL: STUDENTS WILL BE ABLE TO USE PROQUEST ( a computerized system which helps people locate newspaper articles)
WHAT WILL BE DONE:
DAY TEN: PROCEDURAL KNOWLEDGE: STUDENTS WILL BE ABLE TO WRITE A POSITION PAPER.
WHAT WILL BE DONE:
DAY ELEVEN: DECLARATIVE KNOWLEDGE: STUDENTS WILL UNDERSTAND THAT THE NEEDS OF BOTH HUMANS AND ANIMALS ARE IMPORTANT AND SOMETIMES CLASH.
ACTIVITIES AND RESOURCES: Proquest article, writing a position paper
WHAT WILL BE DONE:
ASSESSMENT: Collect and grade papers
DAY TWELVE: PROCEDURAL KNOWLEDGE: STUDENTS WILL BE ABLE TO EFFECTIVELY PARTICIPATE IN A DEBATE
WHAT WILL BE DONE:
ASSESSMENT: Observation of debate
CULMINATING PERFORMANCE
Students will choose a position based on an issue relating to the conflicts and needs of humans and animals. Students will use this information to support their position and will participate in a class debate.
TECHNOLOGY INTEGRATION
Encarta, Proquest and the internet were used to access information. Apple Works was used to type student papers.
MODIFICATIONS
All organizer charts could be pre-printed in order to accommodate students who have difficulty constructing their own charts. All written work could be typed for students who have difficulty with handwriting. In regards to the position paper, the teacher could provide topics to students and an outline for constructing their papers.
RESOURCES
Text
Encarta
Proquest
AppleWorks
RUBRIC FOR CULMINATING ACTIVITY
POSITION IS CLEARLY STATED
PRESENTS CLEAR AND ACCURATE EVIDENCE
CONSIDERS MISSING EVIDENCE AND HOW IT MIGHT AFFECT THE POSITION
RESPONSE TO OTHERS’ POINTS IS APPROPRIATE AND CLEARLY ADDRESSES THE ISSUE
POSITION IS CLEARLY STATED
PRESENTS CLEAR AND MOSTLY ACCURATE EVIDENCE
RESPONSE TO OTHERS’ POINTS IS APPROPRIATE AND MOST OF THE RESPONSE ADDRESSES THE ISSUE
POSITION IS CLEARLY STATED
PRESENTS EVIDENCE, BUT EVIDENCE IS INACCURATE OR IRRELEVENT
RESPONSE TO OTHERS' POINTS IS APPROPRIATE BUT DOES NOT ADDRESS THE ISSUE
POSITION IS UNCLEAR OR NOT STATED
PRESENTS NO SUPPORT OR SUPPORT IS TOTALLY IRRELEVENT
NO RESPONSE TO OTHERS' POINTS OR RESPONSE IS INAPPROPRIATE (ANGER, DEFENSIVENESS)