MST INQUIRY UNIT 5 Straight As Gloria Balbuena, Janice Lin, Yudith Rivas, Krystal Gonzalez, Abe Hazway

Table of Contents Food Chains & Food Webs ISTE NETs Standards for Literature Students How are plants and animals well-suited to live in their environments? ISTE Net Standards for Literate Students Photosynthesis ISTE NETs Standards for Literate Students Student Assessments Importance of Museum Trips Key Aspects of Smart board in the Classroom & Web 2.0

Lesson #1 : Food Chains & food webs BLOOM’S TAXONOMY KNOWLEDGE, COMPREHENSION AND APPLICATION. GARDNER’S MULTIPLE INTELLIGENCE(S): Visual-Spatial, body-kinesthetic, interpersonal and linguistic. NYC SCIENCE SCOPE & SEQUENCE: INQUIRY SKILLS: Classifying, communicating, comparing and contrasting, creating models, gathering and organizing data, generalizing and interpreting data. PROCESS SKILLS: Order and sequence objects and/or events, classifying objects according to an established scheme, generate a scheme for classification, compare and contrast organisms/objects/events in the living and physical environments. NYC MATH SKILLS: PROCESS STANDARDS- Problem solving and communication. CONTENT STANDARDS: Measurement, data analysis and probability.

ISTE NETs Standards for Literature Students Creativity and innovation, communication, research and information fluency, and critical thinking, problem solving and decision making. BEHAVIORAL OBJECTIVES 1) To classify populations and organisms as producers, consumers, or decomposers by the role they serve in the ecosystem 2) To create a food chain by energy levels 3) To explain how consumers depend on producers and other living things

Lesson #2 : How are plants and animals well-suited to live in their environments? BLOOM’S TAXONOMY Creating, evaluating, analyzing, understanding, and remembering. Gardeners multiple intelligence(s): Naturalist, visual/spatial, existential, logical/mathematical, and verbal/linguistic. NYC Scope and Sequence Inquiry Skills: communicating, comparing and contrasting, gathering and organizing data, as well ass observing Process Skills: Compare and contrast organisms/objects/events in the living and physical environments. Observe analyze, and report observances of objects and events. NYC Math Skills: Process Standards: problem solving, communication, representation. Content Standards: Data Probability and Analysis

ISTE Net Standards for Literate Students Creativity and innovation, communication and collaboration, research and information fluency, critical thinking problem solving and decision making. Behavioral Objectives 1. To learn about the variety of plants. 2. To learn the structures of a plant 3. To learn how different plants respond and adapt to different environments 4. To create a growth charts/graphs based on data

Lesson #3 photosynthesis Bloom’s Taxonomy Knowledge, comprehension, and Analysis Gardner’s Multiple Intelligence(s): Visual- spatial, logical- mathematical, interpersonal and linguistics NYC Science Scope & Sequence: Inquiry Skills: Classifying, Comparing and Contrasting, Predicting Process Skills: Observe, analyze, and report observations of objects and events. Observe, identify, and communicate patterns. Compare and contrast organisms/objects/events in the living and physical environments. NCTM Math Skills: Data Analysis and Probability- calls for students to identify why certain plants are able to live in a certain environments relevant to the amount of water and sunlight available within those environments.

Behavioral Objective(s)  ISTE NETs Standards for Literate Students Reasoning & proof- calls for students to understand why plants live within certain habitats and environments. Communications- students will use digital media and diagrams of plants to support individual learning and contribute to the learning of others. Researching and informational fluency- students will use the digital tool and resources, to gather, evaluate, and use information. Behavioral Objective(s) To identify different parts of plants and how they function. To create a graphic organizer of a plant using Inspiration 8.0. To explain the process of photosynthesis.

Student Assessments (L.6.2a-b) Students will complete food chain/web after watching video about the process of photosynthesis. (L.6.1f)-Students will fill out a descriptive graphic organizer with the teacher. (L.6.1f)-Students will conduct an experiment and create bar graph to record data. Inches

Why do we need to take our students to Museum trips? Promotes Creativity and Critical Thinking Skills Provides real life and hands on experience for students Students learn through visuals and active subjects Engages a fun learning environment for students Museums Bronx Zoo, Botanical Garden, Metropolitan Museum of Arts, American Museum of Natural History…etc;

Key Aspects of Smart board in the Classroom Pro Con Presentation of learning material is improved Lesson planning preparation is increased Engages student motivation Training of accessing board is neccesary Teacher planning is organized Possible disconnection of social interaction Low maintenance – no hassle of cleaning/maintaining whiteboards Equipments can be costly Web 2.0 Resource Lesson #1 -Food Chain & Food Web Lesson #3 -Photosynthesis How do these tools enhance student learning? The Smart Board creates a fun learning environment on this tech-savy century. It enriches the classroom in various ways and helps enhance student learning. Web 2.0 Resources are also very helpful for students due to its wide selection of resources to interactive self correcting games, along with answers to the topic.