Author: Ben Torres
E-Mail Address: bntorre@aol.com
School:Sauk School:
Richton Park, IL
THEME : Animal Kingdoms
BROAD CONCEPT: Vertebrates vs. Invertebrates
GRADES: 5th
INTEGRATED SUBJECTS: Math, Science
UNIT GOALS AND PURPOSE:
In this 2- week plan, the teacher will be integrating the subjects of Math and Science. In particular, the teacher will focus on the topic of the animal kingdom. The students will be involved in activities that integrate math and science ideas and concepts. Specifically, students will focus and learn about vertebrate and invertebrate groups of animals. At the same time, teachers will integrate math topics like the analysis of charts and graphs and estimation into the science curriculum. Also, the teacher will gain experience with technology. For instance, teachers will become more adept with various software programs and the internet while they prepare these activities for their students.
The evaluation of student will be performance-based. Students grades will be directly affected by the quality and effort put forth into their work in both the collaborative and individual settings of the classroom.
TIME FRAME: 2 weeks
OBJECTIVES:
In this lesson, students will:
__MS Word __Cruncher
__Encarta 2000 __ MS Excel
__ Kid Pix
Illinois Learning Standards
Math
7.B.2a Determine and communicate possible methods for estimating a given measure, selecting proper units in both customary and metric systems.
7.B.2b Estimate conversions between measures within the customary and metric systems.
7.C.2a Describe relationships in a simple scale drawing.
10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs.
10.A.2b Using a data set, determine mean, median, mode and range, with and without the use of technology.
10.B.2a Formulate questions of interest and select methods to systematically collect data.
10.B.2b Collect, organize and display data using tables, charts, bar graphs, line graphs, circle graphs, line plots and stem-and-leaf graphs.
10.C.2b Compare the likelihood of events in terms of certain, more likely, less likely or impossible
Science
11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions.
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
11.A.2c Construct charts and visualizations to display data.
11.A.2d Use data to produce reasonable explanations.
11.A.2e Report and display the results of individual and group investigations.
12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs).
12.B.2b Identify physical features of plants and animals that
help them live in different environments (e.g., specialized teeth for eating
certain foods, thorns for protection, insulation for cold temperature).
N.C.T.M. STANDARDS ADDRESSED BY THIS UNIT:
Compute fluently and make reasonable estimates
Understand measurable attributes of objects and the units, systems, and processes of measurement
Apply appropriate techniques, tools, and formulas to determine measurements
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
Select and use appropriate statistical methods to analyze data
Develop
and evaluate inferences and predictions that are based on data
STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED
LEARNING:
In Lesson 2, students will be introduced into the second main group of the animal kingdom. To introduce this lesson, a KWL/KWLH Chart will be used to organize the student’s thoughts and ideas. Next, students will complete a study guide of questions in small groups on the computer. Before the class, the teacher should find a relevant internet site like the Discovery Channel and make questions from there. In effect, students will be told in class to browse though this predetermined website and answer the questions that you provided. This is a good way to implement the internet into your curriculum. Not only is it safe, but the students are practicing the retrieval of information from the internet. This will be very important in future research applications. In the lecture part of the lesson, the students will read, take notes, and study the 5 main groups of vertebrates. Instruction will be based on textbook reading, videos, and related hands-on activities and experiments.
In Lesson 3, the students will create a diagram. The students will observe different character traits in different types of animals. Students will learn how to organize information into tables, charts or graphs. After placing their data into diagrams, students will learn how to read, analyze, and interpret the data they discovered. Students will work collaboratively in groups to accomplish the task at hand. This lesson is a precursor to the next lesson on Spreadsheets. In this way, students will have a better understanding of how to interpret the data presented. This lesson will be adapted to meet the learning needs of each individual by comprising groups of students with various abilities.
In Lesson 4, students will work in cooperative groups to learn how to use a spreadsheet ( MS Excel or Cruncher) to organize the data they found about each of the animal groups. In particular, students will take information about a specific animal’s population and habitat and organize onto a spreadsheet program. On this spreadsheet, students will learn how to perform specific computer functions that allows them to perform mathematical calculations and to create diagrams to visually represent the data. This lesson will be adapted to meet the learning needs of each individual by comprising groups of students with various abilities.
In Lesson 5, students will practice the math skill of estimation to predict the sizes (length, width, height..) of different animal species. In particular, students will use different scales of measurements to compare animals. Students will also be able to analyze and make inferences from animals in scaled drawing representations. This lesson will be adapted to meet the learning needs of each individual by comprising groups of students with various abilities.
In Lesson 6, students will do more practice with estimation and problem-solving. This time, students will use the math skill of estimation to predict the survival of specific endangered species in their habitats in hypothetical situations. In a hypothetical problem, the student will interpret and analyze information given about things that directly affect the animal’s population like food supply, predators, and reproduction. A grid made from graph paper will represent the animal’s habitat. In this problem, students will start off with a certain number of animals from the same species. Throughout the problem, the teacher will introduce factors that either promote or harm the life of the animal. In the conclusion, the student must make a prediction of whether the animal will survive or become endangered after a couple of years based on the information given. In the end, in their journals, students will write several suggestions on how humans can save these animals from becoming extinct.
In Lesson 7, students will do research for a group presentation. Students will read and take notes from resource materials like science books and encyclopedias. In addition, students will use the information found on the World Wide Web at sites such as the Discovery Channel. Students can also use CD-ROM encyclopedia programs such as Encarta to do their research. In their research, students can assign different group members of their group to research, assess, evaluate, and take notes on the various resources available. The final goal of the research process is to create a detailed outline for their topic. This outline will be the foundation for their group presentation in the next lesson.
In Lesson 8, the students will use the accumulation of information about the animals from their research to produce a multimedia presentation using Kid Pix Studio Deluxe or MS Power Point. In this presentation, students will describe the features of their particular species. Students will use the information they researched to create a slideshow presentation that they will present to the class. This lesson will be adapted to meet special learning needs of the individual through the kinds of groupings used, the timeline for the projects, how many slides they are required to complete, and assessment used.
In Lesson 9, the students will solve word problems related to animals. In this presentation, the teacher will obtain various number-related information like population, size, and weight to create multi-step word problems. In this activity, students can gain extra credit for creating their own word problems. These students can obtain statistical information about the characteristics of different animals through internet sites like the Discovery Channel or National Geographic. This lesson will be adapted to meet the learning needs of the individual through number of problems assigned and extra help from higher-end students.
In Lesson 10, the teacher will create a learning-activity that reviews the facts about the animal groups studied. Specifically, the teacher will create a version of the game "Who Wants to be a Millionaire" using the MS Power Point Program. Specifically, on each slide of the game, the teacher will place different questions pertaining to the Vertebrate and Invertebrate groups of animals studied and presented earlier. Students will be placed into equally divided teams. The team with the most accumulated money by the end of the period is the winner. This learning activity will be a fun and competitive way to review. This lesson will be adapted to meet the learning needs of individuals by comprising groups with students of various abilities.
SHARE YOUR IDEAS:
Students will share their knowledge with others through many hands-on, interactive activities. Many of these activities involve cooperative group work. As a result, students are working together towards a common goal. During this process, students are continually sharing ideas and helping each other out. For example, in the spreadsheet activity, different groups can compare their data and diagrams with other groups. By sharing their information with the class, each student can gain a better understanding of the topic.
The culminating project will be the multimedia presentation on specific species like fish, mammals, or reptiles. Students will take all the information they learned from the science text, hand-on, interactive activities, and their group’s research and place them into the Kids Pix program. This program allows each group to present their information into a slideshow for the entire class.
The final rubric for the culminating project is as follows:
60% Group
Group Coverage of Topic (60 points)
Group Presentation (40 points)
40% Individual
Individual Participation in Group Effort (70 points)
Report on participation/responsibilities (20 points)
References (10 points)
Total= 100
60% _____________ + 40 % ______________________= _________________
STUDENT AND TEACHER ROLES:
Teacher Roles:
Facilitator: Engages in negotiation; stimulates and monitors discussions and project work but does not control
Guide: Helps students to construct their own meaning by modeling, mediating, explaining when needed, redirecting focus, providing options.
Co-learner/ Co-investigator: Teacher considers self as learner; willing to take risks to explore ideas outside his or her own expertise; collaborates with other teachers and practicing professionals.
Student Roles:
Explorer: Students have the opportunities to explore new ideas/tools; push the envelope in ideas and research.
Cognitive Apprentice: Learning is situated in relationship with mentor who coaches students to develop ideas and skills that simulate the role of practicing professionals
Teacher: Students encouraged to teach others in formal and informal contexts.
Producer: Students develop products of real use to themselves and others.
ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE :
URL1: http://www.peotone.will.k12.il.us/fs/workshops/teacherworkshop.html#general
Description1: Guide to using the internet. Cites different search
engine and how to use them effectively to find what you are looking for.
Title2: Web Teacher
URL2: http://www.webteacher.org/winnet/indextc.html
Description2: A self-paced Internet Tutorial that puts both basic
and in-depth information about the World Wide Web at your fingertips.
Title3: Critical Issue: Using Technology to Enhance Engaged Learning for At-Risk Students
URL3: http://www.ncrel.otg/sdrs/areas/issues/students/atrisk/at400htm.
Description3: An article that describes how technology in a cooperative
learning environment can benefit at risk-students.
Title4: Spreadsheets in the Math Class
URL4: http://www.math.byu.edu/~lfrancis/readings302/Spreadsheets.html
Description4: Guide to using spreadsheets in your classroom.
Title5: Charts and Graphs
URL5: http://www.essdack.org/tips/chart.html
Description5: Shows you how to make charts and graphs using MS
Excel or AppleWorks Spreadsheet.
Title6: Educator Resources
URL6: http://www.mcrel.org/resources/links/techined.asp
Description6: This site is an index that lists several sites
that review education software for students. This is good site to look
at to make sure the software you are using or thinking about purchasing
is appropriate and beneficial to your class.
URL1: http://www.sbgmath.com/gr5/504p137/504p137_preinx.html
Purpose of Use1: Fun, interactive way of learning about different characteristics of various animals.
Description1: At the University of Georgia Museum of Natural
History's Animal Olympics web site there is information that can help the
students decide if humans would win if animals were allowed to compete
in the Olympics. They will compute kilometers per hour and a complete a
graph on various animal speeds in this activity. The Animal Olympics activity
sheet is provided to complete this activity.
Title2: Sea Food
URL2: http://www.sbgmath.com/gr5/504p154/504p154_preinx.html
Purpose of Use2: Fun, interactive way of learning about sea creatures.
Description2: At the Sea World/Busch Gardens web site the student
can find out how much food the harbor seal and other animals eat. The students
will calculate how many pounds of food a harbor seal and manatee can eat
in one year. The Sea Food activity sheet is provided to complete this activity.
Title3: Amazing Facts
URL3: http://www.nationalgeographic.com/world/amfacts/index.html
Purpose of Use3: Students can test their knowledge about different animals in an animal trivia quiz.
Description3: This site is an index that gives amazing facts
about different animals like the frog, bear, or kangaroo.
Title4: Animal Planet
URL4: http://animal.discovery.com/
Purpose of Use4: Research tool
Description4: Site where students can find information about
animals.
Title5: Gaggle
URL5: http://www.learningkingdom.com/gaggle/
Purpose of Use5: To learn and practice the words for groups of animals.
Description5: Gaggle is a fun game that will teach students the
special words used for groups of animals.
Title6: Ask Doctor Math
URL6: http://forum.swarthmore.edu/dr.math/drmath.elem.html
Purpose of Use6: Math assistance
Description6: Ask Dr. Math is a question and answer service for K-12 math students and their teachers. A searchable archive is available by level and topic, as well as summaries of Frequently Asked Questions.