The Flipped Class...
Where you work at home BEFORE the LAB
Environments (3rd grade Science)
TEKS 3.9AC
The student is expected to observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem, AND describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.
The student is expected to observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem, AND describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.
Time Period
5-6 days depending on students' mastery
Bloom's Objectives
H.O.T.S.
|
L.O.T.S.
|
Marzano's Strategies
Providing Recognition, Advanced Organizers, Cues, Providing Feedback, Cooperative Learning , Summarization, Reinforcing Effort
Lesson Objective(s):
Students will be able to :
1. Explore and identify the items in the schoolyard habitat that support the survival of other organisms.
2. Describe the physical characteristics of an environment based on their observations. (U)
3. Describe how each environment supports populations and communities within and ecosystem. Tell how a non-living
object supports a living organism.
4. Describe how non-living elements of soil, landforms, climate, and water affect the way the plants and animals adapt
to different conditions.
5. Describe how plants and animals change the non-living elements of an ecosystem.
6. Describe how latitude affects the type of ecosystem
1. Explore and identify the items in the schoolyard habitat that support the survival of other organisms.
2. Describe the physical characteristics of an environment based on their observations. (U)
3. Describe how each environment supports populations and communities within and ecosystem. Tell how a non-living
object supports a living organism.
4. Describe how non-living elements of soil, landforms, climate, and water affect the way the plants and animals adapt
to different conditions.
5. Describe how plants and animals change the non-living elements of an ecosystem.
6. Describe how latitude affects the type of ecosystem
Fundamental Questions:
- What are the physical characteristics of an environment?
- How do the physical characteristics of an environment support populations and
communities in an ecosystem? - How do environmental changes affect organisms within an ecosystem?
Vocabulary:
Survive, perish, thrive, community, habitat, environment, ecosystem, population, nonliving, living, organism, physical
characteristic
characteristic
Engage at home (day 1)
1. Watch the following blubbr and take the triv. (E)
https://www.blubbr.tv/game/index.php?game_id=16278&org=3
2. Bring your score to class or submit it on the Super Fab Lab Edmodo site (need to create one)
3. Practice new vocabulary words daily using different functions (R) (E)
http://quizlet.com/24768758/environments-flash-cards/
https://www.blubbr.tv/game/index.php?game_id=16278&org=3
2. Bring your score to class or submit it on the Super Fab Lab Edmodo site (need to create one)
3. Practice new vocabulary words daily using different functions (R) (E)
http://quizlet.com/24768758/environments-flash-cards/
Engage in the Lab (day 2)
1. Hook students with being-there experience outdoors to explore and identify the items in the schoolyard habitat that support the survival of other organisms.
2. Introduce essential questions and key vocabulary while in the field using iPad (BaiBoard App)
3. In cooperative groups students will sort habitat cards based on physical characteristics.
4. Start anchor chart using key habitats (forest, artic, dessert, ocean, rainforest)
2. Introduce essential questions and key vocabulary while in the field using iPad (BaiBoard App)
3. In cooperative groups students will sort habitat cards based on physical characteristics.
4. Start anchor chart using key habitats (forest, artic, dessert, ocean, rainforest)
Exploration at home (day 2)
Video: Foresight – Migration and Global Environmental Change http://www.youtube.com/watch?v=zt0UJU0aAVg
Video: Public Service Announcement: Environmental Changes http://www.youtube.com/watch?v=GgQkGXO3d_8
Video: Environmental Changes http://www.youtube.com/watch?v=DbXJI-Z8r34
Video: Arctic Report Card 2012 http://www.youtube.com/watch?v=O5h02Yc6lfA
Video: Climate Change Impacts on the Rainforest http://www.youtube.com/watch?v=MKgoNyvEWgU
Video: NASA Earth Science Week: Climate Change & The Global Ocean http://www.youtube.com/watch?v=BLR-DtxfHPY
Video: Follow the Frog (Just for FUN Video – some inappropriate content)
http://www.youtube.com/watch?v=3iIkOi3srLo
Video: Public Service Announcement: Environmental Changes http://www.youtube.com/watch?v=GgQkGXO3d_8
Video: Environmental Changes http://www.youtube.com/watch?v=DbXJI-Z8r34
Video: Arctic Report Card 2012 http://www.youtube.com/watch?v=O5h02Yc6lfA
Video: Climate Change Impacts on the Rainforest http://www.youtube.com/watch?v=MKgoNyvEWgU
Video: NASA Earth Science Week: Climate Change & The Global Ocean http://www.youtube.com/watch?v=BLR-DtxfHPY
Video: Follow the Frog (Just for FUN Video – some inappropriate content)
http://www.youtube.com/watch?v=3iIkOi3srLo
Exploration in the Lab (day 3)
Part 1
1. Students will play a game that creates scenarios in which organisms react to events that affect their environments.(AN)
Part 2 Make an Ecosystem
1. Student teams will research different ecosystems and display results in an Ecosystem Mobile created with the O Snap! App. (CR)
*Add vocabulary to anchor chart (survive, perish, thrive)
1. Students will play a game that creates scenarios in which organisms react to events that affect their environments.(AN)
Part 2 Make an Ecosystem
1. Student teams will research different ecosystems and display results in an Ecosystem Mobile created with the O Snap! App. (CR)
*Add vocabulary to anchor chart (survive, perish, thrive)
Exploration at home (day 3)
This is a reinforcement lesson that can be completed and checked by parents or self-checked by students. The sheet can be completed and emailed or posted on edmodo.
Closing the Gap Reinforment Lesson
Key
Closing the Gap Reinforment Lesson
Key
Exploration in the Lab (day 4)
1. Working in groups, students will analyze the essential questions and submit group answers through http://todaysmeet.com(Room: Super Fab Science Lab) or http://padlet.com
2. Add details to the anchor chart descriptions of habitat and environmental factors that could affect it)
3. Definition frames – vocabulary cards
4. Create webbing map to show the relationship b/t a population, ecosystem, and community
5. Interactive review game https://janelonges.stemscopes.com/flash_elements/576 (THaring/Long1)
6. Web Quest – students will search the provided internet resources for information on coral reefs, savannahs, and
drought on wildlife.
2. Add details to the anchor chart descriptions of habitat and environmental factors that could affect it)
3. Definition frames – vocabulary cards
4. Create webbing map to show the relationship b/t a population, ecosystem, and community
5. Interactive review game https://janelonges.stemscopes.com/flash_elements/576 (THaring/Long1)
6. Web Quest – students will search the provided internet resources for information on coral reefs, savannahs, and
drought on wildlife.
Eloboration in the Lab (day 5)
In this activity students will conduct a TV interview on the effects of environmental changes on organisms.
1. You or you and a partner develop a set of questions and answers to be broadcast on the morning announcements at Jane Long.
2. For the actual taping, one person is the reporter (interviewer). The person being interviewed is an Environmental Science Expert!
3. Use questions and answers that inform the audience about the topic.
4. Your pre-taped digital video should have backdrops, pictures, sound/music that fits the topic you are reporting on. Suggested web tools to use are: puppet pals or book creator or video with ipad or PowerPoint
1. You or you and a partner develop a set of questions and answers to be broadcast on the morning announcements at Jane Long.
2. For the actual taping, one person is the reporter (interviewer). The person being interviewed is an Environmental Science Expert!
3. Use questions and answers that inform the audience about the topic.
4. Your pre-taped digital video should have backdrops, pictures, sound/music that fits the topic you are reporting on. Suggested web tools to use are: puppet pals or book creator or video with ipad or PowerPoint
Rubric for TV Interview Performance Task
Evaluated Key Concepts:
1. Environments have specific
physical characteristics that provide food, water, air, or protection to populations and communities in an ecosystem. |
2. Changes to an environment can
affect whether certain organisms can survive in that ecosystem. |
3. Environmental changes such as floods, droughts, or fires will cause some organisms to perish or move, while permit other organisms to thrive
|
Additional projects to choose from
1. Design an inquiry-based experiment to answer the testable question: “Does your school grounds have a diverse organism population?”
2. Research Hawaii and its physical characteristics and the organisms that inhabit
it. Talk about the strict import rules that Hawaii has to keep the introduction of new species off the island and the effects they could have on the environment.
3. Create an information kit that can identify if an area is experiencing a drought.
4. Science Art! – Make a model of a Texas State Park ecosystem.
2. Research Hawaii and its physical characteristics and the organisms that inhabit
it. Talk about the strict import rules that Hawaii has to keep the introduction of new species off the island and the effects they could have on the environment.
3. Create an information kit that can identify if an area is experiencing a drought.
4. Science Art! – Make a model of a Texas State Park ecosystem.
Evaluation in the lab (Day 6)
Post-test (Ev)
Additional forms of Evaluation:
Reading Science! Drought. Read expository passage about an environmental factor that affects a habitat and answer comprehension questions.
Write Science! Answer three open-ended response questions dealing with changes to ecosystems.
Vocabulary - Create science vocabulary cards
Web Quest - Take an online treasure hunt to explore different education and government websites about
Environments.
Math Connection! Apply knowledge of Environments by solving real-world math problems. ·
Interactive Review Game - Play an interactive game individually to help review the science concepts
“Environments”.
Additional forms of Evaluation:
Reading Science! Drought. Read expository passage about an environmental factor that affects a habitat and answer comprehension questions.
Write Science! Answer three open-ended response questions dealing with changes to ecosystems.
Vocabulary - Create science vocabulary cards
Web Quest - Take an online treasure hunt to explore different education and government websites about
Environments.
Math Connection! Apply knowledge of Environments by solving real-world math problems. ·
Interactive Review Game - Play an interactive game individually to help review the science concepts
“Environments”.