This unit is organized with the hope of promoting creativity and spontaneity within your classroom. The unit begins with the Essential Standards. Following the standards is the main project that the unit is designed around. Next come several activities that are designed to cover more of the specifics of the standards. They are not put in a specific chronological order but are designed to be used as needed throughout the unit. Finally, there are resources that may be helpful in carrying out the unit and/or developing supplemental and original activities.

1

Table of Contents

3 Standards

4 Project Description and Rubrics

9 Where Are We?

11 More Mapping Skills

12 Communication History and Developments

14 Land is Changing

15 In the News

16 Sharing the News (Optional)

17 Stone Fox

18 Red Wolves

19 Additional Resources

2

4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.

4.G.1 - Understand how human environmental and technological factors affects the growth and development of North Carolina.

3

A North Carolina Classroom

Students will be divided into groups for some aspects and will work individually for others.

The classroom will become a living map of North Carolina. The map will feature various landforms, bodies of water, natural resources from all regions of North Carolina. Each student will work with the team representing their specific region to create living museum exhibits that will be featured on the map. Using all compiled research, students will then work in teams to determine the strategy for change that they feel is most appropriate and beneficial for their area. They will then design a plan to implement the strategy (described in the rubric). Upon completion, parents, administrators and even other students will tour through the classroom to learn more about our state, its people, animals and environment.

Regions - Mountains, Piedmont and Coastal Plain

Landforms-

Bodies of Water-

Natural Resources -

Cities -

Industry/Agriculture -

Culture/Recreation -

Animals/Environment -

Each topic or space should be featured in one aspect of the exhibit and must include the details described in the rubric.

4

Location (map) Exhibit must include map that identifies the location of the topic or space described. Map must show outline of NC, 1 river, 3 regions and capital city.

Map present but leaves out 2-3 necessary details.

Map may be present but shows very little of the required information.

History (8 facts) The exhibit includes 8 facts/details about the human/animal history of the place or topic. May indicate adaptations or impacts or humans or animals.

5-6 facts included in exhibit.

3-4 facts included in exhibit.

Present Day (5 facts) 5 facts/details about the human/animal activities in the location in present day.

3-4 facts included. 2-3 facts included.

Connection to life in Craven County

1 way that this location is connected to our lives in Craven County (ex- do we receive products or resources from there? or do we like to visit to see certain landforms or animals?)

Connection attempted but does not clearly show how our lives are impacted by this location in NC.

Little to no attempt at a connection is made.

Evidence of human impact or adaptation

1 statement or description of how humans have either impacted or adapted to the environment in the area.

_______________ Little to no information about human impact or adaptation.

Exhibit Exhibit includes at least 3 different media - presentation, illustration, maps, narration, timeline, etc. Displayed clearly in prescribed location with other exhibits from same region.

2 different media included and displayed correctly.

1 medium utilized and there may be issues with display.

Documentation 4 sources are fully documented somewhere on

3 sources fully cited. 2 cited sources.

5

displayed exhibit.

http://openhippo.com/wp-content/uploads/2009/03/earth-hour-logo.jpg

People and animals change due to and create their own impacts on the environments in which they live. This is true for all living things in North Carolina as well. Changes can be beneficial or harmful, intentional or inadvertent. However, all changes leave a lasting impression on animals, humans and the environment. Based on your knowledge and study of environments, the creatures that live in them and the changes that have occurred in North Carolina's history, you are now asked to create some intentional and beneficial change of your own in your local environment. With your team you will be researching some of the ways in which humans can create positive change and the manners in which these changes can be implemented in your community.

In your team, you will select a strategy for change and create a comprehensive plan for implementing it.

**Option - have students actually work as a class to implement one or more strategy(ies) within the school or community.

6

Student Procedure

1. Begin by selecting a strategy for change: recycling, composting, planting trees and shrubs, or rain gardens.

2. Next, research the technologies and resources available for implementing the strategy locally. Research should include equipment required, man hours necessary, and any other tools or valuable items needed for putting the strategy in place.

3. Create a budget that includes the costs of each of the tools or pieces of equipment required for the strategy.

4. Each group should identify, describe and illustrate the location of their choosing at which to implement their strategy for change. Locations should be within the local community and may be as close as a specific place on the school campus. Descriptions should outline why this location was chosen and should include a scale drawing of the natural resources and habitat of the location.

5. Along with a drawing of the location of choice, each group must submit a scale drawing showing the finished product of their strategy (example - a picture of the rain garden they are proposing). Drawings should include the parts of the process, at least two individuals who are involved and the outcome of the proposed strategy.

6. Finally, each group must submit a set of instructions detailing how to put their plan in action. Instructions must include how to assemble any necessary parts, how to acquire the materials and how to gain community participation.

7

Project Rubric

Strategy for Change Group clearly selects and defines one strategy for change - recycling, composting, planting trees or shrubs, or creating a rain garden.

Group selects a strategy but does not clearly define what it is.

It is not clear that the group has selected one strategy to focus on.

Research on local resources

At least five resources or existing structures within Craven County identified and located.

Three resources or structures identified and located.

Little to no information given about existing resources and structures needed for implementation.

Budget A list of at least 7 necessary items or costs (possibly labor) including the price of each.

4 budget items identified and price listed.

Little to no information about potential budget for the project.

Location illustration A detailed, colored drawing of the location at which the strategy will be put into place - must include 2 plants, 2 animals and 1 illustration about current human use. Shows location in Craven County.

Picture is colored and detailed but may be lacking 2 or 3 of the necessary facts. Does indicate location in Craven County.

There is a picture but it fails to indicate the necessary details and may not be helpful in locating the place within Craven County.

Drawing of plans An accurate, scale drawing of the proposed strategy or structure - shows what it will look like upon completion including the natural surroundings.

Drawing lacks detail or may be grossly disproportionate.

Very little information gained through the drawing.

Instructions At least 10 steps in how to begin/construct/complete the strategy of choice. Should be written so that anyone in the community could follow them.

7-8 steps described or minor inconsistencies with existing 10 steps.

Major flaws throughout the instructions make them difficult to impossible to follow.

Documentation At least 3 fully cited sources listed.

2 cited sources listed. 1 fully cited source included.

8

Where Are We?

Maps come in all shapes, sizes, and types. Each kind is designed by its cartographer to provide specific information. Use the website http://www.lib.unc.edu/dc/ncmaps/browse_type.html to answer some questions about the types of maps as a kick-off to your own research.

1. Which category of map would help you learn about North Carolina's early history - when settlers were beginning to establish the colony?

A - Discovery and Exploration

2. Which category of map would help you plan a car trip across the state?

A - Highway Maps

3. In which collection of maps would you find information about "cities and towns, county boundaries, rivers, roads, and railroads" all on one map?

A - Atlas Maps

Use the websites and maps below to answer the following questions.

1. What is one town in North Carolina that has experienced population growth since 1900?

2. Which region of North Carolina has the most population now? Is that different from when North Carolina was first settled?

3. How many counties are there in North Carolina? Which one do you live in?

9

http://www.censusfinder.com/mapnc.htm

http://2010.census.gov/news/img/cb11cn61_nc_totalpop_2010map.jpg

Census Online http://www.census-online.com/links/NC/1800.html

North Carolina Business History Population Data http://www.historync.org/NCCityPopulations1800s.htm

10

More Mapping Skills

It's important that your students can read and use maps effectively. Have them do a "Find Someone Who" (Kagan 6.26) to complete one (or both) of the mapping skills activities linked below. Follow the structure by asking students to create their own map of the classroom. Maps should include the information shown on the checklist below.

Map Skills http://www.tlsbooks.com/mapskills2.pdf

Map Skills http://www.tlsbooks.com/mapskills.pdf

Classroom Map Checklist

Population

"Capital" - Teacher's Desk/Zone

Roads/Walk ways

Windows

Doors

2 resources

Key

11

Communication History and Developments

Students will use the Thinkquest below to examine the history of communication. Using the timeline on the site, teams of two will compose a "Poem for Two Voices" (Kagan 6.31). The poem should include information on at least 6 decades of history and should use examples to illustrate the facts (how might people in North Carolina have used these technologies?) When submitted or presented the poem should be accompanied by a three sentence description of how the changes in communication have helped the people who live in North Carolina.

Communication Timeline http://library.thinkquest.org/26451/

6 Decades Communication inventions from 6 decades included in poem

4-5 decades included 2-3 decades mentioned

6 Examples 6 realistic and NC related examples

4-5 realistic and NC related examples

2-3 examples

3 Sentence Description Description with at least 3 sentences shows how new communication technologies changed peoples' lives.

2 good sentences describing how communication has changed.

Little to no description of how communication changes have impacted the lives of North Carolinians.

Documentation Full citation of site used.

_________________ Little to no correct source information.

FCC Kids Zone http://transition.fcc.gov/cgb/kidszone/history.html

Printable Worksheet to be used with FCC site http://www.teachervision.fen.com/communication-skills/printable/63443.html

12

Ask the students to use their imaginations and the research on communications to predict the next three great inventions or developments. Have them design a website or brochure showing off their predictions and the capabilities that the inventions might have.

Website/Brochure Rubric

3 inventions or developments

Website/brochure includes the names of at least 3 different inventions or developments that will change communications in North Carolina (and beyond)

Website/brochure includes 2 inventions or developments.

Website/brochure only includes 1 invention or development

Specific purpose or capability

The purpose or capability of each of 3 inventions is described in at least 2 sentences.

2 purposes or capabilities described.

Little to no information about the purposes and/or capabilities of the inventions.

Drawing There is a drawing of each of 3 inventions or developments.

2 drawings. 1 drawing.

Date A date or specific time frame is named for each of 3 inventions.

Dates or time frame given for 2.

Little to no information about time frame of development.

13

The Land is Changing

Ask students to visit the sites below. Upon visiting each site, students will write two true statements and one false statement about the information they find regarding the changes in the land usage in NC and the region. After completing the statements students should work in teams to play "Find the Fiction" (Kagan 6.26)

Land Use 2000 http://www.nc.nrcs.usda.gov/technical/nri/landuse.html

Craven County Land Use Data 2009 http://www.cravencounty.com/departments/pln/cama.cfm

Click on link to PDF file - Table and Map on pages 82-83.

Historical Land Use Data Chart (Page 4) http://www.google.com/url?sa=t&source=web&cd=22&ved=0CB8QFjABOBQ&url=http%3A%2F%2Fwww.fs.fed.us%2Fpnw%2Fpubs%2Frp530.pdf&rct=j&q=historical%20land%20use%20in%20nc&ei=2hYOTqn6KMjj0QH8p-m-Dg&usg=AFQjCNE-C-BiJ-2iwZAnYS_-lPvQXBer_Q&sig2=bIMVxjVfF4tC5YE9L9oieQ&cad=rja

Follow the activity with a discussion regarding the decreasing amount of farmland in NC and the relationship to the facts they found about the growing population.

"Drawing" Conclusions

As a conclusion, ask students to draw the story of the changes in North Carolina's landscape. Drawings can be made into a storyboard or even a flip book.

A free digital flip book maker can be found at http://simplebooklet.com/index.php#.

Storyboard/Flip Book Checklist

6 different pictures

At least 2 different regions of North Carolina pictured

5 specific changes shown

In the News

14

Visit the site http://www.secretary.state.nc.us/kidspg/history.htm. Choose one year and/or one major event. Write a newspaper article with 5Ws and H explaining how this event shows how North Carolinians have to change due to their environments and even change their environments to suit their needs and wants.

Article Checklist

Who was involved/impacted?What is the event? What happened?When did it occur?Where did it take place? Why is it important?How did/does it affect life in NC?Documentation

Help Writing a News Article

Time For Kids http://www.timeforkids.com/TFK/kids/hh/writeideas/articles/0,28372,634430,00.html

Scholastic http://www2.scholastic.com/browse/article.jsp?id=3752518

15

Sharing The News (Optional)

Have students work in groups or as a class to create a newspaper featuring the articles that they have written.

Newspapers can be made in Word (or Open Office). Printing the newspapers or publishing them to a class website might be an effective way to review the events of North Carolina's history and share in the writing process.

Newspaper Checklist

At least 4 different events described

State animal

State bird

Name of state Capital

Original Newspaper name

16

Stone Fox

LearnNC.org is an excellent source for innovative lessons. Here, the children's book Stone Fox is used to introduce animal adaptations. It would be necessary to begin this activity near the beginning of the unit and work through it as the students read.

Stone Fox and Animal Adaptations from LearnNC http://www.learnnc.org/lp/pages/2852?ref=search

Suggested Animals from North Carolina

Wildlife Profiles http://www.ncwildlife.org/Wildlife_Species_Con/WSC_Profiles.htm

WNC Nature Center http://www.wildwnc.org/

Endangered and Threatened Species http://www.fws.gov/raleigh/es_tes.html

Other Literature

Hoose, Phillip. It's Our World Too. (Swedish children buy rainforest.) http://www.philliphoose.com/books_ourWorld.html

Ryder, Joanne. Animals in the Wild. (Animal adaptations throughout the year.) http://blog.richmond.edu/openwidelookinside/archives/2591

The Miss Rumphius Effect http://missrumphiuseffect.blogspot.com/2007/08/those-amazing-animals.html (list of animals and adaptations literature)

17

Red Wolves

The Red Wolf Reintroduction program in North Carolina is the perfect way to study animal adaptations, the effects of changes in the environment and habitat, the differences among a population and the ways that animals behave in "response to information received from the environment." (NC Science: Fourth Grade 2009/2004 Crosswalk)

The US Fish and Wildlife Service has created a comprehensive and cross curricular unit on the wolves that covers the points set forth in Essential Standard 4.L.1. The unit can be done in sequence and completely or specific activities can be selected.

Red Wolf Recovery Education Pack http://www.fws.gov/redwolf/fartraveler.html

Go to "K-5 Activities - Entire Section" (pdf 1.64 mb)

Supplemental Suggestions

During the unit, have students create a journal from the perspective of a US Fish and Wildlife Officer or even a Red Wolf. Entries should be made after each activity and can be compiled digitally. Students might add pictures they draw or photos that they find to add to their story.

Following the unit, ask students to take on the role of a Red Wolf expert. Have them write a letter to lawmakers describing the animals, their habitats and their importance to the habitats and ecosystems. Letters should be formatted and addressed appropriately. This can be an opportunity to research their state representatives, senators and the governor.

Letter Checklist

Correct Formatting, Salutation and Closing

Description of Red Wolves (5 facts)

Description of Red Wolf Habitat (3 facts)

3 ways that Red Wolves are important to their habitats and ecosystems

Name of state official of office they hold

18

Additional Resources

Matching Game - Animal Adaptations Interactive http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm

Presidential Mission Animal Adaptation Webquest http://chalk.richmond.edu/education/projects/webquests/adaptations/

Diary of an Animal (Organisms and their Environments) Webquest http://www.thematzats.com/animalquest/index.html

4th Grade Animal Links List http://library.bhbl.neric.org/slmc/fourthgrade.htm#animals

Animal Slideshow Webquest http://pangea.tec.selu.edu/~vmartinez/ETEC644/science_animals_webquest.html

Creature Features 5 Part Webquest http://www2.chccs.k12.nc.us/education/components/docmgr/default.php?sectiondetailid=38193&catfilter=ALL#task

Wild About Animals Webquest (report = product) http://webquests.rcoe.appstate.edu/block_434_ss05/Jessica_Pwebquest/lesson-template1.htm

Design an Animal for a Biome Webquest http://www.swsd.k12.pa.us/~jen_cooper/biome_adaptation_webquest.htm

Red Wolves and the Alligator River http://www.fieldtripearth.org/div_index.xml?id=2

Eco Kids Animal Adaptation Interactive http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm

Dirtmeister's Animal Adaptation Investigation Report http://teacher.scholastic.com/dirtrep/animal/

Top 10 Animal Adaptations - Animal Planet http://animal.discovery.com/tv/a-list/creature-countdowns/adaptations/adaptations.html

Kids DO Science Earthworm Lab http://www.uga.edu/srel/kidsdoscience/kidsdoscience-behavior.htm

NC Wildlife Federation http://www.ncwf.org/index.php

NC Children and Nature Coalition http://ncchildrenandnature.org/

Office of Environmental Education and Public Affairs http://www.eenorthcarolina.org/edresources.htm#symposium

LearnNC Amazing Animals http://www.learnnc.org/lp/pages/715

19

Extensive North Carolina Animal Project (Compare/Contrast Essay) http://www.google.com/url?sa=t&source=web&cd=20&ved=0CGQQFjAJOAo&url=http%3A%2F%2Flovinlindy.com%2Flisprofile%2Fwp-content%2Fuploads%2F2011%2F01%2FSimpson_CollaborationProject_FOR_PORTOFLIO.docx&rct=j&q=nc%20animals%20and%20adaptations&ei=D5IUTrukF-Xh0QGWrYWDDg&usg=AFQjCNFLjdCUWA9PdlVJG5BpqiMlDjDsyA&sig2=O9F8cloGBgYyCsZfyR2-aQ&cad=rja

Animal Behaviors and Adaptations http://www.ncpublicschools.org/docs/curriculum/science/units/elementary/4goal1.doc

UNITE - Connecting NC classrooms and Uganda classrooms to raise awareness about conservation http://www.nczoo.org/education/UNITE.html

20