5+Life+Ecosystems+Week1&2+-+Biodiversity


 * __Moore Magnet Elementary School__**
 * __Two-Week Lesson Plan Template Components__**

__Learning Target__: (Essential Question) – What physical and behavioral adaptations enable animals to survive in a particular environment

__What is the end result?__ The student will be able to identify adaptations that enable an animal to survive in a particular environment.
 * Standards:**

GLE 0507.5.2 Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist SPI 0507.5.1 Identify physical and behavioral adaptations that enable animals such as amphibians, reptiles, birds, fish, and mammals to survive in a particular environment. SPI 0507.5.2 Explain how fossils provide information about the past || 3. Students apply digital tools to gather, evaluate, and use information 4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources 6. Students demonstrate a sound understanding of technology concepts, systems, and operations. || GLE 0506.5.3 Design investigations to address a question and consider how data collection methods affect the nature of the data set. GLE 0506.2.1 Extend the understanding of place value through millions and millionths in various contexts and representations SPI 0506.2.1 Read and write numbers form millions to millionths in various contexts SPI 0506.2.9 Compare whole numbers, decimals and fractions using the symbols <, > , and =. || GLE 3-5 Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation GLE 3-5 Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams GLE 3-5 Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations ||
 * **Science** ||
 * GLE 0507.5.1 Investigate physical characteristics associated with different groups of animals
 * **Technology/ISTE** ||
 * 1. Students demonstrate creative thinking, construct knowledge, and develop products and processes using technology
 * **Math** ||
 * GLE 0506.5.1 Construct and analyze double bar and line graphs
 * **Engineering/Inquiry** ||
 * GLE 3-5.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data
 * **Assessments, activities, and resources for learning:** ||
 * Math || Science ||  ||
 * **__Manipulatives__**
 * Create place value chart to use as manipulative throughout Unit.
 * Place value clothesline
 * Cards with decimal values printed to use in comparing, ordering, etc.
 * Dry erase boards
 * Kidspiration virtual manipulatives
 * Compass Math
 * Brainpop

__How Much is a Million?__ __Millions to Measure__ || *Brainstorm the concept of "environment" as "surroundings". Describe local school environment in Scientist's Notebooks. (living and non-living, etc.) __http://chalk.richmond.edu/education/projects/webquests/adaptations/index.htm__ __l__ || __[]__ ||  ||
 * __Literature Resources__**
 * Conditions that affect quality of life (number of students in class, etc.).
 * Discuss specific environment. Brainstorm types of organisms can live in this environment and why. ||
 * Lesson 1.2 – Millions || *Rubric page 23 ||
 * Lesson 1.4 – Compare and order whole numbers. Students will use population data to compare and order. || *label an organism & specific parts that enable it to live in an environment. Write paragraph. ||
 * Lesson 1.5 – Using a table to problem solve || Webquest:
 * Lesson 2.1 – Decimal place value to the millionths place (introduced, revisited during study of cells) || __*Exploring Environments__ (AIMS Book) Page 21 ||
 * Lesson 2.2/2.3 – identify and write equivalent decimals || *Assign specific environments - students will research and present. Group activity. ||
 * Play “War” card game using decimal playing cards. www.lauracandler.com/filecabinet/math/PDF/decwar.pdf ||  ||
 * Virtual manipulatives website
 * Integrated ||
 * * Science Book pages 50 – 51 – Predator vs. Prey
 * Missing moths – pages 128-130 (Critters AIMS book)
 * Students will create tables to present Science data. ||
 * Students will create tables to present Science data. ||