Science Unit Plan

Science Unit Plan Robyn Byers

Overview

Grade Level: 6

Unit: Diversity of Life

Purpose of Unit: This unit serves as an introduction to the various life forms on earth. Students will be introduced to the idea of classifying plants, animals, and microorganisms based on common features. An important feature of this unit is recognizing and developing a system for classifying organisms. Through this unit, students should gain an appreciation for the various life forms in both their local habitat and throughout the world.

Fundamental Core: “Inquiry will be the focus of this unit with an emphasis on observation and classification” (NB Curriculum Document). Students will learn that living things can be classified into four major categories based on common features: Plants, Animals, Fungi, and Other (mostly microscopic). Students will be expected to: describe the role of a common classification system for living things, describe why results of similar investigations will differ and suggest possible explanations for variations, and propose questions to investigate and practical problems to solve.

School Context: This middle school is located in a small sub-urban community of NB that consists of families of varying socio-economic status, but mostly of average socio-economic status. The majority of the student population is Caucasian but several minority groups are represented. The school has several Asian and African-American students. Overall, the school has a very positive environment with competent and supportive staff, teachers, and administrators.

Nature of Students: Most students have previously had experience investigating the needs and characteristics of living things and explored the growth and changes of plants and animals from grades 1-3. The students in this class are mostly well-behaved and very capable academically. There are four students on SEPs having mild learning disabilities and one student living in relative poverty.

Rationale/Personal Philosophy of Science Teaching

Although this is the first unit present in the Grade 6 NB Science curriculum, I have chosen to perform this unit last, starting in April, and ending in June. This is due primarily to the weather, as spring allows for more outdoor investigations and field trips. Also, in my opinion, Diversity of Life is the most exciting unit and should be reserved for a time when students are more likely to be distracted by their upcoming summer vacation. Furthermore, students will have the opportunity to continue to pursue their interest and inquiry into the diversity of life by time spent outdoors throughout their summer vacation.

Performing this unit last does not concern me in regards to interrupting the conceptual flow of the units. I believe that students will be fully capable of being successful in the other three units present in the curriculum without first performing the Diversity of Life unit. Acquiring the skills and attitudes associated with the Diversity of Life unit are not essential in order for students to be successful in the Electricity, Space, and Flight units.

The planning of this unit has taken into consideration the curriculum’s guidelines for dividing up the four units equally throughout the academic calendar. Assuming that school will be in session for ~35 weeks of the year, nine weeks will be devoted to the Diversity of Life unit.

This unit contains many varied activities to meet the various learners in the classroom. It aims to engage students through many different types of interactive activities distributed throughout the unit and expose students to various life forms through field trips and the exploration of local habitats. Scientific literacy, technology, laboratory skills, presentations, hands-on learning, research, drama, and music are all included into this unit plan to form a creative unit plan that will hopefully engage students and facilitate a love for Science. Concept Map

Date / Reference Key Lesson Resources Issues Assessments Objectives / / Activities / Assignments Approaches April 19 Introduction to Diversity of Life -lap top -Ensure Ref: www.youtube.com OBJ: Students will gain a -projector technology is general understanding of -internet working “diversity” and will be connection properly engaged by watching a before class 4min 40 sec youtube video called “Dive into Diversity”. “Dive Into Diversity” has fun facts for kids about all the variety of life under the sea and how animals rely upon one another for -K-W-L survival. template -Students may -Students will -Chart Paper require continue to add to scaffolding, this chart throughout the unit OBJ: Students will therefore the and will receive a consider their knowledge teacher should mark at the end of and interests concerning have some the unit for this the Diversity of Life visuals or key chart based on ACT: K-W-L Chart in words (birds, effort and Science duotang. A reptiles etc) master chart will be available to completion. created on chart paper by guide student the teacher and will serve thinking as a reference later on in the unit. APP: Students will perform the K-W-L chart using the Think/Pair/Share method which incorporates individual and collaborative thinking. April 20 Introduction to -a ziplock bag -set rule: no -Teacher will walk Classification Systems containing 8 eating cereal! around the room OBJ: Students will learn different types -extra cereal and informally that objects can be of cereal should be observe and check classified into groups available in for understanding. based on similar case any cereal Students will characteristics by using a is crushed or submit index card dichotomous key eaten with cereal and ACT: In groups of three, correct name. students will use a dichotomous key to classify eight different types of cereal. APP: This is very much a student-centered learning activity where the teacher acts as the facilitator April 21 Local Habitat -trail markers -students will -Once students Observation to set need set rules have returned to the OBJ: Students will be boundaries and boundaries classroom, they expected to observe and -sketch books before exiting must receive their record a wide variety of and pencils the school “ticket to go” by species that they see in a -ensure showing their local habitat students are sketches/diversity ACT: In partners, students properly list to the teacher will survey a supervised dressed for the local habitat and sketch weather and record the species that they find. APP: Students will be exposed to hands on learning and will find this activity to be meaningful and relevant to their own lives as they are exploring a local habitat. April 22 Classification of Local -science -Teacher will check Habitat Organisms notebooks for understanding Ref: Classification Chart OBJ: Students will -pencils by informally examples develop their own flow monitoring the chart and classification students’ work and system based on the presentations. organisms they observed Students’ in their local habitat Classification ACT: In partners, students Systems will then will develop a be collected for classification chart on assessment. paper and then present their work to two other pairs APP: This is an inquiry based lesson which involves students posing questions and developing explanations for phenomena April 23 Earth Day-School-wide Tree Planting Activity for School’s front courtyard April 26 The Role of a Common -stop watches, -students -The teacher will be Classification Scheme questions may require formally assessing for Living Things sheets, pencils guidance and the students by OBJ: Describe how scaffolding observing their Ref: Atlantic Canada classifications may vary when effort and Science Curriculum p. 26 and suggest possible participation during explanations for performing the group work and group work variations. class discussion. Identify communication They will receive 2 problems that arise from marks for full the differences in engagement and classification schemes for participation, 1 living things and describe mark for adequate the role of a common engagement and classification system participation and ACT: Class will discuss zero for not how their classification participating. systems differed and why. Also, the class will discuss problems that arise by using different classification systems. APP: Students will be given a series of questions and work in groups to develop answers before the class discussion. Each student will be given a task in the group (recorder, reader, leader, time keeper). April 27 Plant Characteristics -worksheets -Ensure that -Worksheets will Review and Pictionary -Smartboard an the be passed in for Biology Essentials: Game smartboard Smartboard is assessment Worksheet p. 37 OBJ: Students will markers working identify the basic -Plant before class characteristics and Pictionary components of plants. cards ACT: Students will complete the DARTS worksheet on Plant Characteristics and then break into 3 teams to play Plant Pictionary on the Smartboard. APP: The worksheet involves active learning and the Plant Pictionary caters to the creative and visual learners in the class. The DARTS worksheet promotes scientific literacy. April 28 Plant Classification -12 plant -ensure -Students will be Exercise specimens students are assessed on the Ref: New Brunswick Field OBJ: Students will for each working completion and Guide: Flora and Fauna categorize flora based on student independently accuracy of their their characteristics -Classification Classification. ACT: Students will template They will also be observe plant specimens assessed on their and categorize the flora in explanation. their Science duotangs based on their characteristics. They will then write an explanation for their decisions underneath their classification scheme. APP: This exercise allows students to use actual plant specimens and classify them independently, holding them accountable for their own learning. April 29 Animal Characteristics -Grade 6 team -Monitor review laptop set students to Ref: http://www. OBJ: Students will be ensure they are expected to compare the not “surfing sheppardsoftware.com characteristics of the net” mammals, birds, reptiles, amphibians ACT: Students will go to the computer lab to play the Kid’s Corner Animal Characteristics Game APP: This is a fun, interactive game that allows students to incorporate the use of technology April 30 Animal Classification -models of -The teacher will Exercise vertebrates informally assess Categories of Vertebrates: OBJ: Students will be -magazine cut- the students’ mammals, birds, reptiles, able to classify mammals, outs of various understanding amphibians, and fish birds, reptiles, vertebrates during the class amphibians, and fish classification based on their characteristics ACT: The class will make categories of the different vertebrates together on the board. In small groups, students will categorize the various models and pictures based on their characteristics. APP: This is a hands-on lesson that involves collaborative learning and the teacher as the facilitator. May 3 Tantramar Wetlands -ensure -Take home Journal Field Trip students stay exercise: One page OBJ: Students will be with the group summary of what given the opportunity to at all times, they learned about experience the diversity of they pack a the different wetlands first hand with a lunch, and all species at the tour of the wetlands from students have Tantramar a wildlife biologist returned their Wetland. ACT: After the tour, the permission students will have the forms opportunity to test their wetland species identification in the Wetland Center APP: Students will experience the real life application of Science by being exposed to these wetlands and the diversity of its species. May 4 Species Diversity at Tantramar Wetlands -paper -ensure Class Book -pencils students have OBJ: Students will at least two Ref: www.ehow.com develop further awareness students edit of species diversity their work How to create a class book present at Tantramar Wetlands ACT: Students will perform peer editing with the journal writing exercise performed for homework and complete a good copy of their composition. APP: The use of peer editing will help all students to develop their scientific literacy skills through exposure to various scientific writing pieces.

May 5 Species Diversity at -art supplies -Students will be Tantramar Wetlands assessed on their Class Book final written piece OBJ: Students will and illustration. develop further awareness of species diversity present at Tantramar Wetlands ACT: Students will create an accompanying illustration to their one page summary of their experience at the Tantramar Wetlands APP: This activity caters to the more visual and creative learners in the class and will give them the opportunity to portray their talents. May 6 Vertebrates vs -pond paper Invertebrates cut out Ref: Song lyrics at: OBJ: Students will be organisms www.schoolscience.rice/edu able to differentiate -shoeboxes to between vertebrates and place invertebrates based on organisms into their characteristics correct ACT: Students will learn category the Vertebrates and -copies of Invertebrates lyrics Classification song to the tune of “Lazy Mary, will you get up?” and then classify the pond organisms as being vertebrates or invertebrates APP: Students will increase their memory and scientific literacy by learning scientific vocabulary to music

May 7 Provincial Subject Council Day May 10 Arthropod Investigation -video -monitor that -students will pass Ref: Video OBJ: Students will learn -tv and dvd students are in their science that arthropods are a type -Science paying journals for Biology Essentials: of invertebrates and will Journals attention assessment Arthropod Diversity become familiar with throughout the arthropod diversity video ACT: Students will watch -students may a video on arthropod require diversity and respond to guidance when questions in their Science responding to Journals following the the questions video May 11 Fungi OBJ: Students will learn -copies of -students may -students will be Ref: Skit of “Freddie the the characteristics of fungi “Freddie the need awarded Fungus” is available on ACT: Students will be Fungus” encouragemen participation marks www.teachernet.org divided into groups to t to step out of for this activity practice and perform the their comfort skit “Freddie the Fungus” zone and act APP: This activity is catered toward auditory and kinesthetic learners May 12 Mini-Quiz OBJ: Students will -ensure desks -The quiz will be reinforce their knowledge are separated marked and of Animal, Plant, and recorded for Fungus Characteristics. assessment ACT: Students will be practices given the first part of the class to prepare for the quiz. APP: Quizzes provide preparation for bigger unit tests. May 13 Inspiration Software OBJ: Students will -Grade 6 Team -some students -Students will print Ref: develop their laptops who are less their Classification technological skills and -Science experienced Scheme and pass it Inspiration Software User’s will create a diagram that duotangs to using in to be marked. Manual shows a method for use as a technology classification reference guide may struggle ACT: Students will use in creating with this Inspiration Software to their activity create a graphic organizer Classification classification system of Scheme the Animal Kingdom. APP: This lesson incorporates technological skills essential to today’s world. May 14 Day 2 of Inspiration Software -Students will continue on the previous day’s activity. May 17 Create Your Own Species -sketchbook -Students will pass OBJ: Students will -Science duotang in their classification continue to develop system, sketch, and their skills and 3 main knowledge on characteristics of classification their species for ACT: Students will assessment. create their own unique species. They will name the species and identify its 3 main characteristics and create a classification scheme and a sketch of their species. APP: This is a creative activity that should appeal to artistic and creative students. It also serves as a great review activity as they receive practice creating classification schemes. May 18 Continuation of Create Your Own Species Activity May 19 Update KWL Chart -existing KWL chart -Students will OBJ: Students will in students’ Science submit their Science review concepts Duotangs duotangs to the learned thus far in -Master KWL chart teacher to be the unit marked. Marks will ACT: Students will be awarded to perform the students who have Think/Pair/Share made at least 5 method while adding additions to their to the “L” section of KWL chart. the KWL chart APP: Students are being given the opportunity for success by having this review activity and are building upon prior knowledge. May 20 Partner- generate quiz -paper, pencils questions OBJ: Students will become more confident with the concepts learned thus far in the unit ACT: Students will be placed in groups of three to generate potential questions (complete with answers) for tomorrow’s quiz. APP: Students will feel involved with their learning if they know their questions may appear on the quiz May 21 NBTA Annual General Meeting May 24 Victoria Day May 25 Bring your Grandparents to School Day May 26 Quiz on Classification Schemes May 27 Flex Day-Planet Earth Series May 28 Intro to Microrganisms -powerpoint -ensure students are OBJ: Students will presentation engaged by asking learn the -smartboard questions to various characteristics of students thereby microorganisms and holding the students will become familiar accountable for their with various species learning ACT: Students will listen/watch the teacher perform an engaging powerpoint presentation on microorganisms APP: Students need background information on microorganisms before any activities can take place May 31 Microorganism Trip to High School -students should -ensure that trip is OBJ: Students will bring their fully organized in observe microscopic notebooks and advance slides of writing utensils microorganisms and learn about microscope care and function ACT: Students will travel to the local high school where their Biology class will put on a microorganism workshop for the grade 6 students APP: Students will gain exposure to Science at a high school level which will hopefully motivate them to continue with Science in the future. June 1 Microorganisms cont... OBJ: Students will review the concepts they learned at yesterday’s microorganism workshop ACT: In groups students will make lists of facts and microscope care and will then create a class list APP: Students need reinforcement when learning new concepts and skills. June 2 Microorganisms Slides -school’s set of -ensure students are OBJ: Students will microscopes and handling equipment identify and use hand lenses with care correctly appropriate tools to examine and describe living things that cannot be seen with the eye ACT: The class will connect the microscope video cam to smartboard to show the whole class microorganisms. Hard lenses and mini microscopes will be used to view microscopic characteristics. APP: Students will continue to see the practical use of microscopes and will also continue to develop their scientific skills. June 3 Library Period- Microorganisms research -notebooks and -students may -research questions OBJ: Students will writing utensils require assistance will eventually be Ref: various books provide examples of with their research passed in for how science and -ensure students are assessment and websites put technology have on task at the library on display by the been involved in librarian identifying and controlling the growth of microorganisms. Students will describe products and techniques that can be used at home to protect against unwanted microorganism growth. ACT: Students will be divided into research teams and will be given various questions to investigate on microorganisms. Students will become “experts” with certain questions and will then share their information with the “non-experts”. APP: Students will develop researching skills and will experience collaborative learning. June 4 Microorganism Research cont.. June 7 Adaptation and Natural Selection -National -DART worksheet Lab Activity Geographic Index will be passed in for OBJ: Propose Cards, biology assessment questions about the models relationship between the structural features of organisms and their environment ACT: Complete DART worksheet while investigating lab stations of models and display information on various organisms APP: Hands on learning and the incorporation of scientific literacy June 8 Adaptation and Natural Selection -National -DART worksheet Lab Activity Day 2 Geographic Index will be passed in for OBJ: Compare the Cards, biology assessment adaptations of models closely related animals living in different parts of the world and discuss reasons for any differences ACT: Complete DART worksheet while investigating lab stations of models and display information on various organisms APP: Hands on learning and the incorporation of scientific literacy June 9 Palaeontologist Guest Speaker -ensure students are OBJ: Students will behaving identify appropriately for the palaeontologists as guest speaker people who study fossils, and describe examples of improvements to some of their techniques and tools that have resulted in a better understanding of fossil discoveries ACT: Students will be actively engaged in the interactive presentation APP: Students will respond well to having a different instructor for the day June 10 Irving Nature Park Guided Tour -sketchbooks, -ensure students -Students’ projects Ref: OBJ: Students will notebooks, writing bring in permission will be passed in for www.ifdn.com be exposed to a vast utensils forms and that they assessment diversity of life have a packed lunch forms at the Nature and appropriate Park clothing ACT: Students will go on a 2 hour guided tour of the Park. They will be given 1 hour to gather information on 5 different organisms (Structural features, classification, sketch). APP: Hands on learning, exposure to nature and various life forms June 11 Work Period for Irving Nature Park Projects June 14 Work Period for Irving Nature Park Projects June 15 Presentations for Irving Nature Park -peer evaluation -remind students at -peer assessment Projects forms and project the beginning of will be conducted in OBJ: To give materials class to give the an informal manner students practice presenters their full their oral attention and respect communication skills with scientific information ACT: In partners, students will give 3 min presentations to the class about their organisms from the Irving Nature Park APP: Presentations enhance the learning of the entire audience and will develop skills of self assessment through peer assessment June 16 Update KWL Chart -existing KWL chart -Students will OBJ: Students will in students’ Science submit their Science review concepts Duotangs duotangs to the learned thus far in -Master KWL chart teacher to be the unit marked. Marks will ACT: Students will be awarded to perform the students who have Think/Pair/Share made at least 5 method while adding additions to their to the “L” section of KWL chart. the KWL chart APP: Students are being given the opportunity for success by having this review activity and are building upon prior knowledge. June 17 Smartboard Jeopardy Review -scoreboard -ensure technology Session is working OBJ: Students will effectively review concepts of Diversity of Life ACT: Students will divide into teams and play Jeopardy on the smartboard by answering questions on the Diversity of Life APP: This is a fun review session that incorporates technology and celebrates the Diversity of Life! June 18 Diversity of Life Unit Test June 21 Flex Day- Planet Earth Series June 22 Flex Day- Planet Earth Series June 23 Grade 6 Field Trip to Cherry Brook Zoo to Celebrate the Diversity of Life June 24 School Concert

June 25 Clean out desks/Report Cards Lesson Plan #1

Course/Class: Science Name: Robyn Byers Date: April 19, 2010 Topic: Introduction to Diversity of Life Unit: Diversity of Life Grade: 6 A. Intents/Objectives/Purpose (New Brunswick Gr.6 Science Curriculum Guide) Knowledge: Students will: -describe the role of a common classification system for living things -develop an understanding of diversity

Skills: Students will be expected to: -propose questions to investigate and practical problems to solve

Students will gain a general understanding of “diversity” and will be engaged by watching a ~5 min youtube video called “Dive into Diversity”. Students will then perform a KWL chart to determine prior knowledge and set learning goals for the unit. B. Activities Resources Students Time are..... Administration/Homework -Subject -Listening 2 min binder quietly in -Take attendance containing their seats -Distribute projects from previous unit on Electricity attendance sheets -Projects

1. Introduction/Set/Advanced Organizers -laptop -accessing 10 min -projector prior -Introduce that today you will be starting a new unit called knowledge “Diversity of Life” and building vocabulary -Ask: “What is diversity?” -Diversity is variation (or many different things).

When we talk about all the different living things in an ecosystem or on the planet we call it “Biodiversity” -accessing prior - Engage students by asking them to name different life forms knowledge on the planet. -Name additional species and life forms (be sure to include -visually plants and fungi). stimulated -Show different life form images from powerpoint

-Explain that all species fall into different categories depending on certain characteristics they have or where they live. “In this -actively unit we will learn how scientists classify organisms based on thinking and their features” creating Generate a class discussion about “features”: comparison Ask: What “features” do humans have? s What “features” do dogs have?

2. Clarifying/Creating-Understanding/Concept- 6 min Development

Engage the students by watching a ~5min youtube video called “Dive -computer -engaged into Diversity”. “Dive Into Diversity” has fun facts for kids about the -projector and variety of life under the sea and explains how animals rely upon one watching another for survival. The video also touches on the classification of the video various sea creatures. 3. Coaches/Guided-Practice/Seatwork

-KWL Chart Activity using theThink/Pair/Share method 18 min

-Most students will be familiar with KWL charts but just in case, ask: “Who knows what the letters KWL stand for?” (Know, Want to Know, and Learned).

-Explain that you will be using the KWL chart to track your learning throughout the unit.

-Distribute KWL charts and have students place them in their Science duotangs

-Explain that today the students will be filling out the first two columns using the “Think/Pair/Share” method

-Review “Think/Pair/Share” method with students

-Give students 3 min to write down what they know about biodiversity independently

-Give students 3 min to collaborate with their partner sitting next to them to add to their list

-Generate a class discussion about what the students already know about biodiversity. The teacher will create a master KWL chart at the front of the class and record students’ answers.

-Repeat process for “Want to Know” column

4. Closure/Summary 4 min Review key concepts of today’s lesson -Actively -Ask: “What is diversity?” participating “What is “biodiversity?” in the class “How do scientists classify different life forms on earth?” discussion 5. Homework 6. Review/Assessment

-Students will pass in their Science duotangs and their KWL charts will be marked for completion.

Lesson Plan #2

Course/Class: Science Name: Robyn Byers Date: April 20, 2010 Topic: Introduction to Classification Unit: Diversity of Life Grade: 6 A. Intents/Objectives/Purpose (New Brunswick Gr.6 Science Curriculum Guide) Knowledge: Students will: -describe the role of a common classification system for living things

Skills: Students will be expected to: -propose questions to investigate and practical problems to solve

Nature of Science and Technology: Students will be expected to: -demonstrate the importance of using the languages of science and technology to compare and communicate ideas, processes, and results

Students will learn that objects can be classified into groups based on similar characteristics. In groups of three, students will develop a classification scheme for eight different types of cereal. This is very much a student-centered learning activity where the teacher acts as the facilitator.

B. Activities Resources Students Time are..... Administration/Homework -Subject -Listening 2 min binder quietly in -Take attendance containing their seats -Distribute Science duotangs with marked KWL charts attendance sheets -Science duotangs

7. Introduction/Set/Advanced Organizers

-Students will be introduced to dichotomous keys and will be - -listening 6 min shown various models for classifying different organisms. dichotomou quietly and s key observing -As the teacher explains how dichotomous keys work, a model models the of a key will be placed on the smartboard that acts as a visual examples reference. -smartboard present on the -“A dichotomous key is a device that can be used to easily smartboard identify an unknown organism. The word dichotomous comes from two Greek words that together mean, "divided in two parts". A dichotomous key consists of a series of two part statements that describe characteristic of organisms. At each step of a dichotomous key the user is presented with two choices. As the user makes a choice about a particular characteristic of an organism they are led to a new branch of the key. Eventually the user will be led to the name of the organism that they are trying to identify.” 8. Clarifying/Creating-Understanding/Concept- Development 6 min

-listening to -The teacher will model for the class how to classify three the teacher different types of beans by using a specific dichotomous key for and beans. observing -The teacher will go through the rules for using a dichotomous the teacher key. model the activity 1. -Read both choices in a couplet carefully. Although the first description may seem to fit your sample, the second may apply even better. 2. Keep notes telling what sequence of identification steps you took. This will allow you to double-check your work later and indicate sources of mistakes, if they have been made. 3. If you are unsure of which choice to make in a couplet, follow both forks (one at a time). After working through a couple of more couplets, it may become apparent that one fork does not fit your sample at all. 4. Work with more than one sample if at all possible. This will allow you to tell whether the one you are looking at is typical or atypical. This is especially true when working with plants – examine more than one leaf, branch, cone, seed, flower,…etc. 5. When you have keyed out an organism, do not take your effort as the final result. Double check your identification scheme, using your notes. Find a type specimen (if available) and compare your unknown to the type specimen. If a type specimen is unavailable, find a good description of the indicated taxonomic group and see if your unknown reflects this description. 6. When reading a couplet, make sure you understand all of the terms used. The best keys will have a glossary of technical terms used in the key. If a glossary is unavailable, find a good reference work for the field (textbook, biological dictionary,…etc.) to help you understand the term. 7. When a measurement is indicated, make sure that you take the measurement using a calibrated scale. Do not “eyeball” it or take a guess. 9. Coaches/Guided-Practice/Seatwork

-“Today you will get to use a dichotomous key to classify eight - 30 min different types of cereal. In groups of three, you will work dichotomou -listening to together to look at the different characteristics of the cereal s key instruction and properly identify the cereal using the dichotomous key.” -index cards -Distribute a dichotomous key to each student. -glue -pencils -Divide the students into groups of three -ziplock -State rules: Everyone should be participating, and absolutely bags of no eating the cereal (they are full of microorganisms- we will cereal learn about microorganisms later on in the unit)!

-“Once your group classifies the cereal using the key, come to the front of the class to receive your eight index cards. You will glue your cereal piece onto the card and write the name of the cereal (show model that you have created). You have about 25 min to complete this activity.”

-Distribute cereal in ziplock bags. -actively engaged in -Teacher will walk around and assist when required. the interactive activity

10. Closure/Summary 5 min -Review the correct classification for the cereal using the -Reflecting dichotomous key as a model. on their -Remind them to bring permission forms for tomorrow’s field own trip, to bring a lunch, and to dress appropriately. understandi ng 11. Homework

Lesson Plan #3

Course/Class: Science Name: Robyn Byers Date: April 21, 2010 Topic: Local Habitat Observation Unit: Diversity of Life Grade: 6 A. Intents/Objectives/Purpose (New Brunswick Gr.6 Science Curriculum Guide) Knowledge: Students will: examine and describe living things : compare the characteristics of different life forms

Skills: Students will be expected to: classify living things in their local habitat : record observations using a single work, notes in point form, sentences and simple diagrams and charts

Students will be expected to observe and record a wide variety of species that they see in a local habitat. In partners, students will survey a supervised local habitat and sketch and record the species that they find. Students will be exposed to hands on learning and will find this activity to be meaningful and relevant to their own lives as they are exploring a local habitat.

B. Activities Resources Students Time are..... Administration/Homework -Subject 3 min binder -Take attendance containing - Collect permission forms attendance -Check to see that students have lunches and are dressed sheets appropriately

12. Introduction/Set/Advanced Organizers 10 min

-“Today you will get to be young field biologists! We are going to walk along the KV Trail and stop at the shoreline to observe some of the organisms living in our own local habitat.” -Making predictions -Ask: “What do you expect to see?” Record on board.

-Place students in partners. -Listening

-“Today you and your partner will be responsible for finding, observing, sketching, and recording information -sketch about the organism. Does anyone have any questions?” books, pencils, -Make sure students have their sketch books. lunches

-Line students up at the door and have them quietly exit the school. 13. Clarifying/Creating-Understanding/Concept- Development

-Once outside, make sure the chaperones are equally 5 min -walking, distributed among the pairs of students. listening to instructions -Together, walk 2 min westward until you hit the trail marker.

-At the trail head, stop and remind students of their task. “You are to observe and sketch as many organisms as possible. Later on we will be classifying these organisms.”

-Remind students to stay in their partners and stick to the trail.

14. Coaches/Guided-Practice/Seatwork 1 hour -As students are observing organisms, walk around and assist -researching, 30 min taking notes, with their organism descriptions. Encourage them to write in making point form and to make accurate representations of the sketches organisms.

-Complete the 1km trail by arriving to the shoreline.

-Allow 15 min for observations on the beach

-Have lunch as a class on the beach.

-Walk back to school.

15. Closure/Summary 15 min -Quietly return to classroom. -thinking, analyzing -As a class, go through the predictions they made at the -chart with beginning of class. Did their predictions come true? predictions

-Record other organisms they observed.

-Let the students know that tomorrow they will be classifying the organisms they observed today. - demonstrating -Students will gain their “ticket to leave” when they their work show the teacher their sketch books with diagrams and notes from the local habitat observation.

16. Homework

17. Review/Assessment

Name: Robyn Byers______Date: February 23______Self-Assessment Cover Sheet

Unit Plan Item Instructor Comment Overview (“Your overview is essentially the context and overall plan. It could include grade level, nature of students, purpose of unit, concept map, school context, fundamental core that must be taught and so on.”) Student Comment:

The grade level, nature of students, purpose of unit, concept map, school context, and fundamental core sections have all been completed.

Rationale (“Your rationale is intended to explain your choices and sequencing – why the unit is the way it is.”) Student Comment:

I spent a lot of time planning the timing and sequencing of lessons according to the context of the school and the nature of the students.

Unit Tabular Format (Objectives, activities, approaches, resources, issues and assessments) Student Comment:

Yes, I have a binder and all the sections are tabbed. A table of contents section is included to facilitate organization.

Evident Philosophy of Science Teaching (choices are guided by a personal philosophy of science teaching ex. Inquiry, constructivist, hands-on, etc.) Student Comment:

This unit contains many varied activities to meet the various learners in the classroom. It aims to engage students through many different types of interactive activities distributed throughout the unit and expose students to various life forms through field trips and the exploration of local habitats. Scientific literacy, technology, laboratory skills, presentations, hands-on learning, research, drama, and music are all included into this unit plan to form a creative unit plan that will hopefully engage students and facilitate a love for Science.

Effectively Integrates Technology Student Comment:

Yes: youtube videos, Planet Earth, Smartboard jeopardy, Smartboard Pictionary

Unit Plan is Appropriate for the Described Context Student Comment:

Yes. Resources are all available and activities are challenging but within the students’ zone of proximal development. One element I really tried to focus on is timing. During my practicum, I have been guilty of trying to rush through too many concepts. In this unit, I tried to allow adequate learning time for the different objectives.

Resources and Assessment

The KWL chart will be assessed out of 10. The students are responsible for filling out 5 sentences for each of the first two categories. It is based on completion.

KWL Chart Name: Date:

TOPIC:

K W L What I Know What I Want To Learn What I Have Learned

Youtube link for “Dive into Diversity” video: http://www.youtube.com/watch?v=DF8YQ6f1SuY

Dichotomous Key:

Numeric key with couplets presented together. The major advantage of this method of presentation is that both characteristics in a couple can be evaluated and compared very easily.

1a. Bean round Garbanzo bean 1b. Bean elliptical or oblong Go to 2

2a. Bean white White northern 2b. Bean has dark pigments Go to 3

3a. Bean evenly pigmented Go to 4 3b. Bean pigmentation mottled Pinto bean

4a. Bean black Black bean 4b. Bean reddish-brown Kidney bean

Images to demonstrate various life forms: