Lesson 1 and Lesson 2 (Oil Spills & Global Warming)

*4th Grade*

By: Bithy M, Kalon L, Barbara G

Lesson 1- Oil Spills In a Natural Ocean Environment

Children’s Literature: Sea Otter Rescue by Roland Smith

Lesson 2- Human Activity & Its affect on organisms

Children’s Literature: Global Warming by Seymour Simon (book)

MAIN TOPICS

5.5 collecting, Representing, and Interpreting Data using spreadsheets and graphing software skills

ISTE NETS Standards for literate standard (s): 3d. Research and information fluency-process data and report results

5b. Digital citizenship-exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

Lesson #1- NYTM MATHISTE NETS

NYC Science Scope & Sequence Inquiry Skills: Comparing and contrasting – identifying similarities and differences between or among objects, events, data, systems, etc. Creating models – displaying information, using multisensory representations Gathering and organizing data – collecting information about objects and events which illustrate a specific situation Making decisions – identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons Generalizing – drawing general conclusions from particulars Process Skills: Observe, identify, and communicate cause-and-effect relationships. xvi. Generate appropriate questions (teacher- and student-based) in response to observations, events, and other experiences. xvii. Observe, collect, organize, and appropriately graph data, then accurately interpret results. xviii. Collect and organize data, choosing the appropriate representation: • journal entries • graphs • drawings/pictorial representations xix. Make predictions based on prior experiences and/or information. xx. Compare and contrast organisms/objects/events in the living and physical environments. xxi. Identify and control variables/factors. xxii. Plan, design, and implement a short-term and long-term investigation based on a student- or teacher-posed problem. xxiii. Communicate procedures and conclusions through oral and written

Inquiry and Process skills

Bloom’s Taxonomy: 1.Knowledge 2.Comprehension 3.Application Gardner’s Multiple Intelligence(s): 1.Visual

2.Naturalistic3. Logical/Mathematical

Bloom’s Taxonomy & Gardner’s Multiple Intelligences

Behavioral Objective(s):

1. To describe what is a human and natural activities on the environment. (knowledge) 2. To distinguish between the beneficial and harmful activities in an oceanic environment.

(comprehension) 3. To create new ways humans can be beneficial to the environment (application)

Motivational Constructivist Question and/or Activity (ies) for the lesson entitled

“Motivation/Constructivist Activity:”

The teacher will direct students to the meeting area. Several pictures will be shown on the smart board showing images of the Oil spill in Louisiana. The students will try to recount from their own knowledge about the oil spill. Students will be encouraged to discuss whether or not the event was man made or natural. The teacher will then ask the students what the importance of keeping a healthy natural environment is. Why should it be kept safe for the animals? What can we do to prevent it? This will encourage students to think about the environment and an animal exists within said place.

Time Duration: Two periods

LESSON 1

Procedures:

1. Teacher will begin with motivational exercise. 2. Activate student’s prior knowledge about oil spills and the ocean. 3. Teacher will ask students to define a human activity and natural activity on the environment. 4. Use the smart board to show a clip of a duck in distress covered in oil. 5. Teacher will ask students to define a man-made and a natural one. 6. Discuss whether or not this was a human or natural activity. 7. Read the book Otter Rescue by Roland Smith 8. While reading the book, teacher will stop and show pictures to class 9. Students will then be asked to turn and talk in groups of two about the pictures and text. Interpret the

conditions of the environment. What can we do to prevent future oil spills? 10. Teacher will create a graphic web organizer labeled Compare and Contrast by using the smart board.

This will be used to compare and contrast a man-made disaster versus a natural one 11. Students will copy the chart and in their groups fill out the components 12. Students will then return to their individual seats and choose an environment from the chart and a

pick an oceanic animal to describe where human activity has been beneficial to them and how. Or been harmful to them and how?

13. Students can use class computers to find information to support their thesis. 14. Students will then use their findings and create bar graph to show the most or least damaging or

beneficial of their findings.

15. Students will each briefly share in a short 2 min presentation describing their findings by using the bar graph.

OBJECTIVES

Student-Based Performance

Continuation…

Series10

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2

3

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man made natural other

Questions:

Open- Ended Questions

What is a natural activity in an environment?

A natural disaster is an act of weather or earth-related events that cause destruction

What is man-made disasters/activity in an environment?

Man-made disasters are disasters that are related to events caused by actions of man and probably could have been prevented.

“What are the roles/ importance of an animal in its environment?”

All animals play an important part in the environment. Some animals help to assist in the cycle of different nutrients throughout the ecosystem while others are important because they help to speed up decomposition. Most animals are important because they are a part of the food chain that helps other animals higher up in the chain survive.

“What is one way to prevent future oil spills?”

There are 3 core ways of stopping oil spills:

1. Reduce the danger of current oil drilling/transportation.

2. Reduce the amount of current oil drilling/transportation.

3. Change the type of oil drilling/transportation to less risky methods.

I). Closed-Ended Questions:

1. “Where is oil spills the most frequent?”

Answer: In an ocean

2. “Why is that so?

. Answer: Because of drilling for oil

Open and Closed-Ended Questions

NYC Science Scope & Sequence Inquiry Skills: Classifying – arranging or distributing objects, events, or

information representing objects or events in classes according to some method or system

Process Skills: Observe, collect, organize, and appropriately graph data, then accurately interpret results.

NCTM Math Skills Process Standards: Data Analysis & Probability: Design investigations to

address a question and consider how data-collection methods affect the nature of the data set 

Content Standards: Multiplicative thinking, equivalence, and computational fluency

ISTE NETs Standards for Literate Students Research and Information Fluency: Locate, organize, analyze, evaluate,

synthesize, and ethically use information from a variety of sources and media. Process data and report results.

Critical Thinking, Problem Solving, and Decision Making: Plan and manage activities to develop a solution and/or make informed decisions.

Lesson #2 - Standards

Bloom’s Taxonomy: Knowledge, Comprehension and AnalysisGardner’s Multiple Intelligence(s): Linguistic, Naturalistic and Spatial Behavioral Objective(s): 1. To define what global warming is and how it is

harmful to organisms 2. To create a bar graph showing which organisms

are affected most by global warming 3. To create a pie chart to show which human

activity emits the most carbon dioxide

Blooms’ Taxonomy/Gardner’s Multiple Intelligence & Behavior

Objectives

Ask class if they know what global warming means Define what global warming is Show a video on global warming for visual learners to understand it

better (http://www.brainpop.com/science/ourfragileenvironment/globalwarming/)

Discuss the video and what they learned about global warming Talk about how global warming affects organisms Create a Bar Graph showing which organisms are most affected by

global warming Discuss how human activity emits carbon dioxide Create a Pie Chart about the biggest contributors that release

carbon dioxide

Procedures

Open-Ended Questions: 1. What type of organisms are affected by global warming?- Polar Bears, Penguins, Plants, Fish, Reindeer, etc.2. How can we reduce carbon dioxide emission?- Turn off appliances when not in use, ride bicycles instead of drivingClosed-Ended Questions:1. Which is the main contributor to global warming?- Increase in green house gases that release carbon

dioxide (known as “greenhouse effect”)2. What is global warming?- The increase of Earth’s temperature heating up

Open and Closed-Ended Questions