TEC Lesson Plan



Contributor Information
Name: Beth O’Halloran
email address:
School: Meadowlawn Middle School, Pinellas County Schools, Largo, FL

Standards
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

NET Standards
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.

Lesson Plan

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

Short Description:

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.

Objectives:
•Understand their chosen animal, it’s 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

Gain Attention:

Why should we save the Florida Wetlands?

Tasks:

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 teachers.

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:

p1-2pp.gif

p3-4pp.gif

p5-6pp.gif

p7pp.gif


Lesson 3 Introduction:

The third component is a list of websites for student use. Most of the sites relate specifically to the Florida environment.

http://www.schoolpage.com (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:

p1-2hs.gif

p3-4hs.gif

p5-6hs.gif

p7-8hs.gif,

p9-10hs.gif.

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 newsprint.

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 or Powerpoint

Assessments: Students may be assessed with a teacher/student-created rubric.