Lesson Planners (names): Lisa Marie Hill, Trey Loker, Fay Wymer, Tanisha Green, Sandra Jenny, Alyssa Hussey

Transcription

1 5 E Integrated Subject Lesson Plan Title of Lesson: Human Activity Lesson Planners (names): Lisa Marie Hill, Trey Loker, Fay Wymer, Tanisha Green, Sandra Jenny, Alyssa Hussey School(s) & School Division: Clarke County and Shenandoah County Grade Level: 4th Grade (adapted to 3rd and 5th) Lesson specific Science & Math SOL Standards (list) Knowledge (Know) Skills (Do) Values (Be) Science 3.5 The student will investigate and relationships among organisms in aquatic and terrestrial food chains. 3.6 Student will investigate and that ecosystems support a diversity of plants and animals that share limited resources producer, consumer, decomposer herbivore, carnivore, omnivore predator prey food chains food webs aquatic ecosystems terrestrial ecosystems populations communities the human role investigate determine apply compare investigate determine infer responsible respectful 3.10 (a,b,d)the student will interdependency

2 investigate and that natural events and human influences can affect the survival of species effects of humans conservation resource renewal interdependency effects of human activity conservation resource renewal responsible respectful 4.5f) influences of human activity on ecosystems 4.9a The student will investigate and important Virginia natural resources, including watersheds and water resources We all live downstream. differentiate among positive and negative influences of human activity 4.9a watersheds runoff sedimentation agricultural (farm) runoff sewage litter oil pollution air pollution industrial waste differentiate explain Conscious of actions 5.7g investigate and how Earth s surface is constantly changing. Key concepts include human impact. 5.7g human activity on land has a significant impact on ocean organisms phytoplankton (producer) herbivores and 1st level consumers 2nd 5th level consumers 5.7g inquiry investigation explanation 5.7g humans are custodians of the earth s resources environmental consciousness Math U.S. Customary units estimate accurate

3 3.9 (a) Measurement and Application 3.17 (a,b,c) Collect/ Represent Data 3.10 Measurement and Application Metric units purpose of data line plot, picture graph, bar graph ment area perimeter classify collect organize record construct interpret analyze estimate determine accurate 4.7a estimate and length in metric units Estimate and in metric units estimate define accurate 4.14 collect, organize, and interpret data from bar graphs 5.8a find perimeter, area, and volume in standard units of 5.8d estimate and then to solve problems, using metric units Make bar graphs 5.8a defining a space using perimeter area 5.8d estimate and collect organize interpret 5.8d estimate define collect organize interpret 5.14 prediction 5.14

4 5.14 make predictions and determine the probability of an outcome 5.15 collect, organize, and interpret data in a variety of forms, using bar graphs probability outcome 5.15 collect, organize data create bar graph compare prediction to actual outcome Level or Extent of Integration for this lesson: Science Focus Instructional time: 60 Minutes/1 day activity Materials needed: Cones, Pinnies (optional), stop watch, tape s, popcorn, sandwich baggies, container for popcorn, trash bag, bar graph data sheets Advance preparation needed: Popcorn needs to be made and ready for activity. Formative assessment(s): We will use the Concentric Circle Activity to assess prior knowledge. In addition, we will informally assess the students throughout the activity, by observing and initiating discussions. At the end of the of the activity we will use the exit ticket to assess the students ing of the concept. Lesson Description (step by step teaching procedure): Concentric Circle Activity 1. For this activity, students will need something to write down ideas. Divide class into 2 equal groups. Have the students make 2 circles one on the inside facing out and one on the outside facing in. Students should be facing a partner. 2. The teacher will say an ecosystem. Use the following ecosystems in order: forest, swamp, desert, and river. The students on the inside will write down something that humans do to help that ecosystem and the students on the outside will write down something that humans do to hurt the ecosystem. Give students 10 seconds to write down their ideas before they share. 3. Have the partnerships share their ideas. 4. Have the outer circle rotate one step to their left so that students have a new partner. 5. Repeat steps 2 4 with a new ecosystem.

5 6. Have students come together as a whole group. Review concentric circle discussions. 7. Make a t chart on the board and label one column Help and the other Hurt. Label the t chart Ocean. 8. As a whole class, generate ideas that humans do to help and hurt the ocean. Record these ideas on the t chart. 9. Explain how vocabulary words positive and negative correlate to help and hurt. Human Activity Tag Game 1. This activity requires a large space, preferably outdoors in a large field. 2. Teacher models how to out 20 meters. This will vary depending on available supplies you can use a roll up tape, meter sticks, or use the students to mark 20 meters. 3. Have the students construct a square with each side equaling 20 meters. Use the cones to help mark the boundary lines. 4. Divide your class into four groups. The groups will consist of Zooplankton, Minnows, Tuna, and fishermen. (Please note that there should be more Zooplankton than Minnows, more Minnows than Tuna, and more Tuna than fishermen. 5. Scatter popcorn throughout the area, which will represent Algae. 6.The object of this activity is for the Zooplankton to consume as much Algae as possible and place it into their stomach (plastic baggie). In addition, the carnivores job is to consume as much prey as possible, by tagging a student and taking their energy (bag of popcorn). Once an organism has been eaten, students must exit the square. The students should be given approximately 2 3 minutes to demonstrate these interactions.** Please note that the minnows can only eat zooplankton, tuna can only eat minnows, and the fishermen can only catch tuna. 7. At the closure of this activity, count how many of each population are remaining and record the information. 8. Before repeating this activity, the teacher will explain that ocean has just experienced an oil spill. We will demonstrate this by having ¼ of the students discard their popcorn into a trash bag, ¼ of the students discard their popcorn into a container. This will represent the algae that was killed by the spill. ** As a 5th grade extension, instruct the students to predict the possible outcome of organisms remaining, as a result of the oil spill. 9. Have the remaining students use the popcorn in their bags to set up the area as stated in Step 5 and repeat the activity. Don t forget to tally the results at the end. 10. Before repeating this activity for a third time, the teacher will state that a clean up crew has cleaned up the oil. As a result, more algae has begun to grow. Instruct the students to distribute the contents of the container and the popcorn in their baggies according to Step 5. Don t forget to tally the results at the end. ** As a 5th grade extension, instruct the students to predict the possible outcome of organisms remaining, as a result of the clean up effort. 11. Repeat steps as desired (incorporate more human impacts as needed). 12. Upon returning to the classroom, pass out graphing sheets, and graph the data.

6 Closure At the end of the lesson, distribute an exit ticket to each student. The exit ticket should ask the students to describe the positive and negative impacts of human activity on the Ocean ecosystem. **For a 3rd and 5th grade extension, provide students with the lengths of the square and ask them to find the area and perimeter of our activity space. Differentiation Strategies to meet diverse learner needs: *Create three separate bar graphs for each organism, rather than the triple bar graph. Worksheets: See attached