1. Animals use their senses for survival
&
Environment effects plants and animals
Kenny and the Temptations
Wai Ki Tan, Kenny, Wajid
4th Grade Unit 4
Science Scope and Sequence

2. Lesson #1 : Animal senses help them survive
Gathering and organizing data – collecting information about objects and events which illustrate a specific situation
Interpreting data – analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data
Process Skills:
Observe, analyze, and report observations of objects and events.
Observe, identify, and communicate cause-and-effect relationships.
Generate appropriate questions (teacher- and student-based) in response to observations, events, and other experiences.
Collect and organize data, choosing the appropriate representation
ISTE NETs Standards for Literate Students
Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Research and Information Fluency:
Students apply digital tools to gather, evaluate, and use information.
Bloom’s Taxonomy: Creating, Evaluating, analyzing, applying, understanding, remembering Gardner’s Multiple Intelligence(s): Visual-Spatial, Kinesthetic, Interpersonal, Linguistic, Logical NCTM Math Skills Process Standards: Communication: Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Representations: Represent mathematical ideas to express their thoughts. Problem Solving: Solve problems that arise in mathematics and in other contexts. Content Standards: Data Analysis and Probability: Collect, organize and display relevant data to answer questions NYC Science Scope & Sequence Inquiry Skills: Communicating – giving oral and written explanations or graphic representations of observations Creating models – displaying information, using multisensory representations Inferring – drawing a conclusion based on prior experiences Observing – becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties

3. Lesson #1: Animal senses help them survive Behavioral Objectives:
To create a poster about animal’s senses
To gather data about an animal’s sense and draw a conclusion
To create a graph about the number of animals that use specific senses for survival
Utilizing Web2.0 Sources in the Motivational/ Constructivist Approach:
Video:
Interactive Website:
Motivation
Students will reach inside of the bag to feel what is inside.
What would you do if you felt something sharp? Soft? Hard? rough? Smooth?

4. Behavioral Objectives Target “6/5” Satisfactory “4/3” Unsatisfactory
Satisfactory
“4/3”
Unsatisfactory
“2/1”
Behavioral
Objective #1:
To create a poster about animal’s senses
Senses are clearly shown in the drawing. All senses are labeled with correct information. All labels are written neatly and neatly spaced out.
Senses are clearly shown in the drawing. One sense is not labeled. All labels that were written is neat and neatly spaced.
Senses are clearly shown in the drawing. More than one sense is not labeled. Not all parts of the drawing was labeled
Objective #2:
To gather data about an animal’s sense and draw a conclusion
Recorded at least 7 animals from the video. Research data was recorded efficiently and well organized. Conclusion was well written with no grammatical errors.
Recorded 6 animals from the video. Research data was recorded efficiently and well organized. Conclusion was well written with one grammatical errors.
Recorded less than 5 animals from the video. Research data was recorded efficiently and well organized. Conclusion was well written with more than grammatical errors.
Objective #3:
To create a graph about the number of animals that use specific senses for survival
All data is organized neatly. Graph have a title and the axis are labeled correctly. Summary is well written with no grammatically errors. List at least 4 statistics shown on the graph.
All data is organized neatly. Graph have a title and the axis are labeled correctly. Summary is well written with one grammatically errors. List at least 4 statistics shown on the graph.
All data is organized neatly. Graph have a title and the axis are labeled correctly. There is more than one grammatical error. List less than 3 statistics shown on graph.

5. To create a poster about animal’s senses
Assessment # 1
To create a poster about animal’s senses
Students are going to research about the animal in pairs.
After researching , each pair will draw the animal and label how the senses help them survive.

6. Assessment #2
To gather data about an animal’s sense and draw a conclusion
As students watch the video, students will fill out the graphic organizer.

7. Assessment #3
To create a graph about the number of animals that use specific senses for survival
Students will rotate to each table to gather the data.
After gathering data, students are going to create a chart to see which sense is most commonly used for survival.

8. Lesson #2 :
Gathering and organizing data – collecting information about objects and events which illustrate a specific situation
Interpreting data – analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data
Process Skills:
Observe, analyze, and report observations of objects and events.
Observe, identify, and communicate cause-and-effect relationships.
Generate appropriate questions (teacher- and student-based) in response to observations, events, and other experiences.
Collect and organize data, choosing the appropriate representation
ISTE NETs Standards for Literate Students
Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Research and Information Fluency:
Students apply digital tools to gather, evaluate, and use information.
Bloom’s Taxonomy: Gardner’s Multiple Intelligence(s): NCTM Math Skills Process Standards: Communication: Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Representations: Represent mathematical ideas to express their thoughts. Problem Solving: Solve problems that arise in mathematics and in other contexts. Content Standards: Data Analysis and Probability: Collect, organize and display relevant data to answer questions NYC Science Scope & Sequence Inquiry Skills: Communicating – giving oral and written explanations or graphic representations of observations Creating models – displaying information, using multisensory representations Inferring – drawing a conclusion based on prior experiences Observing – becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties

9. Lesson #2: Behavioral Objectives:
To be able to describe the importance of why people must change appearance or habits when entering a particular enviornment
To collect and analyze data of different species and accurately describe the type of adaptation they display
To be able to create, read, and interpret data from a bar graph chart.
Utilizing Web2.0 Sources in the Motivational/ Constructivist Approach:
Video:
Interactive Website:
Motivation
Which animal would you choose to be if you lived in Alaska?

10. Behavioral Objectives Target “6/5” Satisfactory “4/3” Unsatisfactory
Satisfactory
“4/3”
Unsatisfactory
“2/1”
Behavioral
Objective #1:
To be able to describe why they must change their appearance or habits when entering a particular environment
Students are able to list 5 or more reasons of the importance of change, and the consequences of those changes; their account has no grammatical errors
Students are able to give 3- 4 reasons for the importance of change in their environment; their account has 3-5 grammatical errors
Students give 1 or 2 reasons for the importance of change; their work contains more than 6 grammatical errors
Objective #2:
To collect and analyze data of different species and accurately describe the type of adaptation they display
Students are able to utilize 2 or more web 2.0 tools in their inquiry; they are able to find 6 or more different species of animals to compare/contrast their attributes
Students utilize a web 2.0 tool in their inquiry and are able to come up with 3-5 different species of animals to compare/contrast their attributes
Students do not utilize any web 2.0 tools. Their search contains 1-3 different species of animals to compare /contrast their attributes
Objective #3:
To be able to create, read, and interpret data in a bar chart
Students accurately list both axis, scale title, and bar in their graph; they are able to read the data and interpret it with no errors
Students miss 1 or 2 items when creating a bar graph; they are able to interpret some parts of the data but miss 1 or 2 relevant information
Students miss more than 3 items in their graph; they give little to no detail on the interpretation of the data

11. Assessment # 1
To be able to describe the importance of why they must change their appearance and behavior when entering a different environment.
This exercise enables students to draw a connection between themselves and their environment to understand the necessity for an animal to adapt to certain changes.

12. Assessment # 2
To collect and analyze data of different species and accurately describe the type of adaptation they display.
Students will research animals of their own interest and find important information that will enable them to compare different species.

13. Assessment # 3
To be able to create, read, and interpret data from a bar chart
Students will gain basic principle of why we incorporate collected data into an organized chart for clearer explanation.

14. WHY IS IT IMPORTANT TO TAKE CHILDREN TO THE MUSEUMS?
Tactile experience
Differentiated of Learning (Multiple Intelligences)
Provokes imagination, creativity, critical thinking
Explore through their senses
Real life experience
New fun way to learn