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 Rationale ……………………………………………………………………………………...…. 3 MST-NYC Inquiry Unit Overview…………………………………………………………........ 4 Lesson 1:.............................................................................................................................5-9 Lesson 2: …………………....…………………………………………………………...…….. 10-13 Lesson 3:………………………………………………………………………………………….14-17 Lesson 4:………………………………………………………………………………………….18- 21 Lesson 5:……………………………………………………………………….…………………22-25 Lesson 6:………………………………………………………………………………………….26-30 Filamentality Page…………………………………………………………………………………31

3. 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.

4. MST-NYC Inquiry Unit Overview

5. 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:

7. 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

8. 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

9. Assessment:

10. 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?

11. 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

12. All living things need food!! Lesson 2 • Gardner’s Multiple Intelligences: • Visual/Spatial, Interpersonal, Verbal/Linguistic Logical/Mathematical • Children’s Literature: “ Be a Friend to Trees” by Patricia Lauder

13. Assessment:

14. 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.

15. 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

16. 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

17. Assessment: Rubric for Photosynthesis Fun

18. 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.)

19. 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

20. Lesson: • 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

21. 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:

22. 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

23. 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

24. Adaptations & Animals, LESSON #5 • 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)

25. Assessment:

26. 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

27. 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.

28. 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)

29. Assessment:

30. 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)

31. Filamentality Webpage