Animal, Plants, and Humans Ladasha Tolen Krystal Rivera

Lesson One: How Do Organisms Depend on Each other for Survival NYC Science Scope & Sequence Standards: LE 5.1d,e & LE 6.1 a,b Classify populations of organisms as producers consumers, or decomposers by the role they serve in the ecosystem (food chains and food web).

NCTM Process and Content Standards Process Standards: Reasoning and Proof. Content Standards: Connections and Representations

ISTE Standards Creativity and Innovation: a) Apply existing knowledge to generate new ideas, products, or processes. Technology Operations and Concepts: a) Understand and use technology systems.

Blooms taxonomy and gardners theory I. Blooms Taxonomy Comprehension Application II. Gardners Theory of Multiple Intelligence Auditory Visual Kinesthetic

Objectives Students will be able to: 1. construct a food chain and explain how energy flows through the chain. 2. explain how all living things depend directly or indirectly on green plants for food. 3. use pictures and arrows to create a food web that includes the sun, green plants, herbivores, omnivores, and carnivores.

Procedures 1. Provide background information about how all living things need energy from food 2. Describe how the sun is the source. Energy in living things originates from the sun. 3. Discuss Food chains and Food Webs. 4. I will review and define producers, consumers, herbivores, omnivores, carnivores and decomposers 5. I will pictures of different types of organisms to each student. 6. Each student will display his/her picture to each other.

Procedures Continued 7. Students will then remain standing beside their desk while the teacher gives one student a ball of yarn. 8. Each student must toss the yarn to another organism that it will feed on. 9. Students will create a giant food web in the classroom. 10. Each student will realize the importance of each member of the web and how they are interconnected. If one is removed, the web will be destroyed. 11. Students will summarize how the food web was created and how each organism depends on each other. 12. Students will then fill out a graphic organizer based on the food web lesson.

Lesson One Graph

Lesson One Graphic Organizer

Materials Youtube video - https://youtu.be/MPZI2M1fDi8 Producers and Consumers worksheet Space for the class to form a large circle Ball of yarn Food web activity sheet Scissors Tape to attach pictures to clothing Bar graph generator on internet- http://nces.ed.gov/nceskids/graphing/classic/bar.as

Assessment III. The teacher will observe students in the classroom and how they created the web. Each student will summarize how the classroom web was created and how all organisms depend on each other for survival.

Rubric CATEGORY 3 2 1 Behavioral Objective #1: Discuss how Food Webs and Food Chains work Students are able to correctly discuss how Food Webs and Food Chains work. Students are able to discuss how either a Food Web or Food Chain works. Students are unable to discuss how Food Webs or Food Chains work. Behavioral Objective #2: Discuss relationship between Producers, Consumers, and Decomposers Students are able to thoroughly describe the relationship between Producers, Consumers, and Decomposers. Students are relatively able to describe the relationship between Producers, Consumers, and Decomposers. Students are unable to discuss the relationship between Producers, Consumers, and Decomposers.   Behavioral Objective #3: Students are able to create their own food web Students are able to utilize all knowledge of organism classifications in order to make their own food web Students are able to utilize some knowledge of organism classifications in order to make their own food web. Students are unable to utilize knowledge of organism classifications in order to make their own food web. Behavioral Objective #4: Students are able to categorize each living thing and use a bar graph to record their data from the food web they created in class Students were able to correctly generate a bar graph using the data collected from the food web created in class. Students were able to somewhat generate a bar graph using the data collected from the food web created in class. Students were not able to generate a bar graph using the data collected from the food web created in class.

NYC Science & Scope Sequence Standards: LE 7.2b,c & LE 7.2d Lesson Two: Cause and effect Relationship between Human Activities and the Environment NYC Science & Scope Sequence Standards: LE 7.2b,c & LE 7.2d Identify examples where human activity has had a beneficial or harmful effect on other organisms (e.g., deforestation).

NCTM Process and Content Standards Process Standards: Reasoning and Proof Content Standards: Connections and Representations

ISTE Standards Creativity and Innovation: a) Apply existing knowledge to generate new ideas, products, or processes. Technology Operations and Concepts: a) Understand and use technology systems.

Blooms taxonomy and gardeners theory Comprehension Application Synthesis Evaluation 2. Gardners Theory of Multiple Intelligence Auditory Visual Kinesthetic

Objectives Students will be able to: 1. understand the relationships between ecosystem dynamics and human activity. 2. distinguish between beneficial and harmful activities in an ecosystem

Procedures 1. The teacher will review habitat destruction within local communities, such as clear cutting for a new neighborhood; demonstrate how agricultural pollution affects local water sources; and discuss species that have become endangered due to human activities. 2. Students will complete a KWL chart about human impacts and the effects of pollution on environment 3. Students will then watch the movie The Lorax by Dr. Seuss.

Procedures Continued 4. The whole class will discuss how some of the actions of human and how it has impacted the natural environment that 5. Students will be arranged into groups for an activity. As a group, they will create an illustrated book depicting how humans have negatively affected the environment. They will also be asked to think of ways that humans can make a positive impact on the environment. 6. Students will present their books.

Lesson Two Graph

Lesson Two Graphic Organizer

Materials The Lorax movie by Dr. Seuss Cause and Effect graphic organizer The Lorax Worksheet Internet- http://www.rapidtables.com/tools/line-graph.htm

Assessment   The teacher will assess during the students presentations whether or not they understood the concept of the lesson. The teacher will assess the students based on the Lorax Handout activity sheet. The students will explain the different ways in which they could change some of their habits that could possible be harmful to their environment and the explain some of the ways they could do something to have a more positive affect.

Behavioral Objective #3: Rubric CATEGORY 3 2 1 Behavioral Objective #1: Students will be able to understand the relationships between ecosystem dynamics and human activity Students are able to correctly discuss the relationship between ecosystem dynamics and human activity Students are able to somewhat discuss the relationship between ecosystem dynamics and human activity Students are not able to discuss the relationship between ecosystem dynamics and human activity Behavioral Objective #2: Students will be able to distinguish between beneficial and harmful activities in an ecosystem Students are able to identify three to four beneficial and harmful activities in an ecosystem. Students are able to identify one to two beneficial and harmful activities in an ecosystem Students are unable to identify any beneficial or harmful activities in an ecosystem Behavioral Objective #3: Students will be able to represent their data on a line graph generator Students were able to correctly generate a line graph using the data found through research Students were somewhat able to correctly generate a line graph using the data found through research Students were not able to generate a line graph or conduct a research on the internet  

Field Trip American Museum of Natural History http://www.amnh.org/