TEC Lesson Plan
Name: Beth OHalloran
School: Meadowlawn Middle School, Pinellas County Schools, Largo, FL
Sunshine State Standards
SC.G.1.1.1 knows that environments have living and non-living parts
SC.G.1.1.2 knows that plants and animals are dependent upon each other for survival
SC.G.1.1.4 knows that animals and plants can be associated with their environment by an examination of their structural characteristics
SC.G.2.1.1 knows that if living things do not get food, water, shelter, and space, they will die
SC.G.2.1.2 knows that the activities of humans affect plants and animals in many ways
6-8 T.5.3.7 5. Technology research tools 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
6-8 T.2.3.10 2. Social,ethical, and human issues 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
6-8 T.5.3.10 5. Technology research tools 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
Title: FLORIDA WETLANDS UNIT - AN INTEGRATED SCIENCE AND
SOCIAL STUDIES PROJECT
Technology Resource Requirements:
Subject Area(s): Social Studies/Science
Grade Level: 8 - Florida Studies Class
The unit is designed for use in an eighth grade Florida Studies
class (Social Studies). Much of the background knowledge for this unit will
be obtained through eighth grade Science. The unit can also be used to integrate
the eight grade Science and Social Studies curriculums.
Understand their chosen animal, its life cycle, ecological niche, place in the food chain, endangered status, etc.
Understand how Florida animals interact with each other
Understand the importance of protecting the Florida Wetlands
Approximate Time Required: ongoing
Why should we save the Florida Wetlands?
Although there are several student lessons outlined in this project,
it is not a complete unit. It will, however, serve as an outline for interested
Lesson 1 Introduction:
The first component is a Clarisworks Database in which students can input information about the plants, insects, and animals they see on a daily basis. The purpose of the database is twofold. One, it teaches tudents to be aware of their surroundings and two, it provides an ongoing list of the flora and fauna in our community. The database should be set up with the following fields:
Lesson 2 Introduction: The second component is a Powerpoint presentation which introduces the wetlands unit, explains the meaning of an integrated unit, outlines what the student will learn in both Science and Social Studies, and explains the purpose of the unit. A sample Powerpoint presentation is enclosed separately:
Lesson 3 Introduction:
The third component is a list of websites for student use. Most
of the sites relate specifically to the Florida environment.
(subjects by grade level)
http://www.si.edu (Smithsonian Institute)
http://www.excite.com (educational search engine)
http://www.FloridaSmart.com (Florida info)
http://www.freenet.tlh.fl.us/environ.html (Florida environmental info)
http://fl-water.usgs.gov (Florida water management)
http://www.swfwmd.state.fl.us (Southwest Florida Water Management District)
http://ericir.syr.edu (question and answer service)
Lesson 4 Introduction: The four component is a Hyperstudio stack which introduces students students to the Flora and Fauna Journal. The journal is a major component of this unit. After taking notes on the plants, insects, and animals found in their neighborhoods over a period of two to threed weeks students will create a detailed journal including pictures and notes of each subject recorded. An example of a Hyperstudio stack is enclosed:
Lesson 5 Introduction:
Introduce lesson with a Powerpoint presentation which highlights
the program capabilities and contains a sample student presentation.
Day one: Divide into groups. Brainstorm about Florida animals. Choose
Florida animal on which to focus.
Day two: Gather information on chosen animal. Gather pictures.
Day three: Begin planning presentation. Map presentation out on
Day four: Search internet for more information. Scan photographs.
Day five: Create either a HyperStudio or Powerpoint presentation
using materials gathered.
Interactions: cooperative learning groups
Tools: internet, scanner, newsprint, computer with Hyperstudio
Assessments: Students may be assessed with a teacher/student-created