1. Team 2 Nadia Santos Jeanine Fitzgerald Jeanette Adon ANIMALS AND PLANTS IN THEIR ENVIRONMENT What roles do plants and animals play in their environments? 4 th Grade 1

2. Table of Contents LessonLead AuthorPage Number Lesson #1 Plant growth and decomposition Jeanette Adon Lesson #2 Soil: an essential nutrient for plant growth Jeanette Adon Lesson #3 Food Provides Nutrition & Energy to Organisms Nadia Santos Lesson #4 How do Animals Meet their Energy Needs for Survival? Nadia Santos Lesson #5What is a Food Chain? What is a Food Web? Jeanine Fitzgerald Lesson #6 The Story of a Food Web Jeanine Fitzgerald 2

3. STEM Inquiry Unit Overview Lesson # 1 Plant growth and decomposition Additives: Web 2.0 tools Lesson # 2 Soil : An essential nutrient for plant growth Additives: Line graph Lesson # 3 How foods provide nutrition to organisms Additives: Web 2.0 tools, graphic organizer Lesson # 4 How animals meet their energy needs for survival. Additives: Web 2.0 tools, congruent spreadsheet, Bar graph Lesson # 5 What is a Food Chain? What is a Food Web? Additives: KWL Graphic organizer, Web 2.0 tools; scavenger hunt Lesson # 6 Horseshoe Crabs and Shorebirds The Story of a Food Web Additives: Web 2.0 tools, filamentality website, geoboard. 3

4. Behavioral Objectives Students will be able to:  Observe the difference between plants grown in soil, sand, and a mixture of the two.  Construct a line that supports that soil provides the most nutrients for optimum growth Lesson #1 Plant growth and decomposition Lesson # 1 4

5. Educational Theories Bloom’s Taxonomy :  Application  Evaluation  Analysis Gardner’s Multiple Intelligences :  Visual-Spatial  Logical-Mathematical  Linguistic Lesson # 1 5

6. Motivation “We will begin today’s lesson with a Children’s literature The Tiny Seed by Eric Carle. We will use this book as a way to explore the life of seeds creatively using collages. Eric Carle uses this picture book to express the life of a plant and the importance of perseverance. We will have a discussion about the pictures and Eric Carle’s use of collage to tell stories. “ Lesson # 1 6

7. 1. On the Smart board, watch the video Plant Growth on Brainpop.com https://www.brainpop.com/science/cellularlifeandgenetics/plantgrowth/ 2. Students will relate the video to the book and what they learned about seeds and they transport using insects and wind to reproduce. Students will write a sentence or two in their science journal describing the job of the seed using the video and the book as a source. 3. Students will then turn and talk to their partner about their findings. 4. Teacher and students will discuss the different types of plants they saw in the video. 5. Students will turn and talk to their partner about one plant they saw and one feature that stood out to them. 6. Teacher will then ask students: What do plants need to grow? 7. Students will turn and talk with their partner for a couple of minutes and then write in their science journal about what a plant needs to grow healthy. 8. Teacher will go over the answers with the students and then ask: How do plants get their food? Procedure Lesson # 1 7

8. Procedure(continued) 9.Working with their Science partner, students will discuss the term photosynthesis and how it affects the plant’s growth. Students will write their own definition for photosynthesis in their science journal. 10.Students will then be given a laptop where they will work in pairs and pick two different plants to describe. 11.Each pair will share a laptop where they will have access to an online encyclopedia, brainpop.com, and google.com 12.They will record their findings on a plant investigation worksheet where they will write a paragraph and draw a picture of their plant of interest. 13.They will then answer and write about their findings: What is the plant’s common scientific name? Description of the seed, root, stem, leaves, and flower. The plant’s needs. Three to four interesting facts about the plant. Draw and label the plant along with the parts. 14.Students will share their findings with the class. Lesson # 1 8

9. Lesson Rubric ObjectiveTarget 3 Satisfactory 2 Unsatisfactory 1 Identify and describe parts of a plant Students were highly engaged in class and group discussions; used research materials appropriately; produced a complete paragraph that included all requested information; and correctly identified all parts of a plant. Students were engaged in class and group discussions; used research materials, produced a paragraph that included almost all requested information, did not correctly identify all parts of a plant. Students were engaged in class and group discussions; used research materials, produced a paragraph that included some of the requested information, did not identify any part of the plant. Describe the needs of a plant Students were highly engaged in class and group discussions; used research materials appropriately; produced a complete paragraph that included all requested information; and identified the needs of a plant. Students were engaged in class and group discussions; used research materials, produced a paragraph that included almost all requested information, did not correctly identify the needs of a plant. Students were engaged in class and group discussions; used research materials, produced a paragraph that included some of the requested information, did not mention the needs of a plant. Defined the term photosynthesis Students were highly engaged in class and group discussions; used research materials appropriately; produced a complete paragraph that included all requested information; and defined photosynthesis. Students were engaged in class and group discussions; used research materials, produced a paragraph that included almost all requested information, did not correctly define photosynthesis. Students were engaged in class and group discussions; used research materials, produced a paragraph that included some of the requested information, did not mention the definition of photosynthesis Lesson # 1 9

10. Assessments Lesson # 1 10

11. Assessments Student Sample/Photographs 11

12. Behavioral Objectives: Students will be able to: 1. Observe the difference between plants grown in soil, sand, and a mixture of the two. 2. Construct a line that supports that soil provides the most nutrients for optimum growth Lesson #2 Soil: an essential nutrient for plant growth Lesson # 2 12

13. Educational Theories Bloom’s Taxonomy :  Application  Evaluation Gardner’s Multiple Intelligences :  Visual-Spatial  Logical-Mathematical  Linguistic 13

14. Motivation Each students will have three snack sized baggies. One will be filled with soil, another with sand, and the third with a combination of the two. After studying the contents in the baggies, students will turn and talk to a partner about which baggie will support optimum growth in plants and why. Students will then take a few minutes to write their ideas in their science journal. 14

15. Procedure 1.On the Smart board, watch the video Soil-Plant-Nutrients Part 1 https://www.youtube.com/watch?v=ctMTltWG1GU 2.Students will take notes on a in their science journal while they watch the video the second time. 3.Ask the students to state the importance of soil as they understood it from the video, or their own background knowledge. Record their answers on chart paper. Explain that soil is enriched with nutrients that along with sunlight and water provide plants with the essential nutrients that plants need to grow healthy therefore allowing the plants to play important roles in our environment. 4.Ask students to explain what they think would happen if a plant is planted in sand rather than soil and how they think this will affect the plant. I will chart their responses and students will also write their response in their science journal. 5.Now ask the students to explain how they think a plants growth will be affected if it is planted in a combination of sand and soil. I will chart their responses and students will also write their response in their science journal. 6.Working with their Science partner, their task today is to go back into their science journal and study the growth progress of plant A (a plant planted in soil only), plant B (a plant planted in sand only), and plant C (a plant planted in soil and sand). Students planted these plants and labeled the plants A, B, and C but the soil type was hidden. Students recorded their observations over the past two months. Students recorded the plant growth using a centimeter ruler biweekly. 15

16. Procedure(continued) 7.Each pair will share a laptop where they will have access to a line graph. 8.They will record their findings on the line graph. They will record the growth of each plant biweekly. 9.They will then answer four questions related to their findings. Which plant reflected the most change Why? Which plant shows the most growth? Why? What kind of soil do you think was used for this plant? Explain. Which soil do you think will provide the most nutrition for plant growth? Explain. 10.Students will share their findings with the class. 11.Students will finalize the lesson writing a reflection worksheet. 16

17. Assessments Lesson # 2 17

18. Assessments Student Sample/Photographs 18

19. Lesson #3 Food Provides Nutrition & Energy to Organisms Behavioral Objectives: Students will be able : 1. To compare and sort non-foods and foods 2. To identify how food supplies energy and materials necessary for growth. 3. To describe how food and materials help to repair and to identify what foods are considered nutritious and why Lesson # 3 19

20. Educational Theories Lesson # 3 Bloom’s Taxonomy :  Application  Evaluation  Analysis Gardner’s Multiple Intelligences :  Visual-Spatial  Logical-Mathematical  Linguistic 20

21. Motivation Lesson # 3 Ask the children “Why do living things need food? How is food used by living things?” Talk/Pair/Share Show children video “Bill Nye Introduction to fat” http://youtu.be/KveYAC5Fcmghttp://youtu.be/KveYAC5Fcmg 21

22. Procedure Lesson # 3 1.Tell children “Today we will learn how foods supply living organism’s energy. “ 2.Ask students if they can define a living organism. 3.Ask: What is energy used for? Is it important for the survival of a plant/animal or human? 4.Explain that plants produce their own food while other organisms must consume plants or other organisms in order to meet their food and energy needs. 5.Explain that food is made up of molecules; organisms break down molecules and separate out what we need and don’t need. i. Some molecules are used to rebuild tissue, bones etc. ii.Some are used as fuel for energy. iii. Water plays an important role as a key ingredient of blood that allows it to break down and transport nutrients throughout the body and to regulate body temperature. 6.Elicit responses and class discussion. 7.Ask: What are vitamins? Choose multiple students to answer and engage in discussion 22

23. Procedures(continued) 8.Pair/Share and discuss what vitamins you know and what they are used for. Where can you find these vitamins? 9.Partners will share information and class will discuss their answers. 10.Discuss what part of foods provide energy; sugars. 11.Ask: What kind of sugars do you know? Where do you find them? Encourage critical thinking amongst students. 12.Sugars in candy are simple sugars, which are very easy to digest giving us a quick burst of energy. Sugars in fruits and vegetables are more complex, digest more slowly, and provide energy over a longer period of time. 23

24. Lesson Rubric Lesson # 3 ObjectiveTarget 3 Satisfactory 2 Unsatisfactory 1 Student Rating To identify how food supplies energy and materials necessary for growth. Student fully understood and explained how foods supply energy and materials necessary for growth. Student understood how foods supply energy and materials necessary for growth but did not fully explain the reasoning. Student did not understand or explain how foods supply energy and materials necessary for growth. To describe how food and materials help to repair. Student understood and explained how foods and materials help to repair organisms. Student understood or explained how foods and materials help to repair organisms. Student did not understand and explain how foods and materials help to repair organisms. To compare non- foods and foods Student completed graphic organizer correctly and was able to compare and sort non-foods and foods. Student completed the graphic organizer and compared/sorted non-foods and foods with adult assistance. Student was unable to complete the graphic organizer and did not compare/sort non- foods and foods even with adult assistance. To identify what foods are considered nutritious and why Student completed graphic organizer/question answer worksheet correctly and was able to explain why items were in certain columns. Student completed graphic organizer/question answer worksheet correctly and was able to explain why items were in certain columns with adult assistance. Student did not complete graphic organizer or question answer worksheet correctly and was unable to explain why items were in certain columns with adult assistance. 24

25. Assessments Lesson # 3 25

26. Assessments Student Sample/Photographs Lesson # 3 26

27. Lesson #4 How do Animals Meet their Energy Needs for Survival? Behavioral Objectives Students will be able 1. To identify the three different eating styles of mammals 2. To learn and research animal eating styles and organize animals eating styles using a Microsoft excel bar graph Lesson # 4 27

28. Educational Theories Lesson # 4 Bloom’s Taxonomy :  Knowledge  Comprehension Gardner’s Multiple Intelligences :  Visual-Spatial  Interpersonal  Intrapersonal 28

29. Motivation Lesson # 4 Say: We have learned about what organisms need to live and how they get energy. Now let’s take a look at animals specifically. Show children the video “What do animals eat?” http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.eat/w hat-do-animals-eat/ Ask the children “Why do living things need food? How is food used by animals?” Talk/Pair/Share 29

30. Procedure Lesson # 4 1.Say: What do we know about what animals eat? 2.Let’s fill out the chart and write what we know about animals’ eating styles, what we want to learn about animals eating styles and then we will complete what we have learned. 3.Class will work together and complete the chart and engage in accountable talk. 4.Say: Today we will learn about what animals eat. We will discuss their eating styles and also learn how to organize the information we have learned. 5.Discuss herbivores, carnivores, and omnivores and their characteristics. Discuss the different types of teeth these animals have and why. a.Herbivores: an animal that eats only plants. b.Carnivore: an animal that eats only other animals (meat) c.Omnivore: an animal that eats both plants and animals. 6.Students will discuss different animals and what they eat. Students will engage in accountable talk and state whether they agree or disagree with their classmates. 7.Class will then discuss the teeth structure of herbivores, carnivores and omnivores. 8.Say: What do you think a carnivores tooth looks like? What shape is it? Feel your teeth and describe what you feel. 9.Students will turn/pair/share and discuss what they feel and explain why their teeth are sharp. 10.Choose two pair of children to share and discuss their discoveries with the class. 11.Explain that carnivores have sharp canines which are used for seizing and stabbing prey. The sharp carnassials help cut up meat in the mouth. Herbivores have large flat teeth which are used for chewing and grinding plants. Omnivores have a variety of sharp and flat teeth because they eat a variety of foods. 12.Class will discuss animals and their teeth. Encourage accountable talk amongst class. 30

31. Lesson Rubric Lesson # 4 ObjectiveTarget 3 Satisfactory 2 Unsatisfactory 1 Student Rating To identify and compare the three different eating styles of mammals Student identified the three different eating styles and was able to compare the three. Student was able to identify two of the three different eating styles and was able to compare them. Student was unable to identify the three different eating styles of mammals. To learn and research animal eating styles and organize animals eating styles using Microsoft excel Student was able to research animals and organize them by eating styles using a Microsoft excel bar graph Student was somewhat able to research animals and organize them by using a Microsoft excel bar graph Student was unable to research animals and could not create a bar graph with Microsoft excel 31

32. Assessments Lesson # 4 32

33. Assessments Student Sample/Photographs Lesson # 4 33

34. Lesson #5 What is a Food Chain? What is a Food Web? Behavioral Objectives: Students will be able : 1. To explain what a food chain is. 2. To incorporate the following academic language when describing a food chain/food web: producer, consumer decomposer. 3. To effectively use technology to research a scientific topic. 4. To accurately complete food chains for different habitats. Lesson # 5 34

35. Educational Theories Lesson # 5 Bloom’s Taxonomy :  Application  Evaluation  Analysis Gardner’s Multiple Intelligences :  Visual-Spatial  Logical-Mathematical  Linguistic 35

36. Motivation Lesson # 5 Students will be called to the rug for a Read Aloud of Horseshoe Crabs and Shorebirds The Story of a Food Web. I will explain that this book will look closely at how one food web works. While I read the book they should take notes on their graphic organizer. The students will be expected to listen for who the members of the food web are and write them down accordingly. Throughout the book, I will pause and give the students a chance to turn and talk about what members of the food web they have picked out of the story. They should draw lines connecting the members of the food web so they can accurately replicate it in their model. 36

37. Procedure Lesson # 5 1.Students will than view the Bill Nye the Science Guy Food Web video. Students be instructed to complete the L section of the graphic organizer. 2.The class will break into their “science groups” and will cooperatively work on the following scavenger hunt: 3.http://mysite.cherokee.k12.ga.us/personal/mollie_dunn/site/Scaveng er%20Hunts/1/Food%20Chain%20Internet%20Scavenger%20Hunt.pdfhttp://mysite.cherokee.k12.ga.us/personal/mollie_dunn/site/Scaveng er%20Hunts/1/Food%20Chain%20Internet%20Scavenger%20Hunt.pdf 4.The scavenger hunt worksheets will be collected for each individual students. Upon completion the groups will visit different Web 2.0 sites that are listed on the following filamentality site: ____________________. The results of the scavenger hunt will be shared with the class. Follow up Activity: The next activity the students will be involved is in to construct a food web based on the book Horseshoe Crabs and Shorebirds The Story of a Food Web. The students will need to accurately form the web and label each animal as a producer, consumer (what kind) and decomposer. The students will work in groups and present their projects to the class. 37

38. Lesson Rubric Lesson # 5 Food Web - Assessment Rubric Behavioral Objective Target 3 Satisfactory 2 Unsatisfactory 1 Student Rating Students will explain what a food chain is Students completely and accurately defined a “food chain”. Students defined a food chain Students were unable to define a “food chain”. Students will incorporate the following academic language when describing a food chain/food web: producer, consumer decomposer. Students will identify the three main parts of a food chain and provide complete definitions for each, including the three different types of consumers Students will identify the three main parts of a food chain and provide complete definitions for each, including the three different types of consumers with 1 or 2 errors. Students will identify the three main parts of the food chain and provide definitions for each, including the three different types of consumers with more than 2 errors. Students will effectively use technology to research the topic Students actively and diligently researched all questions in the scavenger hunt and were able to answer all the questions correctly. Students researched all the questions in the scavenger hunt and were able to answer at least seven of the questions correctly. Students researched most of the questions in the scavenger hunt and were able to answer at least half. Students will accurately complete food chains Students were able to complete the five food chains one or no errors. Students were able to complete the five food chains with 2 errors. Students were able to complete the five food chains with three or more errors. 38

39. Assessments Lesson # 5 39

40. Assessments Student Sample/Photographs Lesson # 5 40

41. Lesson #6 : Horseshoe Crabs and Shorebirds The Story of a Food Web? Behavioral Objectives 1. Students will be able to identify members of a food web as described in Horseshoe Crabs and Shorebirds The Story of a Food Web. 2. Students will be able to accurately answer questions surrounding the food web presented in Horseshoe Crabs and Shorebirds The Story of a Food Web. 3. Students will work collaboratively to build a model of the food web presented in the book Horseshoe Crabs and Shorebirds The Story of a Food Web. Lesson # 6 41

42. Educational Theories Lesson # 6 Bloom’s Taxonomy :  Application  Evaluation  Analysis Gardner’s Multiple Intelligences :  Visual-Spatial  Logical-Mathematical  Linguistic 42

43. Motivation Lesson # 6 Students will be called to the rug for a Read Aloud of Horseshoe Crabs and Shorebirds The Story of a Food Web. I will explain that this book will look closely at how one food web works. While I read the book they should take notes on their graphic organizer. The students will be expected to listen for who the members of the food web are and write them down accordingly. Throughout the book, I will pause and give the students a chance to turn and talk about what members of the food web they have picked out of the story. They should draw lines connecting the members of the food web so they can accurately replicate it in their model. 43

44. Procedure Lesson # 6 1.Students will break into their science groups and compare the notes they took during the reading of the book. 2.Each group will then begin to construct a food web based on the book Horseshoe Crabs and Shorebirds The Story of a Food Web. 3.Each group will be given a geoboard, 25 bands, 25 labels, 4. Each student will individually answer the questions on the graphic organizer: Follow up Activity: The next activity the students will be asked to research other animals that could be added to the food web using the filamentality page. They will draw this web, accurately label all members. 44

45. Lesson # 6 Horseshoe Crab Food Web - Assessment Rubric Behavioral Objective Target 3 Satisfactory 2 Unsatisfactory 1 Students will identify members of the food web as described in Horseshoe Crabs and Shorebirds The Story of a Food Web Students identified 17 or more of the members of the food web described in Horseshoe Crabs and Shorebirds The Story of a Food Web Students identified between 10 and 16 members of the food web described in Horseshoe Crabs and Shorebirds The Story of a Food Web Students identified less than 10 members of the food web described in Horseshoe Crabs and Shorebirds The Story of a Food Web Students will accurately answer questions surrounding the food web presented in Horseshoe Crabs and Shorebirds The Story of a Food Web Students will accurately answer all three questions Students will accurately answer at least 2 questions Students will answer 1 or zero questions Students will work collaboratively to build a model of the food web presented in Horseshoe Crabs and Shorebirds The Story of a Food Web Students will work together to accurately build a model of the food web presented in Horseshoe Crabs and Shorebirds The Story of a Food Web using a geoboard and at least 17 of the animals mentioned in the book Students will work together to accurately build a model of the food web presented in Horseshoe Crabs and Shorebirds The Story of a Food Web using a geoboard and and between 10 and 16 animals mentioned in the book Students will work together to accurately build a model of the food web presented in Horseshoe Crabs and Shorebirds The Story of a Food Web using a geoboard and less than 10 animals mentioned in the book 45

46. Assessments Lesson # 6 46

47. Assessments Student Sample/Photographs Lesson # 6 47

48. Horseshoe Crab Food Web BeforeAfter 48

49. Filamentality Website http://www.kn.att.com/wired/fil/pages/listpe dagogyje.html Self-Created Website 49

50. Self-Created Website 50