Unit Plan
I. Title : Habitats
- 5th Grade Science Will cover
various
types of habitats, animals' interaction with their habitat, and
destruction
of habitat.
- - This unit will cover the many types of habitats
that
exist
in North American and those around the world, such as cities, ,
reservoirs, wetlands, deserts, oceans, and even sunken ships that
have became artificial reefs. Also covered will be the advantages
and disadvantages of the animals habitat and how the animals interact
with
their habitats. This unit will also bring to light the vast
destruction
of our world's habitat and the reasons behind this destruction.
Throughout
the unit the concept of how the animals habitat helps it to survive.
II. Unit Objectives
Computer
Literacy Goal - Fifth Grade
- I. Computer Literacy 1.0: The
learner will understand important issues of a technology based society
and will exhibit ethical behavior in the use of computer and other
technologies.
- II. Computer Literacy 2.0:
The learner will demonstrate knowledge and skills in the use of
computer
and other technologies.
- III. Computer Literacy
3.0: The
learner will use a variety of technologies to access, analyze,
interpret,
synthesize, apply, and communicate information.
III. Enabling Objectives
N.C. Standard
Course
of Study (NCSCS)
- I. Science
1.0: The learner will
conduct investigations to build
an
understanding of the interdependence of plants and animals.
- 1.01 Describe and compare several common ecosystems
(communities of
organisms
and their interaction with the environment).
- 1.05 Determine the interaction of organisms within an
ecosystem.
- 1.06 Explain and evaluate some ways that humans affect
ecosystems.
- Habitat reduction due to development.
- II. Computer
Literacy 1.0: The
learner will understand important
issues
of a technology based society and will exhibit ethical behavior in the
use of computer and other technologies.
- 1.04 Recognize and discuss how Copyright Laws protect
ownership of
intellectual
property and discuss consequences of misuse. (1)
- 1.11 Demonstrate appropriate use of copyrighted materials in
word
processing
documents used for content projects/assignments. (4)
- 1.15 Recognize, discuss, and use online terms/concepts (e.g.,
search
strategies,
citing resources, filters, AUP/IUP). (6)
- III. Computer
Literacy 2.0: The learner will demonstrate knowledge and
skills in the use of computer and other technologies.
- 2.04 Use spreadsheet terms/concepts and functions (e.g.,
median, range,
mode) to calculate, represent, and explain content area assignments.
- 2.05 Modify/create and use spreadsheets to solve problems by
performing
calculations using simple formulas and functions (e.g., +, -, *, /,
average).
- 2.06 Create/modify simple content area spreadsheets to
enter/edit,
calculate,
organize, and display content data for class/group assignment/project,
citing resources.
- IV. Computer
Literacy 3.0: The
learner will use a variety of
technologies
to access, analyze, interpret, synthesize, apply, and communicate
information.
- 3.06 Recognize, discuss, and establish ethical guidelines for
use of
personal
and copyrighted media (e.g., images, music, video, content, language)
in
multimedia projects and presentations as a class/group.
- 3.07 Use evaluation tools to select Internet resources and
information
for content and usefulness in content area assignments.
IV. Introduction
LESSON
1: Zoo Planning Committee Biome Webquest
- Introductory parent/child newsletter (info):
- Software: Microsoft Publisher
- Disk name: 466 Newsletter
- Rubric:
Microsoft Excel from Rubistar
- Introductory electronic sideshow (info):
- Software: Microsoft PowerPoint
- Introductory Videotape:
- Habitat Adventures (4:40 min.)
- Higher Order Thinking Skills Example Starter
Questions:
- Recall:
What are the major biomes of the world?
- Analysis:
What are the basic elements of a habitat?
- Comparison: Compare
the rate of habitat destruction of 20 years ago to the rate of today's
destruction.
- Inference: Hypothesize
about what would happen if the food web of an ecosystem was to all of a
sudden become a lot less complex.
- Evaluation: Judge
what would be the best solution to the problem of habitat
destruction.
What could be done?
V. Development
- Lesson 2:
Survival Needs
- Science
1.0: The learner will
conduct investigations to build
an
understanding of the interdependence of plants and animals.
- 1.05 Determine the interaction
of organisms within an
ecosystem.
- Computer
Literacy 2.0: The learner will demonstrate knowledge and
skills in the use of computer and other technologies.
- 2.04 Use spreadsheet terms/concepts and functions (e.g.,
median, range,
mode) to calculate, represent, and explain content area assignments.
- Students will
participate in an activity which shows them how resources for survival
are competed for within an ecosystem. Using this activity
students will show how an ecosystem truly is survival of the
fittest.
- Students will
gather data which will then be put into a spreadsheet from which a
table
will be made to display the data on how food resources are distributed
throughout an ecosystem.
- Lesson 3: Habitat Photo Album
- Science
1.0: The learner will conduct investigations to build
an
understanding of the interdependence of plants and animals.
- 1.01 Describe and compare several common ecosystems
(communities of
organisms
and their interaction with the environment).
- Computer
Literacy 2.0: The learner will demonstrate knowledge and
skills in the use of computer and other technologies.
- Students will search the outdoors with digital cameras for
habitat
locations
and the resources that the specific organism uses to survive. The
students will not only take pictures to document these habitats, but
they will also observe and form written documentation from their
photographs.
- Lesson 4: Web of Life
- Science
1.0: The learner will conduct investigations to build
an
understanding of the interdependence of plants and animals.
- 1.05 Determine the interaction
of organisms within an
ecosystem.
- Computer
Literacy 2.0: The learner will demonstrate knowledge and
skills in the use of computer and other technologies.
- Students will describe ways in which organisms interact
within their
living and their non-living environment. Students will also learn
about how organisms interact within the food web.
- PowerPoint technology will be used to demonstrate examples on
how organisms interact with their non-living environment.
- Lesson 5: Animal
Adaptations: Lesson from The American Association for the
Advancement of Science
- Science
1.0: The learner will conduct investigations to build
an
understanding of the interdependence of plants and animals.
- 1.01 Describe and compare several common ecosystems
(communities of
organisms
and their interaction with the environment).
- 1.05 Determine the interaction of organisms within an
ecosystem.
- 1.06 Explain and evaluate some ways that humans affect
ecosystems.
- Habitat reduction due to development.
- Computer
Literacy 1.0: The learner will understand important
issues
of a technology based society and will exhibit ethical behavior in the
use of computer and other technologies.
- 1.11 Demonstrate appropriate use of copyrighted materials
in
word
processing
documents used for content projects/assignments.
- Students will learn about the body structures and behaviors
of an animal that can either help or hinder their survival in a
particular habitat. Students will visit the Creature World
website to if they need to familiarize themselves with any
animals.
- Lesson 6 - Help me Survive!
- Computer
Literacy 1.0: The learner will understand important
issues
of a technology based society and will exhibit ethical behavior in the
use of computer and other technologies.
- 1.11 Demonstrate appropriate use of copyrighted materials
in
word
processing
documents used for content projects/assignments.
- Students will explore the adaptations that animals have that
enables
them
to survive within their habitats.
- Lesson 5: Adaptation and
Stress
- Students will investigate
whether or not the animals in their
adaptations
from the previous lesson can withstand various forms of environmental
stress.
- Science
1.0: The learner will
conduct investigations to build
an
understanding of the interdependence of plants and animals.
- 1.05 Determine the interaction
of organisms within an
ecosystem.
- Computer
Literacy 3.0: The
learner will use a variety of
technologies
to access, analyze, interpret, synthesize, apply, and communicate
information.
- 3.07 Use evaluation tools to select Internet resources and
information
for content and usefulness in content area assignments.
- Lesson 7: Build Your Own
Habitat using KidPix
- Students will use what they know
about habitats to make a PowerPoint
Presentation
using their animal creations. Students will use the KidPix Deluxe
program to draw their imaginary animal in its habitat.
- Science
1.0: The learner will conduct
investigations to build
an
understanding of the interdependence of plants and animals.
- 1.01 Describe and compare several common ecosystems
(communities of
organisms
and their interaction with the environment).
- Computer
Literacy 3.0: The
learner will use a variety of
technologies
to access, analyze, interpret, synthesize, apply, and communicate
information.
- 3.07 Use evaluation tools to select Internet resources and
information
for content and usefulness in content area assignments.
- Lesson 8: Graphic Organizers
of Habitat Destruction
- Science
1.0: The learner will conduct investigations to build
an
understanding of the interdependence of plants and animals.
- 1.06 Explain and evaluate some ways that humans affect
ecosystems.
- Habitat reduction due to development.
- Computer
Literacy 1.0: The learner will understand important
issues
of a technology based society and will exhibit ethical behavior in the
use of computer and other technologies.
- 1.11 Demonstrate appropriate use of copyrighted materials
in
word
processing
documents used for content projects/assignments.
- Students will begin by creating a KWL chart about what they
know about habitat destruction. I will then introduce students to
the concept of graphic organizers. Students will be presented
with Venn Diagrams. They will spend one day looking up and citing
information on various types up human caused habitat destruction.
- The technology that will be used will be the Internet.
- Lesson 9: Operation Voice
Heard
- Science
1.0: The learner will conduct investigations to build
an
understanding of the interdependence of plants and animals.
- 1.06 Explain and evaluate some ways that humans affect
ecosystems.
- Habitat reduction due to development.
- Computer
Literacy 3.0: The
learner will use a variety of
technologies
to access, analyze, interpret, synthesize, apply, and communicate
information.
- 3.07 Use evaluation tools to select Internet resources and
information
for content and usefulness in content area assignments.
- Students will learn about the
stresses that our habitats face and will
email their congressmen and representative with what they have learned
about habitat destruction in the United States. They will voice
their concerns and be advocates for change in this area of
policy.
VI. Conclusion
Biome / Habitat Brochure
You must have Microsoft Word in order to open this
file
- Students will use what
they have learned about biomes and habitats (location, plant and animal
characteristics), climate, ecological concerns, and conservation
efforts to create a brochure.
- Students will create this brochure using Microsoft Publisher
VII. Materials/Resources Available/Needed
These information resources include references to people, items on
shelves and items in computer storage (diskettes, hard drives, and
networks).
- Expert from the United States:
- Gerald J. Bakus, Ph.D.
Expert on the ecology of
coral
reefs
Professor of biological sciences, division of marine biology and
biological
oceanography
Contact at: (213) 740-5790
or [email protected]
- Mark Carr
Expert in Ecosystems
Public Information Office
University of California, Santa
Cruz
Santa Cruz, CA95064
Phone: (831) 459-2495
Email: [email protected]
- Gary K. Meffe
Wildlife Ecology and Conservation
(352) 846-0555
[email protected]
Expert in Ecosystems and Conservation Biology
- Keith Summerville
(515) 271-2265
Environmental Science and Policy
[email protected]
Expert in Animal Science, Conservation, and Habitat Loss
William Lewis, professor
Biology-EPO
River ecology; Grand
Canyon ecosystem; tropical waterways; wetlands.
(303) 492-6378, 492-5191
[email protected]
- Expert from another country:
- David Suzuki
[email protected]
Scientist, environmentalist and broadcaster from Canada
- Children's Literature Books
- Set of Books for BK-12 students: -A set of
age-appropriate
books and/or instructional materials for this unit plan. .
- Kids'
Easy-to-Create Wildlife Habitats For Small Spaces in
City-Suburbs-Countryside (Quick Starts for Kids!) (2004)
- by
Emily Stetson, J. Susan Cole Stone, and J. Susan Cole-Stone
- Animal
Habitats (Amazing Animals) (2004)
- Wildlife-Habitrat Relationships: Concepts and
Relationships (1998)
- Michael L. Morrison, Bruce G. Marcot, and R. William Mannan
- Animal Habitats: Discovering How Animals Live in the Wild
(Facts on File: Natural Science Library) (2001)
- Wild Africa: Exploring the African Habitats (2001)
- by DK Publishing, Patrick Morris, Amanda Barrett, and Andrew
Murray
- Exploring Mountain Habitats (1999)
- by Scarlett Lovell, Sue Smith, Robert Noreika, and Miriam
Katin
- Plants in Different Habitats (Nature's Change's) (2006)
- by Bobbie Kalman and Rebecca Sjonger
- Habitats and Ecosystems: An Encyclopedia of Endangered
America (1999)
- City Park (Habitats) (1998)
- Field Detectives: Investigating Playground Habitats (1998)
- Nature in Dnager: Threatened Habitats and Species (Guinness Guide to Nature in Danger) (1995)
- by Noel Simon and The World Conservation Monitoring Centre
- Desert Explorer (Habitat Explorer) (2004)
- Rain Forest Explorer (Habitat Explorer) (2004)
- Habitat: New and Selected Poems: 1965-2005
- Would you Survive? Living Things in Habitats (Raintree
Fusion) (2005)
- Exploring Habitats (Exploring Science) (1993)
- by Graham Peacock, Terry Hudson, and Jenny Hughes
- Habitats: Where the Wild Things Live (1992)
- by Randi Hacker and Jackie Kaufman
- Beavers and their Homes (Animal Habitats) (1999)
- Habitats of the World (2006)
- by Marshall Cavendish Corporation
- Wetlands (First Step Nonfiction : Habitats) (2005)
- Deserts (First Step Nonfiction : Habitats) (2005)
- Super Science Projects About Animals and
Their Habitats (Psyched for Science) (2005)
- Animal Hide-and-Seek (1954)
- Endangered Environments (1996)
- Endangered Habitats (1996)
- Habitat Creation and Repair (1998)
- by Oliver L. Gilbert and Penny Anderson
- Oceans (1996)
- Forests (1996)
<>Destination Rain Forest (1997)
- Habitat is Where it's at! (2003)
- Animal Planet and The Jeff Corwin Experience
- Saving our Ancient Forests (1991)
- Seth Zuckerman and The Wilderness Society
- Curriculum Library Resources (info):
A list selected relevant curriculum library resources.
- Video Resources (info)
A list selected
relevant video resources. A variety of resources for finding video are
found at the "info" link.
- TV/Cable
- Videotape/Videodisc
- Delta Education: Biomes Series
- Habitats
and Biomes: Ecosystems of the World
- 100% Educational Videos: Habitats
- National Geographic: Where Animals Live
- Jeff Corwin's Going Wild
- Biotrackers: Habitats
- Ecosystems and the Environment
- Ecosystems
- Habitats Video Collection (6 Videos that detail earth and
water biomes and their characteristics)
- Web sites
This is a list of useful web site addresses for this unit plan found
using the web search engines from each of these headings.
- Expert database (info):
(Encyclopedia Britannica Online).
- General Catalog database (info):
(e.g., Yahoo.com).
- Web site Robot database (info):
- (e.g., hotbot.com)
- Web sites from Child Safe search engines (info):
- MetaLibrary catalogs (info):
web sites pre-sorted by educational topics. If
none
available list search terms you used.
- Martindale's 'The Reference Desk Calculator
- Instructional Software (info)
- Shareware (info):
- Serach
Terms (Habitat Shareware) None Available
- Commercial (info):
- KidPix
- This software gives the students the opportunity to, at
least for this unit to create their own animal/creature using a
computer generated drawing system.
- School Edition $89.98
- Lab Pack $219.95
- Habitat
Game (Gopher Tortoise Game)
- This game helps students learn about factors that influence
habitat degradation and fragmentation. The student will learn to
affect a landscape in such a way that it will be minimally fragmented
and will thereby maximize the animal population.
- Unit Plan Topic Database:
- Habitats Database
- Microsoft Access for Windows (Warning: In order to
view, you must
right click and download to your computer).
- Comparison Spreadsheet: -
- Microsoft Excel for Windows: Habitats
- Web page view. J:
Removable Flash Drive Habitats
VIII. Equipment Needed
- This is a list specific equipment needed and where equipment
will be
secured
in the room or returned after its checkout.
- Classroom layout.
- Two dimensional view
- Something that I would like to change
would be to have a computer or at least a laptop computer accessible to
me while I am teaching in the red zone during this unit.
- Wishlist Shopping Spreadsheet
- Use the Excel spreadsheet to create a
table
of technology
items relevant to the unit plan and their costs. This should be your
dream
computer or dream classroom equipment list with totaled costs
using
the SUM function. Use Excel to save your work in Web page (HTML)
format.
Link this file to this section of the unit plan.
- [Extra credit if this
spreadsheet includes
the software that is listed in section VII. under Commercial
Instructional
Software and also includes the cost of this software.]
- It is easy for Technology Shopping Lists to go beyond your
classroom or
even your school budget. To find that funding, one can consult the
Grant Development Process site.
IX. Evaluation
- For this unit it will be determined if this unit was of
value and if this unit will be used again based upon the mastery and
level of understanding of the objectives that is attained by attained
by the students. When I say "level" I do not mean that the value
of this unit will be determined based on if the students merely learn
what I want them to learn. The value of this unit and it's lesson
will be determined by the depth of the student's knowledge of the
objectives of habitats/ecosystems, interactions of animals and plants
within that ecosystem, and how humans effect that ecosystem. The
depth and level of comprehension of student knowledge will determine
the value of this unit and whether or not it will be used again.
<>
- Measrument
of student mastery of key objectives noted in sections II and III of
this plan will be done through a short answer and multiple choice test
. Individual assignments are graded seperatly, some of which
insclude the use of rubrics (some of which are linked).
- - Remember to provide notes here on how
to
improve
the unit's lesson plans after it has been taught.
- To assist in this evaluation, one can use the video composition
begun
and
continued from section IV. above. Use an easy to use video editor such
as iMovie which uses your added footage from this experience to create
a video composition that tells the story of the teaching of this unit.
From time to time in your editing add your own narration to the
videotape
reflecting on things that went well and deserve repeating and those
things
that need modification or deletion from the plan. Keep this video on
file
for the following year to review before you teach the unit again or
"burn"
the digital video version of the file to a CD or DVD disc. Keep the
disc
in your teaching and technology portfolios and reuse the videotape.
- Further technology integration:
- Grading Spreadsheet:
- Student information Database:
- Name: Student Information
Database
- Microsoft Access for Windows (Warning: In order to
view, you must
right click and download to your computer).
- Mail Merge document
X. Time Period
- This unit will take approximately
three weeks to complete from start to finish
- I
believe that the time allotted for this activity will fit the time
provided to teach the full course.
Unit Plan Author: - Kelley Haney
Interactive
View of my Unit
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