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

2. 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

3. 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.

4. 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

5. 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

6. 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

7. 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.

8. 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.

9. 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

10. 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;

11. 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.