? What is ecology? ML MOD SU: What is ecology? Day1 MON 4/29 ML: Each person at the table is responsible for ONE article. Explain how this jigsaw will work. Read independently, talk with someone from another table. Make your own teaching chart. Go around the table so each person can teach for minutes. CW: -Read for 5 minutes. -Find someone who read the same article - TALK for 2 minutes. -7 minutes to make TEACHING CHART *Each person must make a teaching chart with the following. -main ideas -key words -fact drawings with caption and labels WU: Why do living things need to eat?? to get energy, fuel... different organisms get that energy in different ways: - carnivore = organism that eats meat - herbivore = organism that eats only plants - omnivore = organism that eats both plants and meat - decomposer = organism that breaks down dead things TEACHING CHART GO WU NOTES Day2 TUE 4/30 Day3 WED 5/1 What is a food web? What is an ecosystem? What is an adaptation? SU: Predictions: What is this diagram of a food web showing you? What can you learn from this diagram? ML: food chain - one sequence of energy transfer in a food web (draw fox eats mouse eats leaf) Show Study Jams FOOD WEB video. What is a food web? How do you interpret a food web? *the arrow points to where the energy goes CW: Each partnership gets a color copy of a food web. In pairs, students work to interpret the food web by categorizing each organism as a producer, consumer (herbivore, carnivore, omnivore, decomposer) and explain their reasoning in the chart. Then answer questions. WU: Go over reflection questions? SU: a. What is the difference between an individual and a community? b. What is an ecosystem? ML: Go through the definitions, and have students place the correct word with the right definition: organism, individual, population, community, ecosystem, abiotic - Be sure to differentiate between a population (all the same species) and communities (different species) CW: Organisms Sort WU: Review answers SU: Day4 FRI 5/3 ML: Adaptation: a form or structure modified to fit a changed environment; helps an organism survive and reproduce better CW: -Kids use playdoh and play extreme makeover: animal edition -Give kids situations where an animal needs to make an adaptation SAY: If we found an animal in an environment where, what might that animal look like? How might it be adapted to that particular environment? -list of scenarios: 1. food is up high 2. food is only on the ground 3. it is always cold 4. it never rains 5. where you live becomes a sea form 6. the food you eat is protected by a hard shell 7. your prey is fast 8. you live on land AND water 9. you are active only at night WU: connect to the science - all those changes you made to your animal were adaptations -Possible adaptations: long legs, long neck, beak, claws, tail, feathers, wings, strength, speed, sharp teeth, animal with flat tail, if food is high up change to a long tail or if food is on ground - long nose?
HW Pick one word and do a pictograph with explain! HW B1: Interpreting a Food Web HW B2: Ecosystem Crossword HW: Food is up high, draw an animal with explanation; active only at night, draw an animal with explanation
Day5 MON 5/6 Day6 TUE 5/7 Day7 WED 5/8 Day8 FRI 5/10 *DBL SCI? Biome Presentation #1 Biome Presentation #2 *BAL/INS teach science 4th (so we can plan placements) Research Day -- one period Per1: Intro to project guidelines Per 2: Research ML SU: A biome is (find definition). One example of a biome is DESERTS. Can you list other biomes? ML: Go through the first 4 biomes in the PPT while students take notes. WU: Biome check in PPT Start thinking about a good partner to work with for the biome project SU: Biome Check in ML: Finish biome presentation WU: Get into partnerships to choose biome. Biome check in in PPT AND Choose biome *ON POST IT - Choose your top 3 BIOME choices More difficult or not very many books: freshwater, deciduous forest, tundra, wetlands SU: Biome Share; brainstorm what do you know about your biome? ML: ML: Go over project guidelines. Guiding question for research: What do I have to do to survive in this environment? -acquire food -not be killed by other organisms -not be killed by the environment SU: Circle your 3 best guiding questions and copy them over in your notes Period 1: Look for physical description Period 2: Look for one consumer More books and more levels: desert, rainforest, oceans CW: Get to know your biome 3min = read 2min = talk 3min = writing notes WU: Add books that you like and want to search more with in the bibliography space
MOD -note taking sheet -note taking sheet -note taking sheet HW B3: Biome Crossword #1 B4: Biome Crossword #2 10 what i know... what i wonder... Write a Page for Physical Description and write a Page for one Consumer
Day9 MON 5/13 *DBL SCI (Matt out) Day10 TUE 5/14 *DOUBLE SCI (Matt out) WED 5/15 Celebration Day (Matt Out) THURS 5/16 FRI 5/17 Field Trip to AMNH? Per 1: Research Per 2: Script writing/prop making Per 1: Recording videos Per 2: Share videos with biome group ML SU: Period 1: Demo with Shelly with Team Insight Period 7: Demo with Zosia with Team Empathy Periods 3 and 4: Science, Researching 1 producer Pamela: Periods 1 and 7: Play SET (Coverage during 1 and 7 to see Demos) J-Cart: 1, 3, 4, 7 Pamela I-Cart: 1,3,4,7 JRoss PER 1 and 4: Script writing/prop making PER 3 and 7: Documentaries! (No share!) Set Day in Math Solar One in Science But I signed out the laptops in case we need to get them on our flash drives or just deal with collecting work while Sarah is teaching... J-Cart: 1, 3, 4, 7 (Pamela) I Cart: 1, 3, 4, 7 (JRoss) Period 1: Demo with Matt Co-Teaching with Team Diversity Period 7: Demo with Jessica with Team Balance JESS: Periods 1 and 7: Play SET (Coverage during 1 and 7 to see Demos) MOD HW Finish script Finish prop Write an essay about what you learned about your biome.
ML#1: HOW do we take notes? *Paraphrasing saying in your own words -you have to be able to explain to someone who doesn t know science imagine a little brother or relative -each science word needs a definition that can be understood by a child -MODEL talking as a scientist then model again as if I were her brother -tell your partner what you learned then retell as if you are my little brother and my partner writes down what I said in MY notebook for my little brother and then we switch notebooks so my paraphrasing is in my notebook (writing in bullet points) -Build this into the research cycle after you talk as a scientists your partner will take notes on what you say as a big brother Share Note taking format CW: Notes with research cycle 10 minutes Reading 5 minutes talking per partner (1/2 talking as scientist, ½ talking to little brother while partner writes in your notebook) 2 minutes to switch and check over ------------------------------------ ML#2: Bilbliography - Review how to find the author and title. Show where to find the publisher, place of publication, and copyright. *Narrowing down your topic CW: Look into biome and think about the different ecosystems in your biome -take notes on note sheets -think about what communities/ecosystems are within your biome -- would you like to focus on one of the ecosystems? (stickers for kids who are taking notes in the right way, reminder to check in with those who didn t get a sticker to address note taking) WU: Narrow down your topic, or not! **TIP: for homework, when you do your fact drawings, do them on unlined paper. then you can cut them and put them into your book when you re done! SU: Set Goals? ML#1: *Inferencing lesson about making guesses around the adaptations because sometimes the book doesn t come out and tell you. -read the text -think about the information -make some educated guesses based on the information to come up with adaptations (you can make educated guesses and include these guesses into your work, however, when a scientist makes a guess they substantiate that guess with research) CW: Note-taking and research WU: What inferences did you make today? -------------------------------------------
SU: What do you still need to research? ML #2: Go over project rubric CW: Note-taking with research cycle WU: Share out planning pages for homework