MST Inquiry Unit Dionisia Rigby, Shavonne Townsend, Danielle Paterson, Michelle Smith CBSE 7204T.NET1 Advanced Study of Pedagogy and Curriculum in Childhood Education II

Table of Contents Lesson 2 (slides 3-5) What are different types of environments? Lesson 4 (slides 6-9) Animals change as seasons change Lesson 5 (slide 10-12) What do animals need to survive? Filamentality Website (slide 13)

 Bloom’s Taxonomy  Comprehension  Analysis  Application  Gardener’s Multiple Intelligences  Linguistic  Visual  Interpersonal  Children’s Literature  Nat Geo Wild Animal Atlas: Earth’s Astonishing Animals and Where They Live by National Geographic  Additives  Literature text, chalkboard, smartboard, student computers  Inquiry Skills  Classifying  Communicating  Comparing and Contrasting  Gathering and organizing data  Generalizing  Observing  Process Skills  Observe, analyze, report observations  Compare and contrast organisms in the living and physical environments  Communicate procedures and conclusions through oral and written presentations

 Teacher will show students pictures of a polar bear and a squirrel.  Students will be asked to state where these animals live and what allows them to stay in these environments.

Lesson 2 Student Performance Based Product for Behavioral Objectives (Target Rating) Behavioral Objective 1: Students will be able to identify 3 contrasting features of 2 environments Behavioral Objective 2: Students will be able to identify and describe 2 animals that live in these environments Arctic TundraTemperate Deciduous Forest Has 2 seasons: winter and summer; temperatures range between -40°C to 18°C Has four seasons: winter, summer, spring, fall temperatures between -30°C to 30°C Very little precipitation; 150 to 250 mm of rain per year Has more rain/snow than the arctic tundra; 750 to 1,500 mm of rain per year Does not have many trees or much plant lifeHas many trees that lose their leaves in fall and regrow them in spring Soil is barren and has few nutrientsSoil is fertile and has many nutrients Some animals that live here have special features to help them survive, e.g. thick fur to keep them warm, e.g., polar bear, wolves The animals must be able to keep up with the changes in the weather. When the weather gets cold, some animals migrate or hibernate, e.g. American black bear, fox x.phphttp://earthobservatory.nasa.gov/Experiments/Biome/inde x.php.

 Bloom’s Taxonomy  Comprehension  Knowledge  Gardener’s Multiple Intelligences  Linguistic  Visual  Intrapersonal  Kinesthetic  Naturalistic  Children’s Literature  Animal Adaptations for Survival by Elizabeth Rose  Additives  Literature text, crayons, markers, construction paper, Hibernation vs. Migration Worksheet, Smartboard  Inquiry Skills  Classifying  Communicating  Comparing and Contrasting  Creating Models  Process Skills  Follow safety procedures in the classroom, laboratory and field  Generate a scheme for classification  Compare and contrast organisms in the living and physical environments  Communicate procedures and conclusions through oral and written presentations  Develop a respect and appreciation for all learning environments

 Students are called down to the rug. Teacher poses the question, “What type of changes do we make as the seasons change?”  Students will Turn and Talk and then share out  Teacher will explain that these are changes that we make as the seasons change. These changes are called “behavioral adaptations”.  Teacher will explain that today they will discuss the behavioral adaptations of different animals

Lesson 4 Student Performance Based Product for Behavioral Objectives (Target Rating) Behavioral Objective 1: Students will be able to classify animals based on their behavioral adaptation Behavioral Objective 2: Students will be able to illustrate the change an animal makes from one season to another Student Performance Based Product (Target rating) for Behavioral Objective #1 Hibernation vs Migration Using the animal wordbank, classify the animals based on the type of behavioral adaptation it undergoes, hibernation or migration in the chart below. Animal Wordbank BearGeeseMonarch butterfies ChipmunksBirdsHedgehogs Gray WhaleWildebeestBats Hibernation Migration 1.________Bear__________ 1. ______Graywhale______ 2. ________Chipmunk_______ 2.______Birds___________ 3. ___________Hedgehog____ 3. ___Geese______________ 4. ______________Bats______ 4. __Monarch butterflies 5. _Wildbeest____________

Student Performance Based Product (Target rating) for Behavioral Objective #2 Bears in the Summer Bears in the Winter

 Bloom’s Taxonomy  Comprehension  Analysis  Synthesis  Gardener’s Multiple Intelligences  Kinesthetic  Visual  Naturalistic  Children’s Literature  Animal Needs by Sue Barraclough  Additives  Literature text, computers, scavenger hunt sheet, chart paper, post-its  Inquiry Skills  Classifying  Communicating  Observing  Process Skills  Use information systems properly  Collect and organize data  Observe, identify, and communicate patterns

 Teacher will ask…  “What do we need to survive?”  “What do we (humans) need to survive?”  Teacher will explain that because we know what humans need to survive, today they will discuss what animals need to survive.

Lesson 5 Student Performance Based Product for Behavioral Objectives (Target Rating) Behavioral Objective 1: Students will analyze information collected during the scavenger hunt Behavioral Objective 2: Students will differentiate between good and bad animal environments Behavioral Objective 3: Students will navigate between websites using links on a filamentary webpage Animal Natural Habitat/Living Environment Body Parts/Special features used for Survival Bad environment SharksOcean Fins and streamlined body Gills Sharp teeth Sahara Desert Artic FoxesArtic regions/areas CamouflageOcean Raccoons Forest Hands Nocturnal Attics, basements, garages and storage sheds BearsDens Hibernation Stored fat or food Eat plenty to store up fat Slow heartbeats Slow breathing In someone’s backyard

 Books, Magazines, Encyclopedias, Dictionaries, etc, have helped us along our journey to learn about animals. We have explored their habitats, survival mechanisms and their adaptations to their environment. Now it is time to use the another great source...the internet. Below you will be able to find fun links to help you dive deeper into the lives of animals. You will find detailed pictures, intriguing video clips and more. Good luck and have fun on your journey! 