Problem-Based Unit Proposal Seasonal Changes and Living ... · SWIRL PBL Lesson Plan: Seasonal Changes and Living Organisms Day 1 ... smaw weather for each season . Time Activity

Problem-Based Unit Proposal: Seasonal Changes and Living Organisms

Grade Level: 1st or 2nd Local Partners: Local universities and zoo

Theme (Science Topic)

Seasonal Changes and Living Organisms!

Problem (Real scientific problem with multiple solutions stated as a question that will be solved over time)

How do organisms respond to unexpected seasonal changes?

Student Roles (Authentic scientist roles for students)

Jr. Wild Life Biologist (Jr.WLB)

Scenario (Real situation and setting that is interesting and plausible)

Our class has been selected as one of the finialist for a free trip to Rio, Brazil from a local zoo. If selected you will have to relocate living organisms from the local zoo to a brand new zoo opening in 2019 in Rio! Three members of your family will get to go with you. Rio is a city located in the southern hemisphere, where the seasons are different from the USA. As a Jr. Wild Life Biologist you must prepare a plan to relocate these animals safely.

Resources (Identify and evaluate likely places students will seek information to solve the problem - internet, books, expert)

Internet, books, scientist from local universities or student studying the sciences.

Culminating Project/Assessment (Develop a final project that poses a solution)

The student will present how they plan on moving living organisms. from Norfolk, Va to Rio. The student will research a minimum of one animal, create a habitat for it to live in . Their presentation will include a wi research paper about what their chosen animal needs to survive .

Engineering by Design The student will create a habitat for the organism of their choice to travel to Rio, Brazil

Safety (Identify safety issues that might arise as students gather information)

None

QUESTION MAP

How do organisms respond to unexpected seasonal changes?

What are

seasons?

How do living

organisms adapt

to different

seasons?

What factors

affect

organisms?

What is

migration? What is

hibernation?

Where do animals

migrate to?

When do they

migrate?

How do they

know to migrate?

How does light, air,

water, and soil,

independently affect

organisms?

How do organisms

handle transplants

from our area to a

tropic

environment?

How do plants survive

with little water?

How do plants survive

with less sunlight or no

sunlight?

How are we

transplanting the

organisms from

here to Rio?

What effect does

weather have?

What habitats do

we need?

What tropical

effects do we need

to plan for?

How do we

transport

animals?

LEVEL 1

LEVEL 2

LEVEL 3

SWIRL PBL Lesson Plan: Seasonal Changes and Living Organisms Day 1 SOL Content Standard(s): 1.7 The student will investigate and understand weather and seasonal changes. Key concepts include

a) changes in temperature, light, and precipitation affect plants and animals, including humans; c) changes in temperature, light, and precipitation can be observed and recorded over time.

1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include a) basic needs include adequate air, food, water, shelter, and space (habitat);

Level 1 Question: How do organisms respond to unexpected seasonal changes? Level 2 Question: What are seasons? How do living organisms adapt to different seasons? What factors effect organisms? Level 3 Question(s): Where and how do animals migrate? What habitats do we need? Student Objective(s): By the end of this lesson, students will be able to: describe the four different seasons, tell how living organisms are affected by the seasons, and ways in which living organisms respond to unexpected seasonal changes. NOS tenets: Science is subject to change Activities:

Time Activity Description Materials Guiding Questions (Teacher talk) Anticipated Student

Response

Safety Concerns

Misconceptions to Address

3 min Teacher Talk “This summer I went to the zoo and I entered

2 graphs for charting the weather. Each

What is the weather outside like today?

Partly cloudy! I can.

Handle the

All places have similar


Response

Safety Concerns


this program for a free trip to Rio! So when we chart the weather for Norfolk, I want to chart the weather for Rio too” etc...

with sunny, partly cloudy, rainy, stormy etc. on it

Who can look on weather.com to see the weather in Rio. R-I-O? Are the temperatures the same? What is the temperature like here, what is it like in Rio, Brazil?

computer correctly.

temperatures and weather conditions.

Graphing the four seasons.

Large four-square graph to place on floor Large season labels (Autumn, Winter, Spring, Summer) for the squares Posters depicting the four seasons (optional) Large bag or box containing identifiable seasonal items (e.g., gloves, sandals, sweater,

1. Let each student pull a seasonal item from the bag or box, think about the season the item matches, and place it in the appropriate season square. Have students share why the items match the identified seasons. Point out that some items may overlap two seasons. Be accepting of reasonable answers, and lead students who need some guidance.

I think my object is used in ______________ (season) because it ________________________________________________________ (list characteristics/observations of object)

All places in the world have the smaw weather for each season


Response

Safety Concerns


umbrella, pictures of animals and plants in various seasons)—at least one for each student

Trees in the Seasons Lift-a-Flap Activity

12 x 18 inch white construction paper, one sheet for each student Scissors Paste Trees in

the Seasons handout (attached)

2. Direct students to turn the folded sheet so that the fold is at the top. Show them how to make three cuts along the creases only in the upper flap from the bottom edge up to the long fold to create four liftable flaps. Caution them not to cut the lower flap.

3. Have students cut apart the four tree pictures and the four season names on the handout.

4. Direct students to paste each tree on a flap and paste the matching name under the flap. Check matching of pictures and

Create foldable Scissors-handle carefully.


Response

Safety Concerns


names before students paste them down.

5. Around each name, have students paste pictures of people dressed for that season and plants and animals in that season. Monitor matching of pictures and seasons.

6. Have students lift each flap and tell about that season, using the name and pictures on the inside.

7. Show students how to use their Lift-a-Flap for review by predicting each season based on the tree on the outside and then lifting the flap to show the name and pictures of that season.

5 min. o How do plants change from season to season?

Does plants look the same in winter and summer? Can you think why?

Plants change as they make seeds, leaves change color etc..

All plants stay green all year

Strategies for SPED and ELL Modification and Differentiation: Work with a partner. Sit with teacher to sound out words for drawing. Use letter tiles to help spell words. Check for Understanding: Foldable, formative assessment of what they already know about seasons. Day 2 SOL Content Standard(s) :

1.7 The student will investigate and understand weather and seasonal changes. Key concepts include a) changes in temperature, light, and precipitation affect plants and animals, including humans; c) changes in temperature, light, and precipitation can be observed and recorded over time.

Level 1 Question: How do organsmis respond to unexpected seasonal changes? Level 2 Question: What are seasons? How do humans adapt to seasonal changes? What factors affect organisms? Level 3 Question(s): Where and how do animals migrate? What habitats do we need?

Time Activity Description Materials Guiding Questions (Teacher talk)

Anticipated Student Response

Safety Concerns


2 min Song Leaves Falling Down Leaves, leaves, falling down, Falling to the ground, Red and organge, Green and Brown Leaves are falling down!

Chart paper , pointer

Let’s sing and pretent we are leaves falling.

Sing along with the song Waving arms –be careful

1 min Weather graph Marker for charting weather

What do you have on for the weather here?

Long sleeves, a jacket. Short sleeves, a jacket.

Our weather seems the same,

but let’s keep charting to see if



Safety Concerns


What do you think the people in Rio are wearing with their temperature?

changes over time.

10 minutes.

Chart about the four seasons.

Fall Winter

Spring Summer

THE TEACHER WILL draw pictures and write words that depict what the students are sharing. ( A cycle chart could also be used.

Chart paper, multi colored markers.

Turn to your shoulder buddy and tell them about your favorite season. Be prepared to tell what your partner said, you have 1 minute. As the students share the students responses whe will have them tell how they would dress as well.

Summer- pool Winter – snow

none Fall is not falling on the floor, it is really the season Autumn, we call it fall because of the leaves falling to the ground.

30 mins Four Season foldable Construction paper Sciossors Crayons

F W SP

SM

4 SEASONS

I want you to ceate a foldable about the four seasons. Under the name of each season draw a picture of what you would wear and tell what you like to do in that season.

Fall – I like to play in leaves. Winter – I like to build a snowman with my sister. Spring – I like to plant flowers. Summer – I like to go swimming.

Be sure to only use your pencil for writing. We hold scissors by holding the blade. We only cut paper.

Your picture goes to the top and your picture goes to the bottom.

2 min What can you tell me about the four seasons?

Day 3 SOL Content Standard(s) :

1.7 The student will investigate and understand weather and seasonal changes. Key concepts include a) changes in temperature, light, and precipitation affect plants and animals, including humans;

b) there are relationships between daily and seasonal changes; and c) changes in temperature, light, and precipitation can be observed and recorded over time.

Level 1 Question: How do organsmis respond to unexpected seasonal changes? Level 2 Question: What are seasons? How do humans adapt to seasonal changes? What factors affect organisms? Level 3 Question(s): Where and how do animals migrate? What habitats do we need?



Safety Concerns


2 min Song Leaves Falling Down Leaves, leaves, falling down, Falling to the ground, Red and organge, Green and Brown Leaves are falling down!



What do you have on for the weather here? What do you think the people in Rio are wearing with their temperature?



but let’s keep charting to see if changes over

time.

10 minutes.

Brainpop jr. Computer or Smartboard to view

I do that in _____season. Keep your hands and feet to yourself, stay in your seat during the video.

30 mins Writing about your favorite season. What

The teacher will write a personal narrative about



Safety Concerns


you like to do during your favorite season. (Writing sample) Pre write

what she has done during her favorite season (Teacher anticipates that this nine weeks writing type will be personal narratives) The teacher will model using a graphic organizer for B,M, and E. day 1 Today I am only going to draw pictures. Remember when we write personal narratives we will only write about what happened in our lives. It can be one day or over a long period of time. Today I will write aobut what happened during my favorite season, Summer, on my birthday! My title is The Best Day Ever! Box 1 The teacher will say, I woke up super early! The teacher will draw a picture of a bed and herself yawning and the



Safety Concerns


moon outside her window. Box 2 The teacher will say, I got ready and went to the venue. The teacher will draw, a big beautiful building overlooking the bay. Box 3 The teacher will say, I married Mr. Dotson and everyone sang me happy birthday. The teacher will say, a man and a woman getting married and the people singing.

2 min Gathering thoughts Think for one minute what you want to write about. Share with your shoulder buddy what season it happened in and what is was. A few students will share

Students sharing.

Pre-Write Graphic org. I want you to begin to draw pictures about something that happened in your life



Safety Concerns


during your favorite season.

Closure What season did your personal narrative happen in? What type of clothing were you wearing? What did the trees outside look like?


1.7 The student will investigate and understand weather and seasonal changes. Key concepts include a) changes in temperature, light, and precipitation affect plants and animals, including humans; c) changes in temperature, light, and precipitation can be observed and recorded over time.

Level 1 Question: How do organsmis respond to unexpected seasonal changes? Level 2 Question: What are seasons? How do humans adapt to seasonal changes? What factors affect organisms? Level 3 Question(s):



Safety Concerns


2 min Song I like to roll in the Leaves I like to roll in the leaves, feel the cool breeze, Stuff a scarecrow top to bottom,


Let’s sing this song about Autumn /Fall

Students sing song



Safety Concerns


And you can call it fall, if that’s what you please, but I say I like Autumn. O, skiida woopa, didda woopa, didida woopa diada. Our jackets, we’re glad we brought em. And you can call it fall, if that’s what you please, but I say I like Autumn. Oh, yeah, I say, I like Autumn!


What do you have on for the weather here? What do you think the people in Rio are wearing with their temperature?



but let’s keep charting to see if

changes over time.

10 minutes.

Brain pop Seasons: Summer

30 mins Writing about your favorite season. What you like to do during your favorite season. (Writing sample)

Today, I will model my writing that goes with my pictures. Box 1 The teacher will say, I woke up super early! Box 2



Safety Concerns


The teacher will say, I got ready and went to the venue. Box 3 The teacher will say, I married Mr. Dotson and everyone sang me happy birthday. As the teacher is writing, she will take time to sound out words and look for content words on the word wall and or around the room.

2 min Closure How do seasonal changes affect the behavior of animals including people?


1.7 The student will investigate and understand weather and seasonal changes. Key concepts include b) there are relationships between daily and seasonal changes; c) changes in temperature, light, and precipitation can be observed and recorded over time.

Problem Our class has been selected as one of the finialist for a free trip to Rio from a local zoo. If selected you will have to relocate living organisms from the local zoo to a brand new zoo opening in 2019 in Rio! Three members of your family will get to go with you. Rio is a city located in the southern hemisphere, where the seasons are different. As a jr. Wild Life Biologist or a Jr. WLB you must prepare a plan to do this.

Level 1 Question: Where is Rio? Level 2 Question: How is the weather in Rio? How do humans adapt to seasonal changes? What factors affect organisms? Level 3 Question(s): How will living organisms respond to the weather in Rio?



Safety Concerns


5 mins Intro Problem Letter / email from Zoo to You

Guys, I am so excited. Remember how I told you I went to the zoo this summer and they were talking about Rio. Well I didn’t tell you, but I entered our class in a contest.

Really? What kind? Did we win? What did we win?

Rio is in the United States

What, how, huh? Question map

Paper, pencils So let’s think about this. I would love this free trip. Let’s figure out what we need to know to pull this off! I want you to work with your table members on things you think we need to do, or questions you have.

Where in the world is Rio?

Maps So who can find the United States. The US is on the continent of North America.

Student Led Inquiry

Closure What other questions do you have? (Teacher will create a chart and try to

incorporate into teaching or homework).

Day 7

Field trip to the Zoo. The students will have an ABC book to write different animals that they see from A to Z. They also have to write one sentence

with an adjective or describing word about the animal on each page.

When we return to school they will

Write about their day at the zoo (personal narrative) using beginning, middle, and end. Using the same graphic org. as befoe.

Pick the animal that they want to transport from VA Zoo to the New Rio Zoo.

Days 8-12

As Jr. Wild Life Biologist, you have identified the living organism that you will be taking, now you need to do additional research. This week will be all about youfinding out what your living organism needs to survive changing seasons unexpectedly.

Home Project Engineering by Design

Habitat Project

Writing Sample

Research paper about animal

(Done in class) – will present

Will be graded using the school’s writing rubric

Presentation Day : The student will describe how they will transport the animal of their choice from Norfolk to Rio and demonstrate with their

project which will be tested in class, or they will show a video of the attempt.

Handout

Engineering by Design Animal Habitat

Objective: You will choose to create a habitat of the animal you choose earlier this year. Remember this is an Engineering by

Design assignment and must meet certain criteria, it is worth a total of ________ points. You are encouraged to get your

family involved, but the knowledge needs to come from your brain. Parents we are also working on a research paper in class

about the same animal, so your child should know lots about the animal.

Write the name of your animal here:__________________________ Your project will be graded based on the criteria below:

Point Value Criteria

10 Replica of animal with correct body covering.(scales, skin, fur, feathers etc )

10 Project turned in on or before due date.

20 Student will present project to class. Your child needs to be able to explain

the habitat

20 Project is accurate, neat, and colorful.

20 Habitat is accurate, having everything the animal needs to survive.

20 Test: The habitat can be transported six feet, independently by floating on

water, rolling, or flying. An aid like a fan can be used. They will present in

class on Friday.

I understand my child, _________________, will complete this habitat ( Child’s name)

about the animal ________________ based on the criteria above. I (They picked in class, first quarter) understand this project is due on _____________________and is worth __________ points.

____________________________ ________________________

Adult signature Date

Handout: Trees in the Seasons Lift a Flap Activity

Autumn Winter

Summer Spring

Name ___________________________________ Date ______________________________ Title ___________________________________________________________________

__________________________________________________________________-

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

__________________________________________________________________-

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

__________________________________________________________________-

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

STATION TASK CARD Unit The Zoo and YoU Publication Station

Activity Name: Habitat Poster

Skill/Objective: Science 1.7b

Directions:

1. Take out your passport.

2. Sign in to your passport.

3. Signt into the inside of your passport.

4. Think about the animal that you decided you would like to transport, or

move from the VA Zoo to the brand new Rio Zoo.

5. Write that animals name and your name on the back of a piece of

construction paper.

Challenge

6. Draw a picture of the living organisms this animal would need to survive.

7. Remember you will be building a habitat for this animal to be transported in

from VA to Rio.

Reflection: What does your organism need to survive the trip? If your organisms does not

have these things what will happen to it?

WHEN COMPLETED

□ check □x hand in

□ place in folder □ other _________________

STATION TASK CARD Unit The Zoo and YoU Computer Station

Activity Name:

Skill/Objective: Science 1.7 a and b

Directions:




4. Sign in to brainpopjr.com

Challenge

5. Watch the following videos:

a. Seasons

b. Migration

c. Hibernation

d. Fall

e. Spring

Reflection: After you watch the video on migration take the easy and or hard quiz. In the

reflection section of your passport, tell what questions you missed (write the

question and the answer that you picked and why you picked it) then tell the

correct answer. If you did not miss any, create one question for the teacher to ask

your classmates tomorrow.

WHEN COMPLETED

□ check □x hand in finished work basket


STATION TASK CARD Unit The Zoo and YoU Challenge Station

Activity Name: Let’s Pretend!


Directions:



3. Sign into the inside of your passport.

Challenge

8. Pick one of the following:

Pick an animal or a plant. Track what the animal or plant you pick will look like and what it will do across the four seasons of a year. Explain why the animal changes how it looks or what it does related to the weather of the season. Create a chart

Summer Fall Winter Spring

Pretend you are a water drop. Tell about your life on a day it rains, snows, or you turn to

ice. How did the temperature affect you?

Reflection: Why do living organisms change during seasonal and daily changes?

WHEN COMPLETED

□ check □x hand in


STATION TASK CARD Unit The Zoo and YoU Writing Station

Activity Name: Writing

Skill/Objective: Science 1.7 and b

Directions:



11. Sign in to the inside of your passport.

12. Think about your favorite season. Tell what it is and why in one to

three sentences.

Challenge

13. On the next line: Describe what plants and animals are doing

during your favorite season.

Reflection: Do you enjoy seeing plants and animals during your favorite seasons? Why or why

not?

WHEN COMPLETED

□ check □ hand in

□x place in folder □ other _________________

STATION TASK CARD Unit The Zoo and YoU Textbook Station

Activity Name: Reading is fundamental


Directions: 1. Take out your passport.



4. Look at the three different science leveled readers, red, green, and blue.

5. Pick one red, green, or blue, and read all of that one book. Challenge

1. Copy and answer the questions at the end of the book. 2.

Reflection: Draw a picture of something new you learned from reading your book. If you did

not learn anything new, draw a picture of something that you found interesting or

you liked when you read.

WHEN COMPLETED

□ check □ hand in

x□ place in folder □ other _________________

Register to win with Zoo and You! You and your family could win a week vacation in Rio, de Janeiro thru the Zoo and You and program. All you have to do is register. If your class is selected as one of the finalist, more information will follow this fall.

To participate you must be a NPS first grade teacher. Only five classes will be selected. The class that does the best job telling how they will transport different animals from Norfolk to Rio that is feasible will be entered into a drawing to win! More details to come!

Documents

Problem-Based Unit Proposal Seasonal Changes and Living ... · SWIRL PBL Lesson Plan: Seasonal Changes and Living Organisms Day 1 ... smaw weather for each season . Time Activity