S: An Organism and its Environment
FC: An Organism and its Environment
1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my "An Organism an its Environment" lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing and that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their student's work.
2: Giraffe | Ecosystem: a group of living and non-living things that interact with each other The ecosystem of a Giraffe includes...
3: Where a Giraffe Lives... A Giraffe lives in a habitat called a savanna. A savanna is a dry grassland with some trees. It is a hot place and it is very dry most of the time.
4: What the Giraffe Eats... Giraffes eat leaves from tall trees. Its favorite is the acacia tree. | Giraffes also eat grass, fruits, and various shrubs.
5: The Giraffes main predator is a lion. Others include cheetahs and leopards. | Also, Giraffes are often hunted or poached by humans. | The Giraffe's Predators...
6: The Giraffe has great eyesight. In fact, the Giraffe serves as a watchtower for other animals in its ecosystem because it is so tall and it can see so well. | Adaptations the Giraffe Makes to Survive...
7: The Giraffe has a camouflaged coat that helps it hide well. | The Giraffe has a long tongue that helps it get leaves off of trees. | The Giraffe has long legs and a long neck so that it can reach its food. | The Giraffe has a fringed tail that keeps flies and other pests away. | The Giraffe has hoofed feet and horns that can protect it from predators. | The Giraffe has tough lips that protect it from the thorns of the Acacia Tree.
8: MIXBOOK LESSON PLAN: Author: Lauren Shroyer Email Address: email@example.com Semester Created: Fall 2009 LESSON OVERVIEW Title: An Organism and Its Environment Brief Description: The students will choose an animal and then research the animal’s environment. The students will also research how the animal interacts with its environment along with other facts. After they’re finished researching, students will create a Mixbook to display their researched information. ESSENTIAL QUESTIONS/GENERALIZATIONS: The student will understand that an organism is found within an ecosystem and also that an organism interacts with its environment and other organisms in it. ENGAGING QUESTION/SCENARIO: The students will be constantly engaged in their learning because they are researching to find out about their chosen animal. Also, the students have the opportunity to create their own Mixbook, which will keep the students active in their learning.
9: SUBJECT AREA(S) ___ Math X Science X Reading X Writing ___ Social Studies/History ___ Foreign Language X Art ___ Music ___ PE X Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 _X Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary
10: DETAILED LESSON DESCRIPTION (Standards, Benchmarks, Student Learning Targets) GLE #1: The SWBAT identify the ways a specific organism interacts with other organisms and with the environment itself. (GLE Science, Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environment, 1. Organisms are interdependent with one another and with their environment, Concept A.a.Grade 4) (Performance Standards: 1.2, 1.4, 1.5, 1.8, 2.1, 2.7) GLE #2: The SWBAT identify and describe the ecosystem of his/her chosen animal. (GLE Science, Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environment, 1. Organisms are interdependent with another and with their environment, Concept A.b.Grade 4) (Performance Standards: 1.2, 1.4, 1.5, 1.8, 2.1, 2.7)
11: STUDENT ASSESSMENT Students will identify the ways a specific organism interacts with other organisms and with the environment itself by creating a Mixbook that includes the correct information for the student’s specific organism. Students will identify and describe the ecosystem of his/her chosen animal by creating a Mixbook that includes the correct information for the student’s specific organism. Students will write a letter to the teacher about their specific organism. The letter will include the ways their specific organism interacts with other organisms and with the environment itself. Also, the letter will describe the ecosystem of his/her chosen organism. PERFORMANCE ASSESSMENT CRITERIA “An Organism and its Environment” Rubric
12: COLLABORATION If there is another fourth grade teacher doing the same project, the students could get together and present their completed Mixbooks to each other. Know how to contact a computer expert if the computers are having issues. If any other hired positions are available to help, I would use them as much as possible so that the students will have two adults providing them with assistance instead of just the teacher. The students could invite parents, the principal, and other teachers to attend the final presentations. LESSON IMPLEMENTATION If you allow one hour each day to work on this lesson The research should take about one day. The Mixbook should take about eight to ten days for students to create. The letter to the teacher should take about two days. The final presentations should take about two days. Prerequisite Skills: Students must be able to research independently on the internet.
13: ACCOMMODATION OPTIONS ELL/IEP Students: Students with special needs will be allowed to complete a condensed version of the project that will vary depending on the severity of the special need. Assistive Technology Needs: Students who have trouble with the technology aspect of the project may be paired with a partner who is strong with technology. The partner may guide the other student through the needed steps. MANAGEMENT/ORGANIZATION TIPS Provide students with an example of a Mixbook and letter that the teacher completed. Give students the rubric at the beginning so they understand what the teacher expects. MATERIALS AND RESOURCES REQUIRED FOR UNIT Pencil and paper to record research Computers for each student that have access to the internet Pencil and paper to write the letter to the teacher
14: TECHNOLOGY (Web-based resources) www.mixbook.com www.dese.gov www.google.com UNIT PLAN FLOW CHART/TIMELINE Day 1: The teacher will explain the project and provide an example of a completed Mixbook. Also, the students will choose the organism they want to use on the project. The teacher will also hand out the rubric on this day. Day 2: Using computers and the internet, students will research their organisms to find out: 1.The ways their specific organism interacts with other organisms and with the environment itself. 2.What the ecosystem of their chosen animals looks like. Day 3: Using computers and the internet, the teacher will instruct the students to make their own Mixbook login. Then, the students can become familiar with the Mixbook creator by experimenting with the backgrounds, inserting pictures and text, and the various layouts.
15: Day 4: The students will begin making a Mixbook appropriate for their organism that includes the information collected from the research and also pictures that relate to their specific organism. Day 5: Continue working on Mixbook. Day 6: Continue working on Mixbook. Day 7: Continue working on Mixbook. Day 8: Continue working on Mixbook. Day 9: Continue working on Mixbook. Day 10: Continue working on Mixbook. Day 11: Continue working on Mixbook. Day 12: Continue working on Mixbook if needed. Day 13: Continue working on Mixbook if needed. Day 14: The teacher will instruct students to write a letter to the teacher about their specific organism. The letter will include the ways their specific organism interacts with other organisms and with the environment itself. Also, the letter will describe the ecosystem of his/her chosen organism. Day 15: Continue working on letter. Day 16: Begin Mixbook presentations. Day 17: Continue and finish Mixbook presentations.