Ranger for a Day, Part Duex

A Multimedia lesson plan

Michael Bruss: mfbruss@memphis.edu 2/04/2013 IDT 7062

Grade: 5th Subject: Science Lesson: Ranger for a Day part Duex Standards
NCTM State Standards: SPI 0507.2.1 Describe the different types of nutritional relationships that exist among organisms. SPI 0507.3.2 Compare how plants and animals obtain energy. National Standards Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some micro-organisms are producers--they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. - For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs. http://soil.gsfc.nasa.gov/state/nation.htm#natscied NETS-S

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. b. c. d. apply existing knowledge to generate new ideas, products, or processes. create original works as a means of personal or group expression. use models and simulations to explore complex systems and issues. identify trends and forecast possibilities

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

Statement of Learning Objectives

TSW will be able to describe the transfer of energy in the animal kingdom. TSW will create a food chain/web showing the transfer of energy. TSW be able to categorize organism from their park as producers, consumers, scavengers, or decomposers. TSW be able to identify and choose appropriate research tools. TSW create a multimedia tutorial assessing the energy flow with in a biome in respect to their National Park Project.

Details of Lesson Plan

Teachers Role Introduction Teacher introduces the lesson Quick review of energy flow Problem statement Students will listen to introduction. Students Role

Teacher gives Directions The topic for the project is Energy Flow and your task is to assess the flow of energy from organism to

Task

Students will review the directions and understand them. Students will research the types of organism categories o Using textbooks, internet,

organism in your National Park. We are going to do this by describing the different categories an organism can fall into and their characteristics. We will then create a food web with the creatures in your park. Each student will research more in depth the animals of the National Park in which the completed the previous Ranger for a day lesson and classify them in to their various category; producer, consumer, scavenger, or decomposer. Students will then create a multimedia tutorial on the various types of organism and demonstrate them with organisms from their park. Things to include; o What is a Producer Consumer Scavenger Decomposer o What types of organisms live in your park? o What category do they belong in? o Create a food web describing the transfer of energy in your park.

dictionary, or encyclopedia Research the types of organisms in their park and classify them. o Using textbooks, internet, dictionary, or encyclopedia

The next part of your job is to create a multimedia tutorial for other students describing the transfer of energy. You will demonstrate it with the organisms from your park so kids your age will be able to get all the information they need from your project. Resources The teacher will provide the following internet resources: http://www.npca.org/exploring-ourparks/parks/ Students make use any additional resources they get approved by the teacher.

http://en.wikipedia.org/wiki/List_of_ areas_in_the_United_States_Nationa l_Park_System http://travel.nationalgeographic.com/ travel/national-parks/ http://kids.nationalgeographic.com/k ids/

The teacher will also provide the following printed resources: Brochures from the individual parks Encyclopedia Photos from the nation parks National Geographic magazines pertaining to the parks

Process The teacher will provide the students with a Think sheet to guide the students research. Research transfer of energy and organism from This will be turned in before submitting the park chosen tutorial to ensure that research is thorough and complete. Guidance/ Scaffolding The teacher will provide a sample project for students to review. The teacher will also be available for questions, as well as walk Students should use the Ask 3 then me rule by around the room checking and observing asking three peers before the teacher. They students work and offering help as needed. should help each other as necessary. Then if they still cannot find an answer they may ask the teacher. The students will also be provided with a Think sheet with questions to guide their research. Cooperative/ Collaborative Learning Students should be responsible for their actions The teacher should be facilitating the class, and work together to keep each other on task keeping students on task. Teacher should during the research phase and to offer any tips or also be available to answer questions, to help for researching. Ask 3 then me rule will be help settle any interruptions, and mediate in effect. Students may help others as necessary. any disagreements that may occur within the groups. The teacher should make sure to pair the students for peer review. Reflection The students will be responsible for peer reviewing another students tutorial. They should critically read through the entire tutorial and make sure that the student has supported the National

Park choice with features the park has that prove which biome it is in.

Assessment Component of Lesson Plan

Tutorial Organization 1 The Tutorial is not clear and is difficult to follow. The description was not well thought out. It was incomplete and left out more than 3 details important to category classification. The layout and effects are plain and uncreative, or the layout and effects are over bearing and make the tutorial hard to follow. The facts do not support the classification category or organism. There are no organisms or explanations are given. 2 The Tutorial is somewhat clear and easy to follow. The description was moderately thought out. It contained at least 3 of the details important to category classification. The layout and effects are creative and the tutorial is easy to follow. 3 The Tutorial is very clear and very easy to follow. The description was well thought out and complete. It contained all of the details important to category classification. The layout and effects are very creative very well done and the tutorial is easy to follow. Score

Category Description (producer, consumer, etc.)

Creativity

Classification Facts

Organisms

The facts do not completely support the classification of category or organism. There are a few organisms given, but no explanation for which category they are in.

The facts completely support the classification of category or organism. There are an adequate number of organisms given and explanations are given to which category they are in. The think sheet was complete and addressed all of the questions

Think Sheets Think Sheets

The think sheet was not complete or did not fully answer all of the

The think sheet was complete. All of the questions were

questions.

answered in adequate detail.

in expert detail.

Think Sheets on Following Pages

Name ________________________ Date_____________ Number_________________

Think Sheet: The following sheet is to help you direct your research for your
Multimedia Tutorial. Answers the following questions to the best of your ability while completing your research and use it to create a Tutorial on your biome and park. 1. What is a producer? Give an example of a producer from your park. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What is a consumer? Give an example of a consumer from your park. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. What is a scavenger? Give an example of a scavenger from your park. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ 4. What is a decomposer? Give an example of a decomposer from your park. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. Is this park known for having a special animal or plant? Is it a producer, consumer, scavenger, or decomposer? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. What kinds of animals/plants live in this kind of biome? List as many of each as you can. Producer Consumer Scavenger Decomposer

7. Describe the transfer of energy through an ecosystem in relation to organisms. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 8. What is a food chain? Illustrate a simple food chain in the box below. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

9. What is a food web? Illustrate a simple food web in the box below. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Directions for your Multimedia Tutorial:

Junior Ranger, we know that not everyone can travel all the way to every park and see the beauty that nature offers, but what you can do to help is create a tutorial that will teach those students all they need to know right from their computer. Now that you have completed your research, you will need to create a multimedia tutorial for your park so that students can work through it and learn about the transfer of energy and the organism in your park from their school or home. You may do this in Microsoft PowerPoint or similar program. Be sure to use complete sentences, no bullet points, to explain your ideas completely. Make sure that you adequately support your descriptions about the category or organism with facts from your research as well as well as your classification of organism. Be sure to arrange your slides so that they make sense and flow from one idea to the next. You must have at least 13 slides; if you follow the outline below it will be easy. You must include images that help to describe the categories of organism, at least one for each category, and include images in your food chain and food web.
Tutorial Outline

Slide 1: Title (name, park chosen, and the date) Slide 2: Instructions Slide 3: Introduction to the tutorial Slides 4-5: describe producer Slides 6-7: describe consumer Slides 8-9: describe decomposers Slide 10: Practice Slide 11: Food Chains Slide 12: Create your own Slide 13: Quick Check Slide 14: Summary Slide 15: Resources

References
Moyer, Richard, Lucy Daniel, and Jay Hackett. "Food Chains and Food Webs." McGraw- Hill Science. Macmillan/McGraw-Hill Edition, Teachers Edition ed. New York: Macmillan Mcgraw-Hill, 2002. B16 - B25. Print. "List of Rain Forest Animals (Reference) - TeacherVision.com." Teacher Lesson Plans, Printables & Worksheets by Grade or Subject - TeacherVision.com. N.p., n.d. Web. 29 Apr. 2010. <http://www.teachervision.fen.com/rain-forest-ecology/animals/6238.html>. "SchoolTube - Food Webs and Food Chains Made Simple."SchoolTube. N.p., n.d. Web. 29 Apr. 2010. <http://www.schooltube.com/video/df303d45074e462394f0/Food-Webs-and-Food-Chains-MadeSimple>. " Rain Forest Vocabulary Printable (3rd - 5th Grade) - TeacherVision.com." Teacher Lesson Plans, Printables & Worksheets by Grade or Subject - TeacherVision.com. N.p., n.d. Web. 3 May 2010. <http://www.teachervision.fen.com

Name: Michael Bruss

Date: 2/12/13

Multimedia Planning Sheet

Directions: Complete this information before you develop your project. Title of Project: Ranger for a Day, Part 2 Purpose of Project: Students will learn the flow of energy through an ecosystem Target Audience: 5th grade Science Class

Resources needed to complete this project: Information Sources: Text Books Internet, some websites will have been provided from previous lesson plan Students may also use encyclopedias

Images: all images will be tagged from where they were taken. Images will be needed of various organisms, two for each category: o producer o consumer o decomposer And image will also be needed for the food chains and food webs Other background images may be used Images may be used for the navigation buttons, but usually PowerPoint provides some good ones

Audio/Video/etc.: Do not plan to use any at this moment

Notes: Tutorial will be over food chains.

Student Name: Michael Bruss

Title of Project: Ranger for a Day part 2

Lessons Learned: Reflecting on My Project

1. What was good or effective in your project? The good part was that the assignment got the students to really think about how the energy flowed through the ecosystem. They were required to describe the process in their tutorial and in order to explain it to others, they must first know it themselves.

2. How would you improve your project? In regards to the lesson plan I would ensure that a great deal of time could be allowed for the lesson. Students will need assistance creating a tutorial that works and is of high quality and that means class time. In regards to my tutorial, I would add some video and audio to the screens. This would be beneficial for differentiation instruction and hitting more intelligences. I was trying to keep it similar to what a 5th grader could create and not go overboard with it, but how are they going to know they can do the neat things with technology if no one shows them?

3. What did you learn from creating this project (not about software), and how can you use what you learned in the future? Having students create a more explanatory assignment instead of presentations allows them to think deeper on the topics. Presentations hit the high points, but when you require them to fully explain a topic, it really hits the higher order thinking skills.