Monday, November 28, 2011
Monday, November 21, 2011
slideshow from Flickr assignment
This is my link to the slideshow from the flickr link: http://www.flickr.com/photos/70233769@N03/show/
Friday, November 18, 2011
Week 12/13- Refined Integration Lesson Blog Post
My Lesson will be for the Life Sciences and targeted to a Kindergarten classroom.
Due to the nature of the lesson, the estimated time that should be allotted to the lesson is at least 2 days.
My Lesson Topic includes: Environment, weather/climate, seasonal changes
Title: Living Things and Their Environment
The following learning objectives will be met by the students once the lesson is completed:
The students will interpret everything in an environment as connect
The students will recognize the difference in climate and strategies for survival in harsh climate.
The student will be able to distinguish survival strategies such as hibernation
The student will determine adaption and changes in climate for living things including self
My understanding, prior knowledge, student misconceptions, etc:
The reason as to why I like this lesson is because it incorporates science, and introduces students to new technologies. Students will understand that our environment is very important. By them completing the lesson, I want them to know that the weather gets colder we must adapt by wearing different type clothing, etc. Animals must also do the same. I also like to encourage students to be able to associate cross related topics. For example if they see living things (plants, animals, friends) eating they must understand that there exists a correlation, a similarity. My objective is for students to learn to compare and contrast.
The following forms of technology to enhance the lesson as well:
1) I will be using a smart to project the ebook: Why do Bears Sleep All Winter? A Book about Hibernation by Mary Englar. We will use the following link: http://www.ccebook.org/preview/0736863796/
2) We will then be using internet and computers to access the following link that students will explore with help from teacher and/or parents at home: http://video.nationalgeographic.com/video/player/nat-geo-wild/shows-1/expedition-wild/ngc-built-to-survive.html
Students will use the internet before results are recorded/assessment portion of the lesson. After students have learned that living things within an ecosystem must find ways to secure food and water. They must avoid several dangers such as being eaten by using strategies to survive such as camouflage ad mimicry. They will adapt to survive harsh climates and seasonal changes.
Students will also read the following storybook: What Color Is Camouflage? By Carolyn B. Otto (HarperCollins Juvenile Books, 1996)
We will then explore Kids National Geographic and view a few videos online:
Depicting different strategies on how animals adapt to various environmental conditions.
MAIN SCIENCE ACTIVITY WILL INVOLVE THE FOLLOWING EXPERIMENT:
“Keeping Warm”
Materials: 2 large bowls filled with ice, cooking shortening, large plastic sandwich bag, thin plastic gloves, rubber band.
Step 1: Students will place ice filled bowls with a little water added, to a flat surface
Step 2: Fill the sandwich bag about 2/3 full with shortening
Step 3: Put thin plastic gloves on their hands
Step 4: Place the shortening filled bag over one hand and secure it with a rubber band
Step 5: The student will put his/her left hand in one bowl of ice and the right and the right hand in the other. They will determine which is colder?
Step 6: The students will take turns doing the experiment, then complete their Record sheets.
Example of Record Sheet will be handed out to each student.**
RESULTS FROM EXPERIMENT: Some animals live in cold environments such as sea lions, whales, and polar bears. A layer of fat, like the shortening in the bag, helps keep them warm. Fat is an insulator that prevents body heat from escaping.
How student learning will be assessed:
Students will complete a “Record Sheet” of based on their experiment results. The record sheet they will answer different questions that assess them on the learning objectives and complete the sheet by drawing. We will post everyone’s results on a classroom poster board.
Our end result is to determine that some animals that live in cold environments such as sea lions, bears, wolves, etc. Students will be able to tell their group partners why and how animals adapt. Example: Whales have a layer of blubber/fat due adapt to cold climate.
Students will also be able to discuss on strategies we must follow during the winter. In example, we wear coats, gloves, hats to keep warm. Our parents might use a fireplace or a heater. Students will be able to discuss in their circles why we must wear these types of clothing. What happens to us if we don’t wear appropriate clothing (ex: we contract illnesses). Students must make a correlation on how all living things adapt to the environment including us!
Possible Extension: On a bulletin board, create a food chain using pictures and yarn. Begin with the sun which leads to a green plant, which also leads to a plant-eating animal, a meat-eater, a scavenger, a decomposer, and then another new plant growing from the soil
Classroom to Home Extension: Send suggestions home to parents on possible articles online they can explore with their children. Also encourage parents to take their children to their local library to ‘explore’ books on this topic with a few suggestions on titles.
VOCABULARY INTEGRATION: Camouflage, Environment, Mimicry
** Experiment from "Activities for Science Centers", Grade K levels, by Q.L. Pearce
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