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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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(ELA)


(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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(ELA)


(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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(ELA)


(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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(ELA)


(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)


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


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












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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:


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):


Investigation#3(Thisseedwillnotbewateredbuthaveappropriatesunlight):


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

26

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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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.


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











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

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PerformanceTasksStudentswilldefinepollution.Studentswilllistfivewayspollutionaffectstheenvironment,habitats,andalllivingthings,usingaminimumofthreevocabularywords.OtherMeasuresTeacherobservations.STEMNotebookentries.Participationintheirteamsduringinvestigations.Seeassessmentrubricattheendofthismodule.InternetResources



• 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:







• 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:


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








37


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

38

• STEMNotebooksforstudents• Chartpaper• Markers• Mapand/orglobe• Treesaplingstoplant• Protective(non-latex)gloves• Trashbags(1per3students)


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

39

KeyVocabulary

Definition












40

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?

41

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

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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



• ChangeTheWorldIn5Minutes-EverydayatSchool:https://www.youtube.com/watch?v=oROsbaxWH0M

• ClimateKids:http://climatekids.nasa.gov/• CleanAirKids:www.clearn-air-kids.org.uk• DifferentiatedInstruction:







• 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:


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








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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


Light

Water

Both


~Oneweek

~Onemonth

~Oneyear


~Oneinch

~Onefoot

~Oneyard

Continuedbelow…

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Investigation#3(Thisseedwillnotbewateredbuthaveappropriatesunlight[tosimulatedroughtconditionsfromglobalwarming]):

QUESTIONS

PREDICTIONS


Light

Water

Both


~Oneweek

~Onemonth

~Oneyear


~Oneinch

~Onefoot

~Oneyard

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ObservationsCircle:Investigation#1(Thisseedwillbeproperlywateredandhaveappropriatesunlight)Investigation#2(Thisseedwillbeproperlywateredbutnothavesunlight[tosimulateparticulatematterintheair])Investigation#3(Thisseedwillnotbewateredbuthaveappropriatesunlight[tosimulatedroughtconditionsfromglobalwarming])HEIGHTMEASURED:___________________________________

ILLUSTRATEOBSERVATION

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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#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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“OurNeighborhoodHabitat”-walkingtourpartone

Drawandlabeltwoanimalsthatyoucansee.

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Drawandlabeltwoplantsthatyoucansee.

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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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______________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________

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______________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________

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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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______________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________

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______________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________

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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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______________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________

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______________________________________________________________________________

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______________________________________________________________________________

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______________________________________________________________________________

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______________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________

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OurHealthyHabitatsProjectToimprovetheenvironmentalhealthofourneighborhood,ourclassdidthefollowing(drawapictureandwriteasentence):

______________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------____________________________________________________________________________________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------______________________________________________________________________________