Kerry's+Content

Characteristics of an organism Organisms and environments Changes in an ecosystem may cause organisms to become extinct when one or more of their needs can no longer be met. Some kinds of organisms that once lived on Earth have completely disappeared, although they were like others that are alive today. || 1. Creativity and innovation 2. Communication and collaboration -X 3. Research and information fluency 4. Critical thinking, problem solving, and decision making -X 5. Digital citizenship 6. Technology operations and concepts
 * **Daily Lesson GAME Plan-Week 5** ||
 * **Lesson Title:** Living vs. Non-living Organisms |||| **Related Lessons:** Adaptations, Extinction ||
 * **Grade Level:** Second |||| **Unit:** Organisms and Environment ||
 * ** GOALS ** ||
 * **Content Standards: Life Science**
 * **ISTE NETS-S**

Students will interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. || Write up scenario for students: You are a space traveler from another planet. You are on a mission to explore all living things on the planet Earth. Your assignment is to investigate the characteristics of living and non-living things. You are to identify the basic needs necessary for growth and survival. This will be the assessment for students to complete as their problem. ||
 * Instructional Objective(s):** Students will collect and analyze data to identify solutions and/or make informed decisions.
 * ** ACTION ** ||
 * **Before-Class Preparation:**
 * ** During Class ** ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 45 minutes |||| Introduce scenario. Explain that they will share the information they discover through a digital story at the end of the unit. They will have some mini lessons to help them solve their problem.

Ask: What is a living thing?

Show students a rock and a plant. Compare. Which is living and why? Complete sorting activity on Promethean Board or with pictures.

Discuss needs of a living thing. Group students in teams of 4-5. Make a list of the needs together. Have students write this in their journals. Review lists as a whole group.

As an assessment, students will create a Venn Diagram of living and non-living organisms. || []

pictures of living and non-living things

Venn Diagram || Students will create a Venn Diagram of living and non-living organisms.
 * **Notes:** Although the lesson is for problem-based learning, the actual problem is given for the whole unit. The digital story will be the culminating activity in which the problem (scenario) is solved. ||
 * ** MONITOR ** ||
 * **Ongoing Assessment(s):** Students will sort non-living and living organisms. Students will identify 6 basic needs of a living organism.


 * Accommodations and Extensions:** Assistive tools could include an Alphasmart for writing or a Venn Diagram that is given orally.


 * Back-up Plan:** Sorting pictures is the back-up plan if the technology is not available or working. ||
 * ** EVALUATION ** ||
 * **Lesson Reflection and Notes:** ||

Changes in an ecosystem may cause organisms to become extinct when one or more of their needs can no longer be met. Some kinds of organisms that once lived on Earth have completely disappeared, although they were like others that are alive today. || 1. Creativity and innovation 2. Communication and collaboration- X 3. Research and information fluency 4. Critical thinking, problem solving, and decision making - X 5. Digital citizenship 6. Technology operations and concepts
 * **Daily Lesson GAME Plan-Week 6** ||
 * **Lesson Title: Endangered/Extinct/Adaptations** |||| **Related Lessons: Living/Non-Living,** ||
 * **Grade Level: Second** |||| **Unit: Organisms and Environmen**t ||
 * GOALS ||
 * **Content Standards:**
 * **ISTE NETS-S**
 * Instructional Objective(s):** Students will interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Students will identify and define authentic problems and significant questions for investigation. ||
 * ACTION ||
 * **Before-Class Preparation:**
 * Scenario:** The year is 2025 and our weather pattern has changed drastically. We are experiencing a change in the climate causing longer winters and shorter summers. The daily temperature averages 30 degrees. It snows frequently. What animals do you think will survive in this type of ecosystem? What will enable them to survive? ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 60 minutes-could be two 30 minute session |||| Introduce scenario. Explain that they will respond to the scenario in a blog. They will have some mini lessons to help them respond in the blog.

Ask: What happens if needs of animals are not met? Show pictures of various animals that are on the endangered list. Ask what it means to be endangered and look at list of animals on Wikipedia.

Ask: what is the difference between endangered and extinct? In groups of 4-5, students will look at pictures of prehistoric animals to name what animal it reminds them of and make a Venn Diagram of similarities and differences.

Afterward, discuss in whole group why these changes came about. Show pictures of animals from other region (polar) and some from local region. Ask how they are similar and different. Ask why they have more differences. Why would they have differences? Introduce the vocabulary word: adaptations. Ask for definition of adaptations. If students struggle, lead them with questions about what happens to frogs in the winter. View PowerPoint about adaptations. || Interactive whiteboard

http://en.wikipedia.org/wiki/Endangered_animals

http://en.wikipedia.org/wiki/List_of_extinct_animals_of_North_America

http://www.saskschools.ca/~gregory/winter/winter.html || A. rabbit, squirrel, deer, black bear, fox B. frog, snake, turtle, lizard, toad
 * **Notes:** ||
 * MONITOR ||
 * **Ongoing Assessment(s):** Students will respond to scenario question on the blog and respond to one other student's blog post. **Scenario:** The year is 2025 and our weather pattern has changed drastically. We are experiencing a change in the climate causing longer winters and shorter summers. The daily temperature averages 30 degrees. It snows frequently. What animals do you think will survive in this type of ecosystem? What will enable them to survive? They will choose one animal from each list provided and write what will enable each to survive or why it will not survive. List of animals:
 * Accommodations and Extensions:** Students who have difficulty typing can be assisted by paraprofessional. If possible, use of speech to text software will be used. Additional time in computer lab will be needed.
 * Back-up Plan:** Pictures of animals that are endangered can be used instead of Wikipedia if internet is down. Students can access blog from home if needed. PowerPoint of adaptations is additional but not mandatory. ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||

Characteristics of an organism Organisms and environments Changes in an ecosystem may cause organisms to become extinct when one or more of their needs can no longer be met. Some kinds of organisms that once lived on Earth have completely disappeared, although they were like others that are alive today. || 1. Creativity and innovation -X 2. Communication and collaboration -X 3. Research and information fluency 4. Critical thinking, problem solving, and decision making -X 5. Digital citizenship 6. Technology operations and concepts Students will interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. || Write up scenario for students: You are a space traveler from another planet. You are on a mission to explore all living things on the planet Earth. Your assignment is to investigate the characteristics of living and non-living things. You are to identify the basic needs necessary for growth and survival. This will be the assessment for students to complete as their problem. || Show students examples of digital stories and explain the steps needed to be taken. Post steps on board for future reference. In groups of 4-5 students, they will discuss and write script on 3x5 index cards. They will give 6 needs of a living organism and find or make pictures of each of these things. They can choose to act out the scenario or address it through narration. Each student is responsible for at least one slide or comment. This process will take at least one class period of 30 minutes for preparing the script and designing the movie. Then, it will take at least another 30 minutes for the filming. Students will then view their work and give feedback to other groups. || Rubric for digital story Photostory software Digital camera/flip camera
 * ** Daily Lesson GAME Plan -Week 7  ** ||
 * **Lesson Title:** Show what you know! |||| **Related Lessons:** Adaptations, Extinction, Living and Non living Organisms ||
 * **Grade Level:** Second |||| **Unit:** Organisms and Environment ||
 * GOALS ||
 * **Content Standards: Life Science**
 * **ISTE NETS-S**
 * Instructional Objective(s):** Students will collect and analyze data to identify solutions and/or make informed decisions.
 * ACTION ||
 * **Before-Class Preparation:**
 * During Class ||
 * **Time** |||| I**nstructional Activities** || **Materials and Resources** ||
 * 60 -90 minutes |||| Review scenario from first lesson. Explain that they will share the information they discovered through a digital story at the end of the unit. Now that they have had several lessons on the topic they can respond to the scenario.

Steps Poster []

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 * **Notes:** ||
 * MONITOR ||
 * **Ongoing Assessment(s):** Students will create a digital story about the needs of living organisms using Photostory. A rubric will be used to assess the digital story. Students will be assessed on group work using a rubric also.
 * Accommodations and Extensions:** Extra time may be needed to complete filming and editing. Reserve the computer lab.


 * Back-up Plan:** Entire story can be filmed with video camera, if necessary. ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||