O P T I M I Z I N G T H E H U M A N E X P E R I E N C EOur Changing Environment
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STEMRoadMapModuleTitleOurChangingEnvironmentSTEMRoadMapThemeOptimizingtheHumanExperienceGradeLevelKindergartenAuthorsVanessaB.Morrison,AndreaR.Milner,JanetB.Walton,CarlaC.Johnson,&ErinE.Peters-BurtonCopyright©2015PurdueUniversityAcknowledgementsThismodulewasdevelopedasapartoftheSTEMRoadMapproject(CarlaC.Johnson,PI).Fundingforthisprojectwasprovidedby:thePurdueUniversityCollegeofEducation,GeneralMotors,andtheWabashValleyEducationCenter.Modulethemesandmoduletopicsareeithertakendirectlyfromoradaptedfrom:Koehler,C.,Bloom,M.A.,&Milner,A.R.(2015).TheSTEMroadmapforgradesK-2.InC.C.Johnson,E.
E.Peters-Burton,&T.J.Moore(Eds.),STEMroadmap:AframeworkforintegratedSTEMeducation(pp.41-67).NewYork,NY:Routledge.
Seehttps://www.routledge.com/products/9781138804234formoreinformationaboutSTEMRoadMap:AFrameworkforIntegratedSTEMEducation.
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STEMRoadMapCurriculumModuleOverview
STEMRoadMapModuleThemeandGradeLevel:OptimizingtheHumanCondition-KindergartenSTEMRoadMapModuleTopic:OurChangingSchoolEnvironmentLeadDiscipline–English/LanguageArtsModuleSummaryInthismodule,studentswillinvestigatetheenvironmentaroundthemwithafocusontheneedsoflivingthingsandtheeffectsofchangesintheenvironmentontheseorganisms.Studentswillsynthesizetheirlearningduringthemoduletopublishanewsletterforthelocalcommunity,highlightingtheenvironmentalchangestheyhaveidentified(adaptedfromKoehler,Bloom,&Milner,2015;seehttps://www.routledge.com/products/9781138804234).EstablishedGoals/ObjectivesThegoalofthismoduleisforstudentstodemonstrateconceptualawarenessofchangesintheirenvironmentsuchasthelocalizedeffectsofclimatechange,erraticweatherconditions,andtheeffectsofclimateandweatheronlocalanimalhabitats.Attheconclusionofthismodule,studentswillbeableto:
• Identifychangesintheirenvironment(SCIENCE)o Understandthattherearevariouscausestoenvironmentalchanges.o Understandthattherearevarioussolutionstoenvironmentalchanges.
• Utilizetechnologytogatherresearchinformationandcommunicate(TECHNOLOGY)• Utilizetechnologytoolstogatherdata(TECHNOLOGY)• Utilizetechnologytofacilitatedeeperconceptualunderstanding(TECHNOLOGY)• Identifytechnologicaladvancesandtoolsthatscientistsusetolearnaboutthechanging
environment(TECHNOLOGY)• Explain/discuss/expressconceptsaboutchangesintheenvironmentthroughthe
developmentofanewsletterforthelocalcommunitytoreportchangesintheenvironmentaroundtheschoolandcommunity.(ELA)
• Chart,graph,identify,andanalyzepatternsofyourlocalweatherusingthesymbols>=<toindicatewarmer,colder,etc.(MATHEMATICS)
• Sortrecyclablesbroughtineachday.Usethesymbols>=<tocount,chartandgraph[amountandweight]andcomparedailytallies.(MATHEMATICS)
• Demonstratecompetencyinthe21stCenturySkills(e.g.interdisciplinarythemesandinvestigations;learningandinnovationskills;information,mediaandtechnologyliteracy;lifeandcareerskills)
• Evaluatetheinfluencechangesintheenvironmenthaveoncultureandsociety.(SOCIALSTUDIES)
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Challengeand/orProblemforStudentstoSolveInthismodule,studentteamsarechallenged“todevelopandprintanewsletterorblogforthelocalcommunitytoreportconditionsandchangesintheenvironmentinthecommunity(Koehleretal.,2015).ContentStandardsAddressedinSTEMRoadMapModule
NextGenerationScienceStandards
CommonCoreMathematics CommonCoreEnglish/LanguageArts
(ELA)
NationalAssociationfortheEducationofYoungChildren
(NAEYC):
K-ESS2-1Useandshareobservationsoflocalweatherconditionstodescribepatternsovertime.
CCSSMathPractices
MP1Makesenseofproblemsandpersevereinsolvingthem.
MP2Reasonabstractlyandquantitatively.
MP3Constructviableargumentsandcritiquethereasoningofothers.
MP4Modelwithmathematics.
MP5Useappropriatetoolsstrategically.
MP6Attendtoprecision.
MP7Lookforandmakeuseofstructure.
MP8Lookforandexpressregularityinrepeatedreasoning.
ReadingStandardsRI.K.1Withpromptingandsupport,askandanswerquestionsaboutkeydetailsinatext.
RI.K.3Withpromptingandsupport,describetheconnectionbetweentwoindividuals,events,ideas,orpiecesofinformationinatext.
2.G.02Childrenareprovidedvariedopportunitiesandmaterialstolearnkeycontentandprinciplesofscience.
K-ESS3-1Useamodeltorepresentthe
MathContentCCSS.Math.Content.K.CC.B.4Understandtherelationship
WritingStandardsW.K.2Useacombinationof
2.G.03Childrenareprovidedwithvariedopportunities
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NextGenerationScienceStandards
CommonCoreMathematics CommonCoreEnglish/LanguageArts
(ELA)
NationalAssociationfortheEducationofYoungChildren
(NAEYC):
relationshipbetweentheneedsofdifferentplantsandanimals(includinghumans)andtheplacestheylive.
betweennumbersandquantities;connectcountingtocardinality.
drawing,dictating,andwritingtocomposeinformative/explanatorytextsinwhichtheynamewhattheyarewritingaboutandsupplysomeinformationaboutthetopic.W.K.5Withguidanceandsupportfromadults,respondtoquestionsandsuggestionsfrompeersandadddetailstostrengthenwritingasneeded.W.K.7Participateinsharedresearchandwritingprojects(e.g.,exploreanumberofbooksbyafavoriteauthorandexpressopinionsaboutthem).
andmaterialsthatencouragethemtousethefivesensestoobserve,explore,andexperimentwithscientificphenomena.
K-PS3-1MakeobservationstodeterminetheeffectofsunlightonEarth’ssurface.
CCSS.Math.Content.K.CC.C.6Identifywhetherthenumberofobjectsinonegroupisgreaterthan,lessthan,orequaltothenumberofobjectsinanothergroup,e.g.,byusingmatchingandcountingstrategies.CCSS.Math.Content.K.CC.C.7Comparetwonumbers
SpeakingandListeningStandardsSL.K.1Participateincollaborativeconversationswithdiversepartnersaboutkindergartentopicsandtextswithpeersandadultsinsmallandlargergroups.
2.G.04Childrenareprovidedwithvariedopportunitiestousesimpletoolstoobserveobjectsandscientificphenomena.
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NextGenerationScienceStandards
CommonCoreMathematics CommonCoreEnglish/LanguageArts
(ELA)
NationalAssociationfortheEducationofYoungChildren
(NAEYC):
between1and10presentedaswrittennumerals.
SL.K.3Askandanswerquestionsinordertoseekhelp,getinformation,orclarifysomethingthatisnotunderstood.SL.K.5Adddrawingsorothervisualdisplaystodescriptionsasdesiredtoprovideadditionaldetail.
K-LS1-1Useobservationstodescribepatternsofwhatplantsandanimals(includinghumans)needtosurvive.
CCSS.Math.Content.K.MD.A.1Describemeasurableattributesofobjects,suchaslengthorweight.Describeseveralmeasurableattributesofasingleobject.
CCSS.Math.Content.K.MD.A.2Directlycomparetwoobjectswithameasurableattributeincommon,toseewhichobjecthas“moreof”/“lessof”theattribute,anddescribethedifference.Forexample,directlycomparetheheightsoftwochildrenanddescribeonechildastaller/shorter.
2.G.05Childrenareprovidedwithvariedopportunitiesandmaterialstocollectdataandtorepresentanddocumenttheirfindings(e.g.,throughdrawingorgraphing).
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NextGenerationScienceStandards
CommonCoreMathematics CommonCoreEnglish/LanguageArts
(ELA)
NationalAssociationfortheEducationofYoungChildren
(NAEYC):
CCSS.Math.Content.K.MD.B.3Classifyobjectsintogivencategories;countthenumbersofobjectsineachcategoryandsortthecategoriesbycount.
2.G.06Childrenareprovidedwithvariedopportunitiesandmaterialsthatencouragethemtothink,questions,andreasonaboutobservedandinferredphenomena.
CCSS.Math.Content.K.CC.A.1Countto100byonesandbytens.CCSS.Math.Content.K.CC.A.2Countforwardbeginningfromagivennumberwithintheknownsequence(insteadofhavingtobeginat1).CCSS.Math.Content.K.CC.A.3Writenumbersfrom0to20.Representanumberofobjectswithawrittennumeral0-20(with0representingacountofnoobjects).CCSS.Math.Content.K.CC.B.5Counttoanswer“howmany?”questionsaboutasmanyas20thingsarrangedinaline,arectangulararray,oracircle,orasmanyas10thingsinascatteredconfiguration;givenanumber
2.G.07Childrenareprovidedwithvariedopportunitiesandmaterialsthatencouragethemtodiscussscientificconceptsineverydayconversation.
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NextGenerationScienceStandards
CommonCoreMathematics CommonCoreEnglish/LanguageArts
(ELA)
NationalAssociationfortheEducationofYoungChildren
(NAEYC):
from1-20,countoutthatmanyobjects.
2.G.08Childrenareprovidedwithvariedopportunitiesandmaterialsthathelpthemlearnandusescientificterminologyandvocabularyassociatedwiththecontentareas.
2.H.02Allchildrenhaveopportunitiestoaccesstechnologythattheycanuse.
2.H.03Technologyisusedtoextendlearningwithintheclassroomandintegrateandenrichthecurriculum.
21stCenturySkillsAddressedinSTEMRoadMapModule
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21stCenturySkills LearningSkills&TechnologyTools
(fromP21framework)
TeachingStrategies
EvidenceofSuccess
Interdisciplinarythemes
Economic,Business,andEntrepreneurialLiteracyHealthLiteracyEnvironmentalLiteracy
Teacherswillprovidestudentswiththeopportunitytoinvestigatechangesintheenvironmentsuchasthelocalizedeffectsofclimatechange,erraticweatherconditions,andtheeffectsofclimateandweatheronlocalanimalhabitatsthroughatransdisciplinarylens,inpart,inthecontextoftheeconomicsofeverydaylifeandthebusinessindustry(e.g.agricultural,etc.).
Studentswillcompareandcontrasttheirpriorandcurrentexperienceswithchangesintheenvironmentsuchasthelocalizedeffectsofclimatechange,erraticweatherconditions,andtheeffectsofclimateandweatheronlocalanimalhabitatsthroughatransdisciplinarylensinthecontextoftheinterdisciplinarythemes.
Learningandinnovationskills
CreativityandInnovationCriticalThinkingandProblemSolvingCommunicationandCollaboration
Creativityandinnovation,criticalthinkingandproblemsolving,communication,andcollaborationwillbefacilitatedthroughthe:“SuperSunflower”investigation;thedevelopmentofaschoolnewspaperorblogthatreportschangesintheenvironmentaroundtheschooland
Studentswilldemonstratecreativityandinnovation,criticalthinkingandproblemsolving,communication,andcollaborationthroughthecompletionofthe“SuperSunflower”investigation;thepublicationofaschoolnewspaperorblogthatreportschangesintheenvironmentaroundtheschoolandcommunity;and
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community;andcreatinga“Playlist”ofthevideosthattheytookthroughoutthismoduletouploadontheirblog.
theuploadingoftheir“Playlist”ofthevideosthattheytookthroughoutthismoduletouploadontheirblog.
Information,mediaandtechnologyskills
InformationLiteracyMediaLiteracyInformationCommunicationandTechnologyLiteracy
Teacherswillengagestudentsinguidedpracticeandscaffoldingstrategiesthroughtheuseofdevelopmentallyappropriatebooks,videos,andwebsitestoadvancetheirknowledge.Forexample,“interactivereadaloud,”“Iwonder,Ilearned”graphicorganizer,P.O.E.investigations,Venndiagrams,etc.
Studentswillacquireandusedeepercontentknowledgethroughtheuseofmediaandtechnologyskillsanddemonstratethatknowledgebyuploadinginformationontheclassroomblogthatreportschangesintheenvironmentaroundtheschoolandcommunityanda“Playlist”ofthevideosthattheytookthroughoutthismoduletouploadontheirblog.
Lifeandcareerskills FlexibilityandAdaptabilityInitiativeandSelf-DirectionSocialandCrossCulturalSkillsProductivityandAccountabilityLeadershipandResponsibility
Teacherswillfacilitatestudentcollaborativeteamworktofostertheirlifeandcareerskills.
Throughoutthismodule,studentteamswillcollaboratetodevelopaschoolnewspaperorblogthatreportschangesintheenvironmentaroundtheschoolandcommunity.
KeyVocabularyfortheModuleKeyVocabulary
Definition
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Adaptation Adaptationsarefeaturesthatpeople,plants,andanimalspossessthathelpthemtoliveintheirhabitats.
Chemical Achemicalisanysolid,liquid,orgasthatispartofourenvironment.Climate Climateistheweatherconditionsinanareaoveranextendedperiodof
time.Conservation Conservationistorestoreorprotectsomethinginthenaturalenvironment.Compost Compostisdifferenttypesofdecayedmaterialmixedtogetherthatgoes
backintothesoil.Disaster Adisasterisanunexpectedeventthatcausesdamagetoanimal,plants,
people,andtheenvironment.Drought Adroughtisalongperiodofdryweatherwithverylittlerainfall.Earth Earthistheplanetwherewelive.Environment Theenvironmentistheconditionsandobjectsincludinglivingthingsthat
areinoursurroundings.Extinction Extinctioniswhenaspeciesofplantoranimaldisappearsfromtheearth.Garbage Garbageismadeupofeverythingwecannolongeruse,suchasspoiled
food,orotherwaste.Habitat Ahabitatisaplaceinnaturewhereplants,animals,andpeoplegrowand
live.Prevent Topreventistostopsomethingfromtakingplace.Pollution Pollutionisanythingthatwecansee,smell,hear,andtastethatisharmful
toanimals,plants,people,andtheenvironment.Recycle Torecyclesomethingistouseitmorethanonetime.Reduce Toreduceistomakesomethingsmallerortomakelessofit.Reuse Toreuseistousesomethingmorethanonetime.Seasons Earthhasdifferentseasonsatdifferenttimesduringtheyearbecauseof
patternsintheweatherandtheamountofsunlight.Waste Towasteistousesomethingcarelessly.Weather Weatheristhedailyconditionsoveraparticularareathatincludes
temperature,precipitation,cloudcover,andairpressure.
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LaunchIntroducethemodulechallengebytellingstudentsthattheyaregoingtoactasinvestigatorsandreportersduringthismodule.Likeprofessionalswhoinvestigatenewsstoriesandreportonthem,studentsaregoingtoinvestigatethelocalenvironmentandfactorsthataffectthatenvironmentandcreateanewsletterorablogforthelocalcommunity.Introducetheconceptofenvironmentandhabitatsbyholdingaclassdiscussion,askingquestionssuchas:
• Whatistheenvironment?• Whatarehabitats?• Aretheredifferenttypesofhabitats?(Iftheysayyes)Whatkindsofhabitatsarethere?• Whatarethebasicneedsofalllivingthings?(e.g.air,water,food,shelter[habitat],and
sunlight)• Whathappenswhenallfivebasicneedsarenotmet?• Whyisitimportantforalllivingthingstohavethesebasicneedsmetatalltimes?• Whydosomelivingthingsbecomeextinct?• Whataresomereasonsthesebasicneedsmaynotbemet?• Whatcanwedotomakesurethebasicneedsofalllivingthingsarealwaysmet?
ShowtheVideo:“ThisLandisYourLand”https://www.youtube.com/watch?v=3C4iRf9gOdY(Thisvideois2:28minuteslong)askingstudentstowatchforthedifferenthabitatstheyseeinthevideo.PrerequisiteKeyKnowledge:Prerequisitekeyknowledge Applicationofknowledge Differentiationfor
studentsneedingknowledge
NGSS• Causeandeffect
Understandingcauseandeffectwillenablestudentstodeterminehowenvironmentalchangeisinterdependentinrelationtoerraticweatherconditionsandlocalanimalhabitatsthroughatransdisciplinarylens.
Providestudentswithspecificcontentviabooks,videos,songs,computerprograms,andreal-worldexperiences.Enablestudentstosharetheirdiverseknowledgeandexperiencesasawholeclasslearningopportunity.CCSSMath
• NumbersenseHavinganunderstandingofnumbersensewillenablestudentstochart,graph,identifyandanalyzepatterns(e.g.warmer,cooler)(>=<)aswellassort,count,chart,and
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graph(e.g.amountandweight).Numbersensewillallowstudentstocompare(>=<)dailytalliestodrawconclusions.
CCSSELA• MakingPredictions• Journaling• Question/Verbal
Response
Studentswillposeandtestahypothesisandthenconfirmorrejecttheirpredictions.Throughjournalingandquestioning/verbalresponse,studentswillsharetheirthoughtprocessesastheyengageinthe“SuperSunflower”investigation,thedevelopmentofaschoolnewspaperorblogthatreportschangesintheenvironmentaroundtheschoolandcommunity,anda“Playlist”ofthevideosthattheytookthroughoutthismoduletouploadontheirblog.
NAEYC• GroupDiscussion
Groupdiscussionwillsupportthestudentteamsastheyusecreativityandinnovation,criticalthinkingandproblemsolving,communication,andcollaborationinthe“SuperSunflower”investigation,thedevelopmentofaschoolnewspaperorblogthatreportschangesintheenvironmentaroundtheschoolandcommunity,anda“Playlist”ofthevideosthattheytookthroughoutthismoduletouploadontheirblog.
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DesiredOutcomesandMonitoringSuccess
DesiredOutcome EvidenceofSuccessinAchievingIdentifiedOutcomeStudentswilldemonstrateconceptualawarenessofchangesintheirenvironmentsuchasthelocalizedeffectsofclimatechange,erraticweatherconditions,andtheeffectsofclimateandweatheronlocalanimalhabitatsthroughatransdisciplinarylens.
PerformanceTasksStudentteamswillconductthe“SuperSunflower”investigationtoexploreeffectsofchangesintheenvironment.
OtherMeasuresFormativeassessmentwillbethemainsourceofevidenceofsuccessfortheKindergartenmodule.Thiswillincludegroupdiscussions,observations,questioning,andSTEMNotebooks.Thesummativeassessmentwillbethesuccessfuldevelopmentofaschoolnewspaperorblogtobedistributedtootherkindergartenclassesintheschooldistrictandbeyondtoreportchangesintheenvironmentaroundtheschoolandcommunityinadditiontoeachlessonplan’ssummativeassessment.
AssessmentPlan
MajorGroupProducts • “SuperSunflowers”investigation• Schoolnewspaperorblog• Playlist
MajorIndividualProducts/Deliverables
• STEMNotebookentries(e.g.“Iwonder,Ilearned”;P.O.E.Venndiagram,graphicorganizer,etc.)
• Groupparticipation• Summativeassessmentsfromeachlesson
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Resources School-basedIndividuals:ClassroomTeacher Technology:Developmentallyappropriatevideos,websites,andcomputerprograms. Community:GuestSpeaker(e.g.Meteorologist,ecologist,etc.)
Materials:• ComputerandInternetforvideos• DocumentCamera• I-pads/phones/tabletsforstudentvideotaping• Books• STEMNotebooksforstudents• Chartpaper• Markers• Mapand/orglobe• Aclearandclean2literplasticbottle• Scissors• PottingSoil• Sunflowerseeds
Safety/Cautions
• Advisestudentstoappropriatelyusethematerials.
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STEMRoadMapModuleTimelineSTEMRoadMapModuleScheduleWeekOne
Day1 Day2 Day3 Day4 Day5Lesson1
OurAmazingEnvironment!
Launchthemodulebyintroducingtheconceptsofenvironmentandhabitats.Accessstudentpriorknowledgeabouthabitatsandbeginchartingweather.
Lesson1OurAmazingEnvironment!
Conductan“interactivereadaloud”–RedLeaf,YellowLeafbyLoisEhlert.CompleteSuperSunflowersactivity(observationscontinuethroughoutmodule).
Lesson1OurAmazingEnvironment!
Studentstakeaschoolyard/neighborhoodwalktoobserveanddrawplantsatvariousstagesoftheirlifecycles.
Lesson2Let’sExplore
OurNeighborhoodEnvironment!
Introducetheconceptofpollution.Conductaninteractivereadaloudanddiscusstheimpactsofpollution.IntroduceOurEnvironmentalHealthinvestigation
Lesson2Let’sExploreOurNeighborhoodEnvironment!
OurEnvironmentalHealthinvestigation–partone
STEMRoadMapModuleScheduleWeekTwo
Day6 Day7 Day8 Day9 Day10Lesson2
Let’sExploreOur
NeighborhoodEnvironment!OurEnvironmentalHealthinvestigation–parttwo
Lesson2Let’sExploreOurNeighborhoodEnvironment!
Fieldtrip(maybetakenonanydayofLesson2or3)
Lesson3OurNeighborhood
NewsIntroduceimportanceofenvironmentalawareness.IntroduceHealthHabitatsprojectandcreateplan.Beginworkonstudentnewsletter.
Lesson3Our
NeighborhoodNews
Implementstudents’HealthyHabitatsplan.Continueworkonstudentnewsletter.
Lesson3Our
NeighborhoodNews
Completestudentnewsletter.
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LessonPlan#1OurChangingEnvironment–Kindergarten
LessonTitleOurAmazingEnvironment!LessonSummaryInthislesson,studentswillexploretheconceptofenvironment,varioushabitats,andthebasicneedsoflivingthings.StudentswillinvestigateplantgrowthconditionsthroughaSuperSunflowersinvestigation.EssentialQuestion(s)
• Whatistheenvironment?• Whatarehabitats?• Aretheredifferenttypesofhabitats?(Iftheysayyes)Whatkindsofhabitatsarethere?• Whatarethebasicneedsofalllivingthings?(e.g.air,water,food,shelter[habitat],and
sunlight)• Whatdoyouthinkhappenswhenallfivebasicneedsarenotmet?
EstablishedGoals/ObjectivesAttheconclusionofthislesson,studentswillbeableto:
• Defineenvironment• Definehabitatsandidentifyseveralhabitats• Identifythebasicneedsofalllivingthings• Chart,graph,identify,andanalyzepatternsofyourlocalweatherusingthesymbols>=
<toindicatewarmer,colder,etc.• Utilizetechnologytoolstogatherresearchinformationandcommunicate.
TimeRequired3days(90minuteseach)NecessaryMaterials
• ComputerandInternetforvideos§ NationalGeographic-ClimateandWeather:
http://www.watchknowlearn.org/Video.aspx?VideoID=3929&CategoryID=2671
§ “ThisLandisYourLand”https://www.youtube.com/watch?v=3C4iRf9gOdY(Thisvideois2:28minuteslong).
• DocumentCamera• I-pads/phones/tabletsforstudentvideotaping• Books
§ RedLeaf,YellowLeafbyLoisEhlert
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• STEMNotebooksforstudents(notebookpagesareinAppendix)• Chartpaper• Markers• Mapand/orglobe• Clear,clean2literplasticbottles,cutinhalf(3pergroupof3students)• Scissors• PottingSoil• Sunflowerseeds
StandardsAddressedinSTEMRoadMapModuleLesson
NextGenerationScienceStandards
K-ESS2-1;K-ESS3-1;K-PS3-1;K-LS1-1;CommonCoreMathematicsMP1;MP2;MP3;MP4;MP5;MP6;MP7;MP8;CCSS.Math.Content.K.CC.B.4;CCSS.Math.Content.K.CC.C.6;CCSS.Math.Content.K.CC.C.7;CCSS.Math.Content.K.MD.A.1;CCSS.Math.Content.K.MD.A.2;CCSS.Math.Content.K.MD.B.3;CCSS.Math.Content.K.CC.A.1;CCSS.Math.Content.K.CC.A.3;CCSS.Math.Content.K.CC.B.5;CommonCoreELACCSS.ELA.RI.K.1;CCSS.ELA.RI.K.3;CCSS.ELA.W.K.2;CCSS.ELA.W.K.5;CCSS.ELA.W.K.7;CCSS.ELA.SL.K.1;CCSS.ELA.SL.K.3;CCSS.ELA.SL.K.5;NAEYC2.G.02;2.G.03;2.G.04;2.G.05;2.G.06;2.G.07;2.G.08;2.H.02;2.H.0321stCenturySkillsInterdisciplinarythemes;Learningandinnovationskills;Information,mediaandtechnologyskills;Lifeandcareerskills
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KeyVocabulary
Definition
Adaptation Adaptationsarefeaturesthatpeople,plants,andanimalspossessthathelpthemtoliveintheirhabitats.
Chemical Achemicalisanysolid,liquid,orgasthatispartofourenvironment.Climate Climateistheweatherconditionsinanareaoveranextendedperiodof
time.Conservation Conservationistorestoreorprotectsomethinginthenaturalenvironment.Compost Compostisdifferenttypesofdecayedmaterialmixedtogetherthatgoes
backintothesoil.Disaster Adisasterisanunexpectedeventthatcausesdamagetoanimal,plants,
people,andtheenvironment.Drought Adroughtisalongperiodofdryweatherwithverylittlerainfall.Earth Earthistheplanetwherewelive.Environment Theenvironmentistheconditionsandobjectsincludinglivingthingsthat
areinoursurroundings.Extinction Extinctioniswhenaspeciesofplantoranimaldisappearsfromtheearth.Garbage Garbageismadeupofeverythingwecannolongeruse,suchasspoiled
food,orotherwaste.Habitat Ahabitatisaplaceinnaturewhereplants,animals,andpeoplegrowand
live.Prevent Topreventistostopsomethingfromtakingplace.Pollution Pollutionisanythingthatwecansee,smell,hear,andtastethatisharmful
toanimals,plants,people,andtheenvironment.Recycle Torecyclesomethingistouseitmorethanonetime.Reduce Toreduceistomakesomethingsmallerortomakelessofit.Reuse Toreuseistousesomethingmorethanonetime.Seasons Earthhasdifferentseasonsatdifferenttimesduringtheyearbecauseof
patternsintheweatherandtheamountofsunlight.Waste Towasteistousesomethingcarelessly.Weather Weatheristhedailyconditionsoveraparticularareathatincludes
temperature,precipitation,cloudcover,andairpressure.
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TeacherBackgroundInformationTheSTEMResearchNotebookisanimportantpartofthismodule.Thenotebookpagesareattachedattheendofthemodule.Notethattheentrynumbersmaybediscontinuous(forexample,therearenoentry#s2,3,or4)becausethismodulehasbeenshortenedfromalongerversioninordertoaccommodatethesummerprogram.Theenvironmentisallaroundusandisanaturalpartofourdailylives.ThislessonenableschildrentobegintoexploretheconceptofchangesintheenvironmentthroughtrackingweatherpatternsandthroughtheSuperSunflowersinvestigation.Studentswilluseaprocessofpredict,observe,andexplain(P.O.E.)fortheirinvestigationsinthismodule.Thisabbreviatedversionofthescientificprocessisappropriateforactivitiesinwhichstudentsobserveandtestscientificphenomena.Thefollowingwebsitesmaybeusefultoyouasyouprepareforthislesson:
NationalGeographic-ClimateandWeather:http://www.watchknowlearn.org/Video.aspx?VideoID=3929&CategoryID=2671PollutionImpactsontheEconomy:http://www.environmentforbeginners.com/content/category/11/23/51/Predict,Observe,Explain:ActivitiesEnhancingScientificUnderstanding:http://static.nsta.org/files/PB281Xweb2.pdf
Itisimportanttoconsistentlyutilizethekeyvocabularywordsthroughoutthislessontoreinforceconceptualawarenessofchangesintheenvironment.Youmaywishtoincorporateadiscussionofvariouscareersduringthismodule(Koehler,Bloom,&Milner,2015;seehttps://www.routledge.com/products/9781138804234):
AstronomerBotanistEcologistEngineerFarmerGeographerJournalistMathematicianMeteorologistScientist
Formoreinformationabouttheseandothercareers,seeBureauofLaborStatistics’OccupationalOutlookHandbookathttp://www.bls.gov/ooh/home.htm.
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LessonPreparationAssembleallmaterialsforeachday.HavetheSTEMNotebookentriescopiedforeachstudentastheSTEMNotebookswillbeusedeveryday.Studentswillhavetheopportunitytopredict,observe,andexplaintheneedsoflivingthingsintheSuperSunflowersinvestigation.Sincestudentswillbeworkingwiththismoduleforonlytendays,youshouldpreparesamplesunflowerplanters1-2weeksinadvance,simulatingthevariousconditionsdescribedintheactivity,sothatstudentscanseealonger-termexampleofthevariousenvironmentalconditions(seeActivity/Investigation).Youmayalsowishtocreateadailyweatherchartforstudentstousetochartweatherconditions(seeActivity/Investigation).
LearningPlanComponents
IntroductoryActivity/EngagementPresentstudentswiththeirSTEMNotebookthattheywillusethroughoutthemodule.Introducethemodulechallengebytellingstudentsthattheyaregoingtoactasinvestigatorsandreportersduringthismodule.Likeprofessionalswhoinvestigatenewsstoriesandreportonthem,studentsaregoingtoinvestigatethelocalenvironmentandfactorsthataffectthatenvironmentandcreateanewsletterorablogforthelocalcommunity.Introducetheconceptofenvironmentandhabitatsbyholdingaclassdiscussion,askingquestionssuchas:
• Whatistheenvironment?• Whatarehabitats?• Aretheredifferenttypesofhabitats?(Iftheysayyes)Whatkindsofhabitatsarethere?• Whatarethebasicneedsofalllivingthings?(e.g.air,water,food,shelter[habitat],and
sunlight)• Whathappenswhenallfivebasicneedsarenotmet?• Whyisitimportantforalllivingthingstohavethesebasicneedsmetatalltimes?• Whydosomelivingthingsbecomeextinct?• Whataresomereasonsthesebasicneedsmaynotbemet?• Whatcanwedotomakesurethebasicneedsofalllivingthingsarealwaysmet?
ShowtheVideo:“ThisLandisYourLand”https://www.youtube.com/watch?v=3C4iRf9gOdY(Thisvideois2:28minuteslong)askingstudentstowatchforvarioushabitatsduringthevideo.Askstudentstosharewhathabitatstheysawduringthevideo.Documentstudentresponsesonchartpaperandpostonclassroomwall.STEMNotebookEntry#1:
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Havestudentsdrawandlabeltwodifferenthabitatstheyhaveseen(e.g.Forest,prairie,desert,wetland,tundra,ocean,mountain,etc.).Activity/InvestigationWeatherChartEverydayofthismodule,studentswillchartandgraphtheirlocalweathertobegintoidentifyandanalyzepatternsinweatheraswellastobegintomakeconnectionsamongclimate(theweatherconditionsoveranextendedperiodoftime),changesintheenvironment,localizedeffectsofclimatechange,erraticweatherconditions,andtheeffectsofclimateandweatheronlocalanimalhabitats.Beginningtoday,atthestartofeveryclass,havestudentswillchart,graph,identify,describeandanalyzepatternsofyourlocalweather:
• warmer,colder,[>=<]• descriptionsoftheweather(suchassunny,cloudy,rainy,andwarm)• numbersofsunny,windy,andrainydaysinamonth• patternanalysiscouldincludethatitisusuallycoolerinthemorningthaninthe
afternoonandthenumberofsunnydaysversuscloudydaysindifferentmonthsInteractiveReadAloudConductaninteractivereadaloudofRedLeaf,YellowLeafbyLoisEhlerttointroduceplantlifecycles.Createaclassknow,wonder,learned(KWL)charttotrackstudentideas.StudentswillalsocreateaSTEMNotebookentrybeforeandafterthereading.STEMNotebookEntry#5:
• Studentswilldocumenttheir“wonderings”aboutplantsandhowtheygrowintheirSTEMNotebookbeforethe“interactivereadaloud”(withbothwordsandpictures)
• Documentstudentresponsesonchartpaperandpostonclassroomwall.(Keepupthroughoutmodule)
ConducttheinteractivereadaloudofRedLeaf,YellowLeafbyLoisEhlert.
• Allowstudentstosharepersonalstoriesthroughoutthereading.• Askstudentstopredictthroughoutthestory.• AllowstudentstoaddnewideasfromthebooktotheclasschartandtheirSTEM
Notebooks.STEMNotebookEntry#6:
• StudentswilldocumenttheirwhattheylearnedintheirSTEMNotebookafterthe“interactivereadaloud”(withbothwordsandpictures)
• TeacherwilldocumentstudentresponsesontheKWLandpostonclassroomwall.(Keepupthroughoutmodule)
SuperSunflowers
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Tellstudentsthattheyaregoingtoinvestigatesunflowergrowthunderdifferentconditionsinthisactivity.Reviewthefivebasicconditionsnecessaryforlife,andaskstudentstopredictwhatwillhappenwhenanyoneofthoseismissing.Thisinvestigationisdesignedtosimulatehealthygrowingconditions,droughtconditions,andgrowingconditionsinwhichsunlightisinterruptedfromparticulatematterintheair,simulatingairpollution.STEMNotebookEntry#7:(PREDICT)-Asyouprepareforthe“SuperSunflowers”investigations,askyourstudentstorespondtoeachofthefollowingquestionsforthevariousconditionssimulatedintheinvestigation:
• Whatdoesyourseedneedtosproutintoaseedling?(Lightandwater)• Howlongwillittakeforyourseedtosproutintoaseedling?• Howmuchwillyourseedinggroweachweek?
Documentstudentpredictionsonchartpaper.StudentsshoulddocumenttheirpredictionsintheirSTEMNotebookusingbothscientifictermsandillustrations.SamplePredict/Observe/Explain(P.O.E.)chart:Predict Observe Explain
EachgroupshouldhaveallthesuppliesneededtobegintheirSuperSunflowersinvestigationattheirtable/area.Eachgroupof3-4studentsshouldcreate3sunflowerplanterstosimulatetheconditionsinthethreeinvestigations:Investigation#1:theseedwillbeproperlywateredandhaveappropriatesunlightInvestigation#2:theseedwillbeproperlywateredbutnothavesunlight(tosimulateparticulatematterintheair)Investigation#3:theseedwillnotbewateredbutwillhaveappropriatesunlightDirectstudentsto:
• Cleantheclear2literbottles(clearsothestudentscanseerootgrowth).• Cutthebottleinhalf(orcutbottlesaheadoftime).• Pokeholesinthebottomofthebottletoallowdrainage.• Fillthebottlebottomwithpottingsoil.• Plantsunflowerseedsintothesoil.
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• Havestudentslabeleachplanterwiththeirteamnamesand#1,#2,or#3tocorrespondwiththeconditionsdescribedbelow.
Forinvestigation#1,properlywatertheseplantsdailyandplaceonthewindowsillwheretheywillreceiveappropriatedailysunlight.Forinvestigation#2,properlywatertheseplantsdailybutputindarkareaoftheclassroomtorestrictsunlight.Forinvestigation#3,donotwatertheseplantsbutputthemonthewindowsillwheretheywillreceiveappropriatedailysunlight.STEMNotebookEntry#8:(OBSERVE–Thisobservationwilltakeplaceovertime)Studentsshouldmakeregularobservationsoftheirsunflowerplantsthroughoutthemodule(youmayneedmultiplecopiesofSTEMNotebookEntry#8–havestudentsdateeachentry).Investigation#1(Thisseedwillbeproperlywateredandhaveappropriatesunlight):
• Howlongdidittakeforyourseedtosproutintoaseedling?• Howmuchdidyourseedlinggroweachweek?
Investigation#2(Thisseedwillbeproperlywateredbutnothavesunlight):
• Howlongdidittakeforyourseedtosproutintoaseedling?• Howmuchdidyourseedlinggroweachweek?
Investigation#3(Thisseedwillnotbewateredbuthaveappropriatesunlight):
• Howlongdidittakeforyourseedtosproutintoaseedling?• Howmuchdidyourseedlinggroweachweek?
ExplainSTEMNotebookEntry#9(Thisentrywillbemadeneartheendofthemoduleafterstudentshavehadachancetoobservetheirsunflowergrowthandthegrowthofthesamplesunflowerplantersyoucreatedinadvance).
• Revisitpredictionsfrombeforethe“SuperSunflowers”investigation.• Usingthestudentrecordedvideotapes,havestudentscomparetheirpredictionsto
theirobservations.• Studentswillexplainwhytheythinkwhathappenedactuallyhappened.• Studentswilldiscusswhethertheirpredictionswereaccurate,close,ornotaccurateand
why.• Studentswillsharetheirideasandexplanationswiththewholeclass.
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Extend/ApplyKnowledgeProvidestudentswithexamplesofnewslettersand/orblogs(dependingonwhichmediumyourstudentswillusefortheirfinalchallenge)toexamine.Askstudentstoidentifythecomponentsofnewslettersand/orblogs.Studentsmightnotethattherearephotographs,headlines,writtentext,andperhapsgraphics.Havestudentsbrainstormaboutwhattheymightincludeinanewsletterorblogaboutthelocalenvironment(weather,typesofplants,etc.).AssessmentPerformanceTasksHavestudentsdefine“environment.”Havethemdrawandlabelapictureofachangeintheenvironment.Partnerstudentsandhavethemcomparetheirpictures.Allowstudentstoidentifythedifferencesinthepictures.Studentshoulduseaminimumoftwovocabularywords.OtherMeasuresTeacherobservations.STEMNotebookentries.Participationintheirteamsduringinvestigations.Seeassessmentrubricattheendofthismodule.InternetResources
• AnimatedLessontolearnaboutWaterPollution:https://www.youtube.com/watch?v=y1ObvXZDQNs
• BloggingSitesforTeachers:https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=blogging%20sites%20for%20teachers
• ChangeTheWorldIn5Minutes-EverydayatSchool:https://www.youtube.com/watch?v=oROsbaxWH0M
• ClimateKids:http://climatekids.nasa.gov/• CleanAirKids:www.clearn-air-kids.org.uk• DifferentiatedInstruction:
http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf
• DiverseLearners:http://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
• DrinkingWater:BottledorFromtheTap?http://kids.nationalgeographic.com/kids/stories/spacescience/water-bottle-pollution/
• Educationalenvironmentalvideoforkidshttps://www.youtube.com/watch?v=Z_eApyjB8sM
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• EPAClimateChangeImpactsandAdaptingtoChange:http://www.epa.gov/climatechange/impacts-adaptation/
• FederallyFundedNASA'Educates'ChildrenAboutGlobalWarmingon'ClimateKids'WebSite:https://www.youtube.com/watch?v=aT37M383uAc
• GiftedStudents:http://educationnorthwest.org/sites/default/files/12.99.pdf• GlobalWarming:http://www.neok12.com/Global-Warming.htm• GoingGreen:https://www.youtube.com/watch?v=8DJ45Yc3urg• HowtoMakeaPollutionCatcher|ScienceProjects:
https://www.youtube.com/watch?v=9uVdi-3AqRE• HowtoPlantaTree:http://www.timeforkids.com/tree• KidsAir:http://www.airnow.gov/index.cfm?action=aqikids_home.index• LandPollution:http://www.ducksters.com/science/environment/land_pollution.php• MarthaSpeaks|ThePollutionPlayers|PBSKIDS:
https://www.youtube.com/watch?v=qCvtyKd5RdI• NationalGeographic-ClimateandWeather:
http://www.watchknowlearn.org/Video.aspx?VideoID=3929&CategoryID=2671• PollutionImpactsontheEconomy:
http://www.environmentforbeginners.com/content/category/11/23/51/• Predict,Observe,Explain:ActivitiesEnhancingScientific
Understanding:http://static.nsta.org/files/PB281Xweb2.pdf• ScaffoldingStrategies:http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-
rebecca-alber• SesameStreet:RecyclingAluminumCans:
https://www.youtube.com/watch?v=BKpoCzt03B8• TheEnvironmentWaterPollution:
http://www.ducksters.com/science/environment/water_pollution.php• TheFourSeasons:http://www.livescience.com/25202-seasons.html• "TheLorax"(reading)Dr.Seuss:https://www.youtube.com/watch?v=aa82mcXO9AQ• TheLoraxcartoon:https://www.youtube.com/watch?v=8V06ZOQuo0k• TheOilSpill:https://www.youtube.com/watch?v=SakDOUlDWDs• TheWumpWorld–AReading:https://www.youtube.com/watch?v=PORV4ZnKwdA• Thislandisyourland:https://www.youtube.com/watch?v=3C4iRf9gOdY• TimeforKids:http://www.timeforkids.com/minisite/environment
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Books• Bergen,L.(2009).Don'tThrowThatAway!:ALift-the-FlapBookaboutRecyclingand
Reusing.NewYork:LittleSimon.• Berger,M.(1994).OilSpill.NewYork:HarperCollins.• Cherry,L.,&Braasch,G.(2008).Howweknowwhatweknowaboutourchanging
climate:Scientistsandkidsexploreglobalwarming.NevadaCity,CA:DawnPublications.• Cherry,L.(1992).Ariverranwild:anenvironmentalhistory.SanDiego,CA:Harcourt
BraceJovanovich• Cherry,L.(1990).TheGreatKapokTree:ATaleoftheAmazonRainForest.NewYork:
Scholastic.• Donald,R.(2001).AirPollution.NewYork:Children’sPress.• Donald,R.(2001).WaterPollution.NewYork:Children’sPress.• Ehlert,L.(1991).RedLeaf,YellowLeaf.SanDiego,CA:HarcourtBrace&Company.• Koehler,C.,Bloom,M.A.,&Milner,A.R.(2015).TheSTEMroadmapforgradesK-2.In
C.C.Johnson,E.E.Peters-Burton,&T.J.Moore(Eds.),STEMroadmap:AframeworkforintegratedSTEMeducation(pp.41-67).NewYork,NY:Routledge.
• Lawrence,E.(2014).GlobalWarming.NewYork:BearportPublishing.• Lishak,A.(2008).GlobalWarming:What’sthatgottodowithme?NorthMankato,MN:
SmartAppleMedia.• Morgan,S.(2007).WasteDisposal.NorthMankato,MN:Sea-to-SeaPublications.• Robinson,F.(1995).RecycleThat!Chicago:Children’sPress.• Robinson,F.(1995).TooMuchTrash!NewYork:Children’sPress.• Rogers,K.&Alexander,J.(2000).PaperCrunch.CrystalLake,IL:RigbyLiteracy.• Siddals,M.(2010).CompostStew:AnAtoZRecipefortheEarth.NewYork:Tricycle
Press.• Simon,S.(2010).GlobalWarming.NewYork:HarperCollins.
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LessonPlan#2OurChangingEnvironment–Kindergarten
LessonTitleLet’sExploreOurNeighborhoodEnvironment!LessonSummaryInthislesson,studentswillexplorethelocalneighborhoodtoidentifyhabitatsandfeaturesoftheenvironmenttheymaywanttohighlightintheirnewsletterorblog.Studentswillunderstandtheconceptofpollutionanditsimpactsontheenvironment.EssentialQuestion(s)
• Whathabitatsareinthelocalneighborhood?• Whatfactorsmightimpactlocalhabitats?• Whatispollution?• Howdoespollutionaffecttheenvironment?• Howdoespollutionaffecthabitats?• Howdoespollutionaffectthebasicneedsofalllivingthings?
EstablishedGoals/ObjectivesAttheconclusionofthislesson,studentswillbeableto:
• Definepollution.• Describehowpollutionaffectstheenvironment,habitats,andalllivingthings.• Chart,graph,identify,andanalyzepatternsofyourlocalweatherusingthesymbols>=
<toindicatewarmer,colder,etc.• Makeobservationstogatherinformation.• Identifytechnologicaladvancesandtoolsthatscientistsusetolearnaboutchangesin
theenvironment.TimeRequired4days(90minuteseach)
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NecessaryMaterials• ComputerandInternetforvideos
§ EPAClimateChangeImpactsandAdaptingtoChange:http://www.epa.gov/climatechange/impacts-adaptation/
§ “AnimatedLessontolearnaboutWaterPollution”:https://www.youtube.com/watch?v=y1ObvXZDQNs(Thisvideois3:01minuteslong)
• DocumentCamera• I-pads/phones/tabletsforstudentvideotaping• Books
§ WaterPollutionbyRhondaLucasDonald§ AirPollutionbyRhondaLucasDonald
• STEMNotebooksforstudents• Chartpaper• Markers• Mapand/orglobe
Safety/Cautions
• Advisestudentstoappropriatelyusethematerials.
StandardsAddressedinSTEMRoadMapModuleLesson
NextGenerationScienceStandardsK-ESS2-1;K-ESS3-1;K-PS3-1;K-LS1-1;CommonCoreMathematicsMP1;MP2;MP3;MP4;MP5;MP6;MP7;MP8;CCSS.Math.Content.K.CC.B.4;CCSS.Math.Content.K.CC.C.6;CCSS.Math.Content.K.CC.C.7;CCSS.Math.Content.K.MD.A.1;CCSS.Math.Content.K.MD.A.2;CCSS.Math.Content.K.MD.B.3;CCSS.Math.Content.K.CC.A.1;CCSS.Math.Content.K.CC.A.2;CCSS.Math.Content.K.CC.A.3;CCSS.Math.Content.K.CC.B.5;CommonCoreELACCSS.ELA.RI.K.1;CCSS.ELA.RI.K.3;CCSS.ELA.W.K.2;CCSS.ELA.W.K.5;CCSS.ELA.W.K.7;CCSS.ELA.SL.K.1;CCSS.ELA.SL.K.3;CCSS.ELA.SL.K.5;NAEYC2.G.02;2.G.03;2.G.04;2.G.05;2.G.06;2.G.07;2.G.08;2.H.02;2.H.0321stCenturySkillsInterdisciplinarythemes;Learningandinnovationskills;Information,mediaandtechnologyskills;Lifeandcareerskills
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KeyVocabulary
Definition
Adaptation Adaptationsarefeaturesthatpeople,plants,andanimalspossessthathelpthemtoliveintheirhabitats.
Chemical Achemicalisanysolid,liquid,orgasthatispartofourenvironment.Climate Climateistheweatherconditionsinanareaoveranextendedperiodof
time.Conservation Conservationistorestoreorprotectsomethinginthenaturalenvironment.Compost Compostisdifferenttypesofdecayedmaterialmixedtogetherthatgoes
backintothesoil.Disaster Adisasterisanunexpectedeventthatcausesdamagetoanimal,plants,
people,andtheenvironment.Drought Adroughtisalongperiodofdryweatherwithverylittlerainfall.Earth Earthistheplanetwherewelive.Environment Theenvironmentistheconditionsandobjectsincludinglivingthingsthat
areinoursurroundings.Extinction Extinctioniswhenaspeciesofplantoranimaldisappearsfromtheearth.Garbage Garbageismadeupofeverythingwecannolongeruse,suchasspoiled
food,orotherwaste.Habitat Ahabitatisaplaceinnaturewhereplants,animals,andpeoplegrowand
live.Prevent Topreventistostopsomethingfromtakingplace.Pollution Pollutionisanythingthatwecansee,smell,hear,andtastethatisharmful
toanimals,plants,people,andtheenvironment.Recycle Torecyclesomethingistouseitmorethanonetime.Reduce Toreduceistomakesomethingsmallerortomakelessofit.Reuse Toreuseistousesomethingmorethanonetime.Seasons Earthhasdifferentseasonsatdifferenttimesduringtheyearbecauseof
patternsintheweatherandtheamountofsunlight.Waste Towasteistousesomethingcarelessly.Weather Weatheristhedailyconditionsoveraparticularareathatincludes
temperature,precipitation,cloudcover,andairpressure.TeacherBackgroundInformationTheenvironmentisallaroundusandisanaturalpartofourdailylives,howeverhumanactivitiescanimpacttheenvironment.Thislessonenableschildrentobegintoexplorepollutionandhowpollutionaffectstheenvironment.TheEPAClimateChangeImpactsandAdaptingtoChangewebsitemaybeusefultoyouasyouprepareforthislesson:http://www.epa.gov/climatechange/impacts-adaptation/.
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Itisimportanttoconsistentlyutilizethekeyvocabularywordsthroughoutthislessontoreinforceconceptualawarenessofpollutionandenvironmentalchange.LessonPreparationAssembleallmaterialsforeachday.HavethestudentSTEMNotebookentriescopiedforeachstudentastheSTEMNotebookswillbeusedeveryday.Studentswillmakewalkingtoursoftheneighborhood.Checktheweatherinadvanceandmakeappropriateaccommodations(e.g.raincoats,umbrellas,hats,etc.).
LearningPlanComponentsIntroductoryActivity/Engagement(Continuetochart,graph,identify,describeandanalyzepatternsofyourlocalweathertomakeconnectionsaboutamongclimate,changesintheenvironment,localizedeffectsofclimatechange,erraticweatherconditions,andtheeffectsofclimateandweatheronlocalanimalhabitats).(ContinuetodocumentplantgrowthusingreplicatedSTEMNotebookEntry#8onthe“SuperSunflower”investigationP.O.E.observationform.Compare,chart,andgraph[>=<]dailygrowth.Thiswillbeconducteduntilthesunflowerseedshavesproutedandarelargeenoughtobetransplantedoutdoorsforeventualharvesting.AllowstudentstovideotapeplantgrowthwithI-pads/phones/tablets,etc.Holdaclassdiscussionaboutpollution,askingstudentsquestionsuchas:
• Whatispollution?• Howdoespollutionaffecttheenvironment?• Howdoespollutionaffecthabitats?• Howdoespollutionaffectthebasicneedsofalllivingthings?(Askthisquestionin
regardtotheir“SuperSunflowers”investigationaswellasinalargercontext;e.g.droughtfromglobalwarming;interruptedsunlightfromparticulatematterintheair–airpollution)
Guidestudentstounderstandthattherearedifferenttypesofpollution.Thislessonwillfocusonwaterpollution,airpollution,andlitter(habitatpollution).InteractiveReadAloudConductaninteractivereadaloudofWaterPollutionbyRhondaLucasDonaldSTEMNotebookEntry#10(beforereading):
• Studentswilldocumenttheir“wonderings”aboutwaterpollutionintheirSTEMNotebookbeforethe“interactivereadaloud"(usingbothscientifictermsandillustrations)
Documentstudentresponsesonchartpaperandpostonclassroomwall.
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Conductthe“interactivereadaloud"ofWaterPollutionbyRhondaLucasDonald.• Allowstudentstosharepersonalstoriesthroughoutthereading.• Askyourstudentstopredictthroughoutthestory.• AllowstudentstoaddnewideasfromthebooktothechartandtheirSTEMNotebooks.
STEMNotebookEntry#11(afterreading):
• StudentswilldocumentwhattheylearnedintheirSTEMNotebookaftertheinteractivereadaloud(usingbothscientifictermsandillustrations)
• DocumentstudentresponsesontheKWLandpostonclassroomwall.(Keepupthroughoutmodule)
Activity/InvestigationIntroducetheconcepttostudentsthatpollutioncaninterferewithhabitatsandtheenvironmentalconditionsthatsupportlife.Forexample,animalsmayeatplasticlitteranddie.Plasticcanalsocontaminatewaterandsoil.Discusspollutionanditseconomicimpactonthelocalcommunity,highlightingthatpollutionaffectstheenvironmentandhasothereconomicimpacts.Createaclasschart.Forexample:
Pollution Impact EconomicImpact SolutionWaterpollutionfromsewage,industrialwaste,etc.
Waterbecomesunfitforhumanconsumption.Fishbecomecontaminatedandarenotfitforhumanconsumptionimpactingthefishingindustry.
Costsmoremoneytotreat,clean,andfilterwaterforhumanconsumption.
Treatsewageandindustrialwastebeforetheymakeittothewaterways.
Airpollutionfromcars.
Badairforhumansandanimalslikebirds.Theymaynotliveaslong.
Higherhealthcarecostsfromlungdisease.
Walkmoreanddriveless.
Litter(aluminum,plastic,paper,etc.).
Animalsmayeattheplasticanddie.Plasticwill
Fishingandfarmingindustrywillbeaffected.
Reduce,reuse,andrecyclethesematerials.
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contaminatewaterandsoil.
OurEnvironmentalHealthInvestigationTellstudentsthattheyaregoingtoconductanenvironmentalhealthinvestigation.Thisinvestigationwilltakeplaceduringtwoneighborhoodwalkingtours.Duringthefirst,studentswillidentifyandrecordthevarioushabitatstheyseeintheneighborhood.Duringthesecond,studentswillidentifyandrecordevidenceofpollutiontheyobserve.STEMNotebookEntry#14:Asyouprepareforthe“OurNeighborhoodEnvironmentalHealth”investigation,askyourstudentstoanswerthefollowingandcompletetheSTEMNotebookEntry:
• Wherearewelocated?(Locateonmapandglobe)• Whatisthehabitatlikewhereweare?• Whatistheweatherandclimatelikewhereweare?• Whataresometypesofanimalsandplantswhereweare?
BeginpartoneofyourwalkingtouroftheschoolneighborhoodfortheOurNeighborhoodEnvironmentalHealthinvestigation.Ifstudentshaveaccesstocamerasorotherdevices,allowthemtophotographorvideorecordthevarioushabitatstheyobserve.Duringpartoneofthewalkingtour,havestudentscompleteSTEMNotebookEntry#15(pageslabeled,“walkingtourpartone”).STEMNotebookEntry#15:StudentswilldocumenttheirownideasintheirSTEMNotebook(withbothwordsandpictures):
• Whatanimalsdoweseetoday?• Whatplantsdoweseetoday?• Whatdowesmelltoday?
Whentheclassreturnsfromthewalkingtour,createaclasslistofthevarioushabitats,plants,andanimalsstudentsobserved.Duringparttwoofthewalkingtour,havestudentscompleteSTEMNotebookEntry#15(pageslabeled,“walkingtourparttwo”).Studentswillanswer:
• Howdoesweatheraffectanimals,plants,andthepeoplewhereweare?• Howdoespollutionaffecttheweather,animals,plants,andthepeoplewherewelive?
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CONTINUEthe“OurNeighborhoodEnvironmentalHealth”investigation.AllowstudentstovideotapeeachotherwithI-pads/phones/tablets,etc.Whentheclassreturnsfromthewalkingtourandfollowingagreed-uponrulesfordiscussions:
• TeacherwilldocumentstudentobservationsonKWLchartpaperandpostonclassroomwall[utilizeKWLtoassesspriorknowledge;preconceptions;andmisconceptions].(Keepupthroughoutmodule)
ExplainContinue“OurNeighborhoodEnvironmentalHealth”investigation.Usingstudents’STEMNotebookentriesandphotographsand/orvideos,havestudentsdiscusstheirobservations.Graphstudentobservationsofpollution:ForExample: WaterAirLitterDroughtHabitatDiscusstheculturalandsocietalimplicationoflivingwhereenvironmentalchangesareevident.Forexample,whathappensifyoulivewherethereisadrought;Whathappensifyoulivewheretheairpollutionishigh?Howislifedifferentinareaswherechangesintheenvironmentareevident?Discusswhatpeoplecandotolimitenvironmentalchanges;e.g.“Reduce,Reuse,Recycle.”Extend/ApplyKnowledgeDiscusstheculturalandsocietalimplicationsofchangesintheenvironment.Forexample,discusspollutioninthecontextofeconomicimpact(e.g.farming,logging,fishing).Helpstudentsconnecttheirunderstandingofthelocalenvironmentwithspecificcareers,forexample,botanist,ecologist,andfarmer.Identifytechnologicaladvancesandtoolsthatscientistsusetounderstandchangesintheenvironment(e.g.thermometer,Doppler,weatherinstruments;etc.).Suggestedfieldtrips:recyclingstation,farm/orchard,etc.
Assessment
34
PerformanceTasksStudentswilldefinepollution.Studentswilllistfivewayspollutionaffectstheenvironment,habitats,andalllivingthings,usingaminimumofthreevocabularywords.OtherMeasuresTeacherobservations.STEMNotebookentries.Participationintheirteamsduringinvestigations.Seeassessmentrubricattheendofthismodule.InternetResources
• AnimatedLessontolearnaboutWaterPollution:https://www.youtube.com/watch?v=y1ObvXZDQNs
• BloggingSitesforTeachers:https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=blogging%20sites%20for%20teachers
• CaptainCleanAir:https://www.youtube.com/watch?v=kReb16E7OAo• ChangeTheWorldIn5Minutes-EverydayatSchool:
https://www.youtube.com/watch?v=oROsbaxWH0M• ClimateKids:http://climatekids.nasa.gov/• CleanAirKids:www.clearn-air-kids.org.uk• DifferentiatedInstruction:
http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf
• DiverseLearners:http://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
• DrinkingWater:BottledorFromtheTap?http://kids.nationalgeographic.com/kids/stories/spacescience/water-bottle-pollution/
• Educationalenvironmentalvideoforkidshttps://www.youtube.com/watch?v=Z_eApyjB8sM
• EPAClimateChangeImpactsandAdaptingtoChange:http://www.epa.gov/climatechange/impacts-adaptation/
• FederallyFundedNASA'Educates'ChildrenAboutGlobalWarmingon'ClimateKids'WebSite:https://www.youtube.com/watch?v=aT37M383uAc
• GiftedStudents:http://educationnorthwest.org/sites/default/files/12.99.pdf• GlobalWarming:http://www.neok12.com/Global-Warming.htm• GoingGreen:https://www.youtube.com/watch?v=8DJ45Yc3urg• HowtoPlantaTree:http://www.timeforkids.com/tree• LandPollution:http://www.ducksters.com/science/environment/land_pollution.php• MarthaSpeaks|ThePollutionPlayers|PBSKIDS:
https://www.youtube.com/watch?v=qCvtyKd5RdI• NationalGeographic-ClimateandWeather:
http://www.watchknowlearn.org/Video.aspx?VideoID=3929&CategoryID=2671
35
• Predict,Observe,Explain:ActivitiesEnhancingScientificUnderstanding:http://static.nsta.org/files/PB281Xweb2.pdf
• ScaffoldingStrategies:http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
• SesameStreet:RecyclingAluminumCans:https://www.youtube.com/watch?v=BKpoCzt03B8
• TheEnvironmentWaterPollution:http://www.ducksters.com/science/environment/water_pollution.php
• TheFourSeasons:http://www.livescience.com/25202-seasons.html• "TheLorax"(reading)Dr.Seuss:https://www.youtube.com/watch?v=aa82mcXO9AQ• TheLoraxcartoon:https://www.youtube.com/watch?v=8V06ZOQuo0k• TheOilSpill:https://www.youtube.com/watch?v=SakDOUlDWDs• TheWumpWorld–AReading:https://www.youtube.com/watch?v=PORV4ZnKwdA• Thislandisyourland:https://www.youtube.com/watch?v=3C4iRf9gOdY• TimeforKids:http://www.timeforkids.com/minisite/environment
36
Books• Bergen,L.(2009).Don'tThrowThatAway!:ALift-the-FlapBookaboutRecyclingand
Reusing.NewYork:LittleSimon.• Berger,M.(1994).OilSpill.NewYork:HarperCollins.• Cherry,L.,&Braasch,G.(2008).Howweknowwhatweknowaboutourchanging
climate:Scientistsandkidsexploreglobalwarming.NevadaCity,CA:DawnPublications.• Cherry,L.(1992).Ariverranwild:anenvironmentalhistory.SanDiego,CA:Harcourt
BraceJovanovich• Cherry,L.(1990).TheGreatKapokTree:ATaleoftheAmazonRainForest.NewYork:
Scholastic.• Donald,R.(2001).AirPollution.NewYork:Children’sPress.• Donald,R.(2001).WaterPollution.NewYork:Children’sPress.• Ehlert,L.(1991).RedLeaf,YellowLeaf.SanDiego,CA:HarcourtBrace&Company.• Koehler,C.,Bloom,M.A.,&Milner,A.R.(2015).TheSTEMroadmapforgradesK-2.In
C.C.Johnson,E.E.Peters-Burton,&T.J.Moore(Eds.),STEMroadmap:AframeworkforintegratedSTEMeducation(pp.41-67).NewYork,NY:Routledge.
• Lawrence,E.(2014).GlobalWarming.NewYork:BearportPublishing.• Lishak,A.(2008).GlobalWarming:What’sthatgottodowithme?NorthMankato,MN:
SmartAppleMedia.• Morgan,S.(2007).WasteDisposal.NorthMankato,MN:Sea-to-SeaPublications.• Robinson,F.(1995).RecycleThat!Chicago:Children’sPress.• Robinson,F.(1995).TooMuchTrash!NewYork:Children’sPress.• Rogers,K.&Alexander,J.(2000).PaperCrunch.CrystalLake,IL:RigbyLiteracy.• Siddals,M.(2010).CompostStew:AnAtoZRecipefortheEarth.NewYork:Tricycle
Press.• Simon,S.(2010).GlobalWarming.NewYork:HarperCollins.
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LessonPlan#3OurChangingEnvironment–Kindergarten
LessonTitleOur“NeighborhoodNews”LessonSummaryInthislesson,studentteamswilltakeactiontodosomethinghelpfulforthelocalenvironment.Studentswillalsodevelopandprintaschoolnewspaperorblogtobedistributedtothelocalneighborhoodabouthabitatsandwaystoprotectthelocalenvironment.EssentialQuestion(s)
• Whathappenswhenallfivebasicneedsoflivingthingsarenotmet?• Whyisitimportantforalllivingthingstohavethesebasicneedsmetatalltimes?• Whataresomereasonsthesebasicneedsmaynotbemet?• Whatcanwedotomakesurethebasicneedsofalllivingthingsarealwaysmet?
EstablishedGoals/Objectives
• Describewhathappenswhenallfivebasicneedarenotmet.• Understandwhyitisimportantforalllivingthingstohavetheirbasicneedsmetatall
times.• Identifysomereasonswhybasicneedmaynotbemet.• Utilizetechnologytoolstogatherresearchinformationandcommunicate.• Chart,graph,identify,andanalyzepatternsofyourlocalweatherusingthesymbols>=
<toindicatewarmer,colder,etc.• Designandproduceaclassnewsletterorblogtoreporttheirscientificfindings.
TimeRequiredNecessaryMaterials
Materials:• ComputerandInternetforvideos
§ BloggingSitesforTeachers:https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=blogging%20sites%20for%20teachers
§ “ChangeTheWorldIn5Minutes-EverydayatSchool”:https://www.youtube.com/watch?v=oROsbaxWH0M(Thisvideois4:31minuteslong)
§ “HowtoPlantaTree”http://www.timeforkids.com/tree(Thisvideois2:20minuteslong)
• DocumentCamera• I-pads/phones/tabletsforstudentvideotaping
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• STEMNotebooksforstudents• Chartpaper• Markers• Mapand/orglobe• Treesaplingstoplant• Protective(non-latex)gloves• Trashbags(1per3students)
StandardsAddressedinSTEMRoadMapModuleLesson
NextGenerationScienceStandardsK-ESS2-1;K-ESS3-1;K-PS3-1;K-LS1-1;CommonCoreMathematicsMP1;MP2;MP3;MP4;MP5;MP6;MP7;MP8;CCSS.Math.Content.K.CC.B.4;CCSS.Math.Content.K.CC.C.6;CCSS.Math.Content.K.CC.C.7;CCSS.Math.Content.K.MD.A.1;CCSS.Math.Content.K.MD.A.2;CCSS.Math.Content.K.MD.B.3;CCSS.Math.Content.K.CC.A.1;CCSS.Math.Content.K.CC.A.2;CCSS.Math.Content.K.CC.A.3;CCSS.Math.Content.K.CC.B.5;CommonCoreELACCSS.ELA.RI.K.1;CCSS.ELA.RI.K.3;CCSS.ELA.W.K.2;CCSS.ELA.W.K.5;CCSS.ELA.W.K.7;CCSS.ELA.SL.K.1;CCSS.ELA.SL.K.3;CCSS.ELA.SL.K.5;NAEYC2.G.02;2.G.03;2.G.04;2.G.05;2.G.06;2.G.07;2.G.08;2.H.02;2.H.0321stCenturySkillsInterdisciplinarythemes;Learningandinnovationskills;Information,mediaandtechnologyskills;Lifeandcareerskills
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KeyVocabulary
Definition
Adaptation Adaptationsarefeaturesthatpeople,plants,andanimalspossessthathelpthemtoliveintheirhabitats.
Chemical Achemicalisanysolid,liquid,orgasthatispartofourenvironment.Climate Climateistheweatherconditionsinanareaoveranextendedperiodof
time.Conservation Conservationistorestoreorprotectsomethinginthenaturalenvironment.Compost Compostisdifferenttypesofdecayedmaterialmixedtogetherthatgoes
backintothesoil.Disaster Adisasterisanunexpectedeventthatcausesdamagetoanimal,plants,
people,andtheenvironment.Drought Adroughtisalongperiodofdryweatherwithverylittlerainfall.Earth Earthistheplanetwherewelive.Environment Theenvironmentistheconditionsandobjectsincludinglivingthingsthat
areinoursurroundings.Extinction Extinctioniswhenaspeciesofplantoranimaldisappearsfromtheearth.Garbage Garbageismadeupofeverythingwecannolongeruse,suchasspoiled
food,orotherwaste.Habitat Ahabitatisaplaceinnaturewhereplants,animals,andpeoplegrowand
live.Prevent Topreventistostopsomethingfromtakingplace.Pollution Pollutionisanythingthatwecansee,smell,hear,andtastethatisharmful
toanimals,plants,people,andtheenvironment.Recycle Torecyclesomethingistouseitmorethanonetime.Reduce Toreduceistomakesomethingsmallerortomakelessofit.Reuse Toreuseistousesomethingmorethanonetime.Seasons Earthhasdifferentseasonsatdifferenttimesduringtheyearbecauseof
patternsintheweatherandtheamountofsunlight.Waste Towasteistousesomethingcarelessly.Weather Weatheristhedailyconditionsoveraparticularareathatincludes
temperature,precipitation,cloudcover,andairpressure.
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TeacherBackgroundInformationIfyouwishtohavestudentscreateablog,youmayfindthefollowingwebsitethatcontainsbloggingsitesuseful:https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=blogging%20sites%20for%20teachers.Ifyouchoosetouseastudentblog,youshouldhaveparentsgivetheirconsentforstudentstocreateposts.Youmaychoosetohavestudentseachcreateanentryfortheblogornewsletteroryoumaywishtohavestudentsworkinteamsof3tocreateashortillustrated“article”forthepublication.Itisimportanttoconsistentlyutilizethekeyvocabularywordsthroughoutthislessontoreinforceconceptualawarenessofenvironmentalchange.LessonPreparationAssembleallmaterialsforeachday.HavethestudentSTEMNotebookentriescopiedforeachstudentastheSTEMNotebookswillbeusedeveryday.StudentswillbeoutdoorsduringtheHabitatHelpersactivityinthislesson.Checktheweatherandmakeappropriateaccommodations(e.g.raincoats,umbrellas,hats,etc.).Ifyouplanttoplantatree(seeActivity/Investigation),besuretoreceivepermissionfromtheschooland/orparkwherethetreeistobeplanted.
LearningPlanComponentsIntroductoryActivity/EngagementContinuetochart,graph,identify,describeandanalyzepatternsofyourlocalweathertomakeconnectionsaboutamongclimate,changesintheenvironment,localizedeffectsofclimatechange,erraticweatherconditions,andtheeffectsofclimateandweatheronlocalanimalhabitats.ContinuetodocumentplantgrowthusingreplicatedSTEMNotebookEntry#8onthe“SuperSunflower”investigationP.O.E.observationform.Compare,chart,andgraph[>=<]dailygrowth.Thiswillbeconducteduntilthesunflowerseedshavesproutedandarelargeenoughtobetransplantedoutdoorsforeventualharvesting.AllowstudentstovideotapeplantgrowthwithI-pads/phones/tablets,etc.Beginthelessonwithaclassdiscussionaboutwhathappenswhenthefivebasicneedsoflivingthingsarenotmet,asking:
• Whathappenswhenallfivebasicneedsarenotmet?• Whyisitimportantforalllivingthingstohavethesebasicneedsmetatalltimes?• Whataresomereasonsthesebasicneedsmaynotbemet?(Pollution)• Whatcanwedotomakesurethebasicneedsofalllivingthingsarealwaysmet?
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Documentstudentresponsesonchartpaperandpostonclassroomwall[utilizetoassespriorknowledge;preconceptions;andmisconceptions].(Keepupthroughoutmodule)Tellstudentsthatduringthisclasstheywillcreatetheirnewsletterorblog(seetheMyEnvironmentNewsletterpagesintheSTEMResearchNotebook).Holdadiscussionabouttheimportanceofsharinginformation,askingstudents:
• Whatisthepurposeofanewsletter(orablog)?• Howcouldanewsletteraboutthelocalenvironmentbehelpfultopeople?• Whatkindofinformationcouldweincludeinanewsletterforthecommunity?
Introducetostudentstheimportanceofbeingawareofwhatishappeningintheenvironment.Studentswillwatchthe“ChangetheWorldin5Minutes”video(seebelow),creatingaSTEMNotebookEntrybothbeforeandaftertheyviewthevideo.STEMNotebookEntry#18(beforeviewing):
• Studentswilldocumenttheir“wonderings”aboutenvironmentalawarenessandhowtheycanimpacttheenvironmentintheirSTEMNotebookbeforethevideo(withbothwordsandpictures)
• Documentstudentresponsesonandpostonclassroomwall•
ShowtheVideo:“ChangeTheWorldIn5Minutes-EverydayatSchool”:https://www.youtube.com/watch?v=oROsbaxWH0M(Thisvideois4:31minuteslong)STEMNotebookEntry#19:
• StudentswilldocumentwhattheylearnedintheirSTEMNotebookafterthevideo(withbothwordsandpictures)
• Documentstudentresponsesonchartpaperandpostonclassroomwall.•
Tellstudentsthattheirchallengeistodosomethinghelpfulforthelocalenvironment.Theywillreportonthisintheirnewsletter.Askstudentswhattheycoulddo.Forexample,studentscouldpickuplitterorplantatree.Activity/InvestigationHealthyHabitatsStudentswilldecideonsomethinghelpfultheycandoforthelocalenvironmentthattheywillreportintheirnewsletter.Forexampletheymaychoosetopickuplitterorplantatree.Showstudentsthe“HowtoPlantaTree”video(seebelow),creatingSTEMNotebookEntriesbeforeandafterviewingthevideoSTEMNotebookEntry#22(beforeviewing):
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• Studentswilldocumenttheir“wonderings”aboutplantingtreesintheirSTEMNotebookbeforethevideo(withbothwordsandpictures)
• Documentstudentresponseschartpaperandpostonclassroomwall.ShowtheVideo:“HowtoPlantaTree”http://www.timeforkids.com/tree(Thisvideois2:20minuteslong)STEMNotebookEntry#23:
• StudentswilldocumentwhattheylearnedintheirSTEMNotebookafterthevideo(withbothwordsandpictures)
• Documentstudentresponsesonchartpaperandpostonclassroomwall.Havestudentscreateaplananddedicateaday(ortwoiftheychoosemorethanoneactivity)ofthelessontoinitiatingtheirplan,beingsuretotakephotographstoincludeintheirnewsletter.Newsletter/BlogCreationHavestudentsusethe“MyEnvironmentalNewsletter”pagesattheendoftheSTEMResearchNotebooktocreatebasicinformationtheirnewsletters.Youmaywishtoassignstudentteamsvariouscomponentsofthenewsletter(i.e.,alitterteamtoconcentrateonneighborhoodlitter,ananimalsteamtoconcentrateonneighborhoodanimals),witheachteamprovidingmoredetailedinformationandphotographsofthingstheyobservedintheneighborhood.Youcanthencollectteamentriestocreateasinglenewsletterthatcanbedistributedtoarearesidents.Extend/ApplyKnowledgeDay24(~30minutes)AssessmentMathematicsclass:(Continuetochart,graph,identify,describeandanalyzepatternsofyourlocalweathertomakeconnectionsaboutamongclimate,changesintheenvironment,localizedeffectsofclimatechange,erraticweatherconditions,andtheeffectsofclimateandweatheronlocalanimalhabitats).(Continuethe“Reduce,Reuse,Recycle”programintheclassroomtohelpfacilitatehealthyenvironment.Sort,count,chart,andgraph[amountandweight]recyclablesbroughtineachday.Compare[>=<]dailytallies.Oncetheclasshascollected100cans,returnthecansformoneytodonateandcontinuethechartandgraph.)(ContinuetodocumentplantgrowthusingreplicatedSTEMNotebookEntry#8onthe“SuperSunflower”investigationP.O.E.observationform.Compare,chart,andgraph[>=<]dailygrowth.Thiswillbeconducteduntilthesunflowerseedshavesproutedandarelargeenoughto
43
betransplantedoutdoorsforeventualharvesting.AllowstudentstovideotapeplantgrowthwithI-pads/phones/tablets,etc.Teacherwilldocumentstudents’observationsonaVenndiagram.)(Continuetofillinthe“OurNeighborhoodEnvironmentalHealth”investigationSTEMNotebookEntry#15observationform.AllowstudentstovideotapeeachotherwithI-pads/phones/tablets,etc.Teacherwillgraphstudentobservations.)SocialStudiesclass:Continuedoingsomethinghelpfulforthelocalenvironment.Forexample:
• Pickuplitter(recycle)• Plantatree(airpollution)
ELAclass:Asaclass,postallofthesefindingsonthe“OurNeighborhoodKindergartenEnvironmentalHealthBlog.”SocialStudiesclass:ModuleAssessment:Studentteamswillpresenttheir“Playlist”ofthevideosthattheytookthroughoutthismoduleandthenuploadontheirblog.
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AssessmentcontinuedDay25(~30minutes)Mathematicsclass:(Continuetochart,graph,identify,describeandanalyzepatternsofyourlocalweathertomakeconnectionsaboutamongclimate,changesintheenvironment,localizedeffectsofclimatechange,erraticweatherconditions,andtheeffectsofclimateandweatheronlocalanimalhabitats).(Continuethe“Reduce,Reuse,Recycle”programintheclassroomtohelpfacilitatehealthyenvironment.Sort,count,chart,andgraph[amountandweight]recyclablesbroughtineachday.Compare[>=<]dailytallies.Oncetheclasshascollected100cans,returnthecansformoneytodonateandcontinuethechartandgraph.)(ContinuetodocumentplantgrowthusingreplicatedSTEMNotebookEntry#8onthe“SuperSunflower”investigationP.O.E.observationform.Compare,chart,andgraph[>=<]dailygrowth.Thiswillbeconducteduntilthesunflowerseedshavesproutedandarelargeenoughtobetransplantedoutdoorsforeventualharvesting.AllowstudentstovideotapeplantgrowthwithI-pads/phones/tablets,etc.Teacherwilldocumentstudents’observationsonaVenndiagram.)(Continuetofillinthe“OurNeighborhoodEnvironmentalHealth”investigationSTEMNotebookEntry#15observationform.AllowstudentstovideotapeeachotherwithI-pads/phones/tablets,etc.Teacherwillgraphstudentobservations.)SocialStudiesclass:Continuedoingsomethinghelpfulforthelocalenvironment.Forexample:
• Pickuplitter(recycle)• Plantatree(airpollution)
ELAclass:Asaclass,postallofthesefindingsonthe“OurNeighborhoodKindergartenEnvironmentalHealthBlog.”PerformanceTasksSocialStudiesclass:Studentteamswillpresenttheir“Playlist”ofthevideosthattheytookthroughoutthismoduleandthenuploadontheirblog.Studentteamswillpresenttheir“Playlist”thatdocumentschangesinthewheretheylive.OtherMeasuresTeacherobservations.STEMNotebookentries.Participationintheirteamsduringinvestigations.Seeassessmentrubricattheendofthismodule.
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InternetResources
• AnimatedLessontolearnaboutWaterPollution:https://www.youtube.com/watch?v=y1ObvXZDQNs
• BloggingSitesforTeachers:https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=blogging%20sites%20for%20teachers
• ChangeTheWorldIn5Minutes-EverydayatSchool:https://www.youtube.com/watch?v=oROsbaxWH0M
• ClimateKids:http://climatekids.nasa.gov/• CleanAirKids:www.clearn-air-kids.org.uk• DifferentiatedInstruction:
http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf
• DiverseLearners:http://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
• DrinkingWater:BottledorFromtheTap?http://kids.nationalgeographic.com/kids/stories/spacescience/water-bottle-pollution/
• Educationalenvironmentalvideoforkidshttps://www.youtube.com/watch?v=Z_eApyjB8sM
• EPAClimateChangeImpactsandAdaptingtoChange:http://www.epa.gov/climatechange/impacts-adaptation/
• FederallyFundedNASA'Educates'ChildrenAboutGlobalWarmingon'ClimateKids'WebSite:https://www.youtube.com/watch?v=aT37M383uAc
• GiftedStudents:http://educationnorthwest.org/sites/default/files/12.99.pdf• GlobalWarming:http://www.neok12.com/Global-Warming.htm• GoingGreen:https://www.youtube.com/watch?v=8DJ45Yc3urg• HowtoPlantaTree:http://www.timeforkids.com/tree• LandPollution:http://www.ducksters.com/science/environment/land_pollution.php• MarthaSpeaks|ThePollutionPlayers|PBSKIDS:
https://www.youtube.com/watch?v=qCvtyKd5RdI• NationalGeographic-ClimateandWeather:
http://www.watchknowlearn.org/Video.aspx?VideoID=3929&CategoryID=2671• Predict,Observe,Explain:ActivitiesEnhancingScientific
Understanding:http://static.nsta.org/files/PB281Xweb2.pdf• ScaffoldingStrategies:http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-
rebecca-alber• SesameStreet:RecyclingAluminumCans:
https://www.youtube.com/watch?v=BKpoCzt03B8• TheEnvironmentWaterPollution:
http://www.ducksters.com/science/environment/water_pollution.php• TheFourSeasons:http://www.livescience.com/25202-seasons.html• "TheLorax"(reading)Dr.Seuss:https://www.youtube.com/watch?v=aa82mcXO9AQ• TheLoraxcartoon:https://www.youtube.com/watch?v=8V06ZOQuo0k
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• TheOilSpill:https://www.youtube.com/watch?v=SakDOUlDWDs• TheWumpWorld–AReading:https://www.youtube.com/watch?v=PORV4ZnKwdA• Thislandisyourland:https://www.youtube.com/watch?v=3C4iRf9gOdY• TimeforKids:http://www.timeforkids.com/minisite/environment
Books
• Bergen,L.(2009).Don'tThrowThatAway!:ALift-the-FlapBookaboutRecyclingandReusing.NewYork:LittleSimon.
• Berger,M.(1994).OilSpill.NewYork:HarperCollins.• Cherry,L.,&Braasch,G.(2008).Howweknowwhatweknowaboutourchanging
climate:Scientistsandkidsexploreglobalwarming.NevadaCity,CA:DawnPublications.• Cherry,L.(1992).Ariverranwild:anenvironmentalhistory.SanDiego,CA:Harcourt
BraceJovanovich• Cherry,L.(1990).TheGreatKapokTree:ATaleoftheAmazonRainForest.NewYork:
Scholastic.• Donald,R.(2001).AirPollution.NewYork:Children’sPress.• Donald,R.(2001).WaterPollution.NewYork:Children’sPress.• Ehlert,L.(1991).RedLeaf,YellowLeaf.SanDiego,CA:HarcourtBrace&Company.• Koehler,C.,Bloom,M.A.,&Milner,A.R.(2015).TheSTEMroadmapforgradesK-2.In
C.C.Johnson,E.E.Peters-Burton,&T.J.Moore(Eds.),STEMroadmap:AframeworkforintegratedSTEMeducation(pp.41-67).NewYork,NY:Routledge.
• Lawrence,E.(2014).GlobalWarming.NewYork:BearportPublishing.• Lishak,A.(2008).GlobalWarming:What’sthatgottodowithme?NorthMankato,MN:
SmartAppleMedia.• Morgan,S.(2007).WasteDisposal.NorthMankato,MN:Sea-to-SeaPublications.• Robinson,F.(1995).RecycleThat!Chicago:Children’sPress.• Robinson,F.(1995).TooMuchTrash!NewYork:Children’sPress.• Rogers,K.&Alexander,J.(2000).PaperCrunch.CrystalLake,IL:RigbyLiteracy.• Siddals,M.(2010).CompostStew:AnAtoZRecipefortheEarth.NewYork:Tricycle
Press.• Simon,S.(2010).GlobalWarming.NewYork:HarperCollins.
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MYSTEMNOTEBOOK
OURCHANGINGENVIRONMENT
NAME:
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STEMNotebook#1(LessonPlan1)NAME______________________________________________DATE___________________Drawandlabeltwodifferenthabitatsyouhaveseen(e.g.forest,prairie,desert,wetland,
tundra,ocean,mountain,etc.).
STEMNotebook#5(LessonPlan1)(Beforereadingthebook)
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NAME______________________________________________DATE___________________Iwonder…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#6(LessonPlan1)(Afterreadingthebook)NAME______________________________________________DATE___________________Ilearned…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#7(LessonPlan1)NAME______________________________________________DATE___________________
“SuperSunflowers”
Circleorwriteinyourpredictions.
Investigation#1(Thisseedwillbeproperlywateredandhaveappropriatesunlight):
QUESTIONS
PREDICTIONS
Whatdoesyourseedneedtosproutintoaseedling?
Light
Water
Both
Howlongwillittakeforyourseedtosproutintoaseedling?
~Oneweek
~Onemonth
~Oneyear
Howmuchwillyourseedlinggroweachweek?
~Oneinch
~Onefoot
~Oneyard
Continuedbelow…
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Investigation#2(Thisseedwillbeproperlywateredbutnothavesunlight[tosimulateparticulatematterintheair]):
QUESTIONS
PREDICTIONS
Whatdoesyourseedneedtosproutintoaseedling?
Light
Water
Both
Howlongwillittakeforyourseedtosproutintoaseedling?
~Oneweek
~Onemonth
~Oneyear
Howmuchwillyourseedlinggroweachweek?
~Oneinch
~Onefoot
~Oneyard
Continuedbelow…
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Investigation#3(Thisseedwillnotbewateredbuthaveappropriatesunlight[tosimulatedroughtconditionsfromglobalwarming]):
QUESTIONS
PREDICTIONS
Whatdoesyourseedneedtosproutintoaseedling?
Light
Water
Both
Howlongwillittakeforyourseedtosproutintoaseedling?
~Oneweek
~Onemonth
~Oneyear
Howmuchwillyourseedlinggroweachweek?
~Oneinch
~Onefoot
~Oneyard
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STEMNotebook#8(LessonPlan1)NAME______________________________________________DATE___________________
“SuperSunflowers”
ObservationsCircle:Investigation#1(Thisseedwillbeproperlywateredandhaveappropriatesunlight)Investigation#2(Thisseedwillbeproperlywateredbutnothavesunlight[tosimulateparticulatematterintheair])Investigation#3(Thisseedwillnotbewateredbuthaveappropriatesunlight[tosimulatedroughtconditionsfromglobalwarming])HEIGHTMEASURED:___________________________________
ILLUSTRATEOBSERVATION
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STEMNotebook#9(LessonPlan1)NAME______________________________________________DATE___________________
“SuperSunflowers”
Writeexplanations(causeandeffect).
EXPLANATIONS
QUESTIONS
CAUSE
EFFECT
Whatdidyourseedneedtosproutintoaseedling?
Howlongdidittakeforyourseedtosproutintoaseedling?
Howmuchdidyourseedlinggroweachweek?
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STEMNotebook#10(LessonPlan2)(Beforereadingthebook)NAME______________________________________________DATE___________________Iwonder…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#11(LessonPlan2)(Afterreadingthebook)NAME______________________________________________DATE___________________Ilearned…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________STEMNotebook#14(LessonPlan2)
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NAME______________________________________________DATE___________________
“OurNeighborhoodHabitat”
• Wherearewelocated?(CityandState)______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________Shadethestatewhereweare.
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• Whatisthehabitatlikewhereweare?(e.g.forest,prairie,desert,wetland,tundra,ocean,mountain,etc.)
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________Drawapictureofthehabitatwhereweare.
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• Whatistheweatherandclimatelikewhereweare?______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________Drawapictureoftheweathertodaywhereweare.
• Whattimeofyearisit?Howcanyoutell?
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
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“OurNeighborhoodHabitat”
Whatarethebasicneedsoflivingthings?ANIMALS
PLANTS
PEOPLE
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STEMNotebook#15(LessonPlan2)NAME______________________________________________DATE___________________
“OurNeighborhoodHabitat”-walkingtourpartone
Drawandlabeltwoanimalsthatyoucansee.
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“OurNeighborhoodHabitat”-walkingtourpartone
Drawandlabeltwoplantsthatyoucansee.
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“OurNeighborhoodHabitat”-walkingtourpartone
Drawandlabeltwoanimalsthatyoucanhear.
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“OurNeighborhoodHabitat”–walkingtourpartone
Drawandlabeltwothingsthatyoucansmell.
“OurNeighborhoodHabitat”–walkingtourparttwo
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Drawandlabeltwowaysthatweatheraffectsanimals,plants,andthepeoplewhereweare.
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“OurNeighborhoodHabitat”–walkingtourparttwo
Drawandlabelfourtypesofpollutionyouobserve.
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Drawandlabelfourtypesofpollutionyouobserve.
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STEMNotebook#16(LessonPlan2)(Beforereadingthebook)NAME______________________________________________DATE___________________Iwonder…
______________________________________________________________________________
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---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#17(LessonPlan2)(Afterreadingthebook)NAME______________________________________________DATE___________________Ilearned…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#18(LessonPlan3)(Beforeviewingthevideo)NAME______________________________________________DATE___________________Iwonder…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#19(LessonPlan3)(Afterviewingthevideo)NAME______________________________________________DATE___________________Ilearned…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#22(LessonPlan3)(Beforewatchingthevideo)NAME______________________________________________DATE___________________Iwonder…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#23(LessonPlan3)(Afterviewingthevideo)NAME______________________________________________DATE___________________Ilearned…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#24(LessonPlan3)(Beforereadingthebook)NAME______________________________________________DATE___________________Iwonder…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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STEMNotebook#25(LessonPlan3)(Afterreadingthebook)NAME______________________________________________DATE___________________Ilearned…
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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MyEnvironmentNewsletter
Name:______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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HABITATS
Identifythelocalhabitat(e.g.forest,prairie,desert,wetland,tundra,ocean,mountain,etc.):______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________ShadeintheregionwhereyourlocalhabitatislocatedintheUnitedStates.
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WeatherandClimate
Drawapictureoftheweathertodayinyourlocalhabitat.
Whatistheclimateofyourlocalhabitat?______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
Animals
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Identify,illustrate,andlabeltwoanimalsthatliveinyourlocalhabitat:1.______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________2.
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______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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PlantsIdentify,illustrate,andlabelthreetypesofplantsthatliveinyourlocalhabitat:1.2.3.
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PeopleIdentify,illustrate,andlabelonewaythatpeopleadapttolifeinyourlocalhabitat:
______________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________
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People
Onthefollowingpages,identify,illustrate,andlabelfivethingsthatpeoplecandotohelptheenvironment:
______________________________________________________________________________
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OurHealthyHabitatsProjectToimprovetheenvironmentalhealthofourneighborhood,ourclassdidthefollowing(drawapictureandwriteasentence):
______________________________________________________________________________
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