Group Name: Creepy Crawlers

Members: Brynn Allen, Laura Kordalski, Katie Hindenach and Megan Sorenson.

Contact Info: allen1be@cmich.edu, korda1ll@cmich.edu, hinde1kl@cmich.edu, soren1mm@cmich.edu

Unit Title: My Side of the Mountain

Target Grade Level: 3-5

Key Generalization: Learners will develop an understanding of mountains and their characteristics. The characteristics include, how they form, where they are found, temperatures, weather, erosion, inhabitants, and other roles that they play in our lives.

Michigan Curriculum Framework References:

Strand I, CS I, E1 (Questions of Observations)

Stand I, CS I, E2 (Creating Ideas, Investigating Through Technology)

Strand II, CSI, E2 (Show Science concepts with a craft)

Strand II, CS I, E4 (Awareness of Natural World)

Strand II, CSII, E1 (Need for Evidence)

Strand II, CSII, E2 (Science Through Creative Expression)

Stand II, CS III, E3 (Everyday Life)

Strand III, CS V, E3 (Needs of Life)

Strand III, CS IV, E4 (Adaptations for Survival)

Strand III, CS I, E4 (Environmental Needs)

Strand IV, CS I, E2 (Measure Temperature)

Strand IV, CSI, E4 (Forms of Energy)

Strand IV, CSII, E3 (Machines)

Strand V, CS I, E1 (Earth’s Surface)

Strand V, CSI, E3 (Rocks and Fossils)

Strand V, CS I, E4 (Earth’s Changes)

Any changes to the environment for the unit: Student desks will already be in groups which will work perfectly for several

lessons that incorporate centers and stations. However for the first introductory activity students will need room to move around. Therefore desks may have to be pushed to the sides so children are not running into one another. For children’s book activities the teacher may have to set aside a designated reading area so all students can see the pictures of the book. The same goes for using videos within the classroom. If a TV is not already in your classroom contact the media specialist to see if one is available to borrow. This way you can show the video to your classroom. Find space within your classroom to put up a bulletin board. Decorate the board with a mountain. Separate the mountain into several sections that relate to the different areas of science that will be covered. Before starting the lesson each day, use a “mountain climber” to move from one subject to another. That way students will be able to see that all the lessons covered have a common them and can all be related to My Side of the Mountain Unit. You could also decorate another bulletin board with mountains from around the world. If you do this it will also incorporate to social studies, mainly geography. This will get students to integrate other subjects within their science time.

A fun and interesting introductory activity: The introductory activity that we have chosen to use is teaching the students a

song. We have made our own twist the song/chant “Going on a Bear Hunt” to “Going on a Mountain Climb.” Through this activity students will get a preview of mountain valleys, weather/temperature that occurs on a mountain, vegetation and also animal life. This is a fun activity that will have students up out of their seats and moving around. It is a silly activity that will get the students thinking about being prepared enough to climb a real mountain, and the different hazards that may lurk ahead.

A closing activity which will stick with the studentsAt the end of the unit, students will have to construct a survival kit. This kit is

supposed to help them survive on a mountain. In groups ( of 4 or 5) students will decide on 12 items they deem most important for their survival if they are to get lost on a mountain hike. This means they have to think in terms of food, predators, temperature, pressure and so on. Once the list is constructed, students will decorate a poster with their items that they have made out of construction paper. Students have to write an essay/reflection individually regarding the items that they had placed in their kit. If there was an item that the group voted in that the individual student disagrees with, then this the time for them to state their case of why different elements would be better to take on the trip. Remind the student that there is no right or wrong answer. However by looking at the survival kit and reading the students reflection you will be able to tell if they have grasped the different concepts that were presented within the lessons.

Ideas and notes about unit Summative AssessmentBy having students work cooperatively with one another to share ideas about the

survival kit, and then their personal reflection will be the final assessment. The My Side of the Mountain Unit does a great job of intertwining the different types of science that are being studied. Therefore we believe that this final assessment of what the student would face on a mountain climb will force them to recall knowledge and pervious experiences that they have explored throughout the unit.

list of Additional Resources that could be used:-My Side of the Mountain by Jean Craighead George-Hatchet by Gary Paulsen-On the Far side of the Mountain by Jean Craighead George-Living Mountains, How and Why Volcanoes Erupt, by Jacques Kornprobst- The Worlds Biomes : http://www.ucmp.berkeley.edu/glossary/gloss5/biome/-Wikipedia, the Free Encyclopedia: http://en.wikipedia.org/wiki/Mountain- Homeward Bound the Movie (Disney)-Ice Age the movie (Glacier Erosion)

Mountains Unit Overview

Lessons1) Formation- Slow

Moving2) Forest Fires- Fire

Up3) Natural

Resources- Rockin' Around the Room

4) Climate- Form into a Cloud

5)Plants/Vegetation- Playful Plants

6) Animals-Oh What a Tangled (Food) Web We Weave

7) Valleys-Down in the Valley

8)Altitude/Pressure- Pump up the Pressure

9) Heat Transfer- Too Hot to Handle

10) Erosion- Endless Erosion

11) Recreation- Moving Up with Simple Machines

12) Mountain Climber- Review

Area of ScienceEarth

Earth

Earth/Life

Earth

Life

Life

Earth

Earth

Physical

Physical

Physical

All

Type of LessonTechnology

Technology

Centers

Children’s Book

Children's Book

Children’s Book

Technology

Technology

Children's Book

Centers

Stations

Centers

Name: Katie Hindenach

Type of Lesson: Technology

Contact Information: Phone: (616) 690-0126 Email: hinde1kl@cmich.edu

Lesson Title: Slow Moving Grade Level: 3-5

Materials: glass jar, honey, a cork, a steel ball (marble), a milky way candy bar for each student, paper, TQPDAC, KWL chart, computers with internet connection, back up article whiteboard/chalkboard, and marker/chalk.

References: Barlow, Nadine G. “A Primer on Plate Tectonics.” Mercury v24 (1995): 24. General

Science Abstracts. First Search. Central Michigan Lib., Mt. Pleasant. 22 Mar. 2006 http://firstsearch.oclc.org

“Edible Tectonics (or Milky Way Mountain Models).” Science Methods in Elementary Methods Workbook EDU 345. New Jersey: Upper Saddle River 2005. 52.

Windows to the Universe team. Plate Tectonics. Boulder, CO: ©2000-04 University Corporation of Atmospheric Research (UCAR), ©1995-1999, 2000 The Regents of the University of Michigan, December 4, 2002. Online. Available: http://www.windows.ucar.edu. March 15, 2006.

“Volcanic Cones and Eruptions.” Volcano World. 7 March 2006. http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Ch3CM/Handson8Cones.html

Science Process Skills: MCF and Science Topics Lesson Objective ObservingCommunicatingPredictingConstructing ModelsExperimenting

Strand I, CS 1, E1 (Real World Concepts)Strand V, CS 1, E1 (Earth’s Surface)Strand V, CS 1, E4 (Earth’s Changes)

The learners will discover that as the Earth’s plates move, different formations result.

Key Question: How do mountains form?

Common Misconceptions: Mountains are created rapidly, Earth is molten except for its crust, and that continents do not move.

Setup Prior to Lesson: Make copies of the TQPDAC and KWL charts (article if needed). Also link or bookmark to the web address http://www.windows.ucar.edu/tour/link=/earth/interior/plate_tectonics.htmlon the computers so the students will be ready to explore the webpage.

Task Description Method TheoryEngage Activity

Why Does Magma Rise??

Materials: -Glass jar 9/10 filled with honeysmall cork-Small steel ball (steel marble)

Whole Class

The students have already been introduced to the idea of plate tectonics. However they are not aware of the effects of their movement, or the different directions the plates move in.

First, the teacher will place a small cork and a small steel ball into an empty glass jar. Ask the students to predict what will happen when the jar is filled with honey. Have them write down their predictions.

Slowly the teacher will then add the honey into the jar. Have the students write down what actually happened after the honey was added:

The students will observe that materials made of less dense material (cork) will rise in a much denser medium (honey). The steel ball will remain on the bottom of the jar because it is denser than the medium that it is in (honey).

Next, pose this question to the student:

Key Question: How do mountains form?

Activity adapted from:“Volcanic Cones and Eruptions.” Volcano

World. 7 March 2006. http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Ch3CM/Handson8Cones.html

Constructivism:Students are required to build on their previous knowledge while formulating a hypothesis.

Cooperative Learning:Students are working together to formulate hypothesis and to record their observations.

Multiple Intelligences:The visual aspect along with the questions can be stimulating to different types of learners.

Exploring Activity

Edible Tectonics

Materials:-TQPDAC-Milky Way candy bars-napkins

Have the students take out their science journals. Write the journal response question on the front board:

-Think about the two activities we have just participated in. How do the two activities

relate? What plate movements form mountains? How about volcanoes?

Integrated Instruction:Students are required to write a journal, which can be integrated to language arts.

Inquiry:Students are using their own experiences to relate the

activities.

Constructivism:Students are using their previous knowledge

Further Investigation

Materials:

Computers w/Internet connection

KWL chart

Partner Work

http://www.windows.ucar.edu/tour/link=/earth/interior/plate_tectonics.html

Make sure that the level at the top of the Webpage reads beginner.

The students will need to find a partner to work with. Provide the students with the above web address. Have the webpage up and ready to go for students to begin working, or have a link set up to where they can connect easily. That way there will there will be no confusion on how to reach the homepage, and no time will be wasted.

Once at the Plate Tectonics webpage, students have the option to click on the links (within the text) to further explore the earths interior. As they are exploring the different definitions or topics, they are to fill out a KWL chart on the topic. They will have to list the word that is linked, and before they link to the new page, the students has to write what they know about that topic, what they want to know about the topic and what they have learned regarding the page and information they have read. (See Attachment B)

After the students have had time to explore the sight and gather record information on their KWL, regroup the students as a class, and give the students an opportunity to share what they have learned through this activity.

Cooperative Learning:Students are working with a partner to find information.

Choice Theory:Students have a freedom to choose what links they would like to follow.

Brain Based:The KWL taps into the students prior knowledge, giving them a chance to make emotional connections.

Higher Order Thinking:Students are applying what they already know about plate tectonics to further investigate their questions.

Further Investigation

Back Up activity

Materials:ArticleKWL chart

***BACK UP ACTIVITYIf the connection to the internet is not available, or for some reason the webpage is having trouble connecting send the students back to their seats along with the KWL charts.

Each students will be handed the article “A Primer on Plate Tectonics” by Nadine G. Barlow (Attachment C). Students are required to read the article and fill out their KWL chart. Tell the students to focus on what happens when the plates move in different directions.

Barlow, Nadine G. “A Primer on Plate Tectonics.” Mercury v24 (1995): 24. General Science Abstracts. First Search. Central Michigan Lib., Mt. Pleasant. 22 Mar. 2006 http://firstsearch.oclc.org

Continue the group discussion as planned

Integrated Instructions:Reading for comprehension is part of language arts.

Applications

Movement Hunt

Homework

By exploring the webpage, the students should have learned that the movement of Earth’s plates can lead to the formation of islands, volcanoes, mountains and faults.

For homework, each student will be responsible for finding either a picture of one of the above formations in a magazine or newspaper or any other medium, or an article that has to do with the formations we had talked about in class. This may include a volcanic eruption, mountain climbing, tropical islands etc.

Students are to staple their article/picture to a piece of paper that has their name on it and a description of how it relates to plate tectonics. This will be due the following day.

Brain Based: Requiring students to make connections to the world around them.

Multiple Intelligences:Children can choose if they want to bring in a news article or a picture which relates to different types of learners.

Choice Theory:Students get to choose their own resources.

Assessment After the lesson is finished, collect the TQPDAC, journal entry and the KWL chart.

Multiple Intelligences:Students are not

The TQPDAC is worth 10 points. Two points will be awarded for answering the question, six points will be given for drawings and the correct labels and lastly two points will be given for the conclusion.

The journal entry will be given 5 points for answering the question and making a connection between the two activities.

The KWL chart will be awarded Credit/No Credit.

The homework assignment will be do the following day. 5 points will be given for a correct clipping (how it relates to movement of plate tectonics, or if it is caused by plate tectonics) and another 5 points for the description of the picture while relating it to plate tectonics.

TOTAL: 25 points

graded merely on written work or art projects. It is an equal balance.

Brain Based: Students get a chance to make own connections, some students may not be informed of links before visiting them. That is why it is awarded credit no credit.

Handouts and Visual Aids

-Paper towel-Milky Way candy bars-TQPDAC-KWL Chart-Back up article-Journal Response Questions

Plate TectonicsThink First! The theory of plate tectonics states that:____________________________

____________________________________________________________

Question: How do the Earth’s crust plates move and what are the results of the movement?

Procedure:1. Unwrap the candy bar, this will be your model for the planet. Use your fingernail

make a crack in the chocolate (the small side) on the top of the candy bar.

2. Hold the candy bar with its top up. Using both hands, SLOWLY stretch the candy bar just slightly apart at the crack (a few centimeters or less). The chocolate should separate and you should be able to see the caramel.

4. Push the stretched candy bar back together again. The chocolate may crumble, and/or one piece of chocolate may be pushed under another. (See Data)

5. Continue to slowly pull the candy bar apart and push it back together again until you can see how each part of the candy bar is moving.

6. Once you have finished, pull the candy bar completely apart and study inside of your model. (See Data)

7. Don’t forget this very important step! Eat your model and clean up!

Data: Draw a labeled (chocolate, caramel, nougat) diagram of your model after step 4:

Draw a labeled (chocolate, caramel, nougat) diagram of your model after step 6:

Analysis: What part of the candy bar modeled the Earth’s plates? What about the mantel? If your model had any mountains, faults, volcanos, or subduction zones please label them on your data above.

ConclusionPlate Tectonics

K- What I know W- What I want to Know

L- What I Learned

Megan Sorenson

Type of lesson: TechnologyContact: Meganms118@yahoo.com

Lesson Title: Fire Up! Grade Level: 3-5

Materials: Internet connection, sticky notes, worksheet (wildfires), back-up worksheets, materials to make trees, candle, book, glass, triangle of fire, ten items for engage activity.

References: Scholastic.com, http://www.fema.gov/kids/wldfire.htm.

Science Process skills:

Critical thinking, inquiry, constructivism, predictions, discussion, observing, communicating.

MCF and Science Topics:

MCF I, CS1, E2 (solving through reasoning)MCF II, CS2, E 1 (need for evidence)MCF II, CS2, E2 (science through creative expression)MCF IV, CS2, E 3 (chemical change)

Lesson Objectives:

Students should know the three elements of fire, and what occurs when one element is missing. Students should know some precautions of fires and important elements of wildfires.

Key Question: What elements are needed to have fire?

Common Misconceptions: Fire is only produced by matches/lighters (they do not know the three elements). They do not know that water absorbs the heat, one of the three elements.

Set up Prior to lesson: Gather materials (book, worksheet, etc..), check for technology set-up to see if it is available, book mark the website for easy access. http://www.fema.gov/kids/wldfire.htm

Task Description Theories/Methods Engage I will begin my lesson by

reading the book, Dumpy Cognitive theory- tapping into prior knowledge of

Materials- book, candle, glass cover.

Dumpy and the Firefighters. It's New Year's Day in Apple Harbor, and all the villagers are celebrating at Farmer Barnes' annual Open House, including Charlie, Pop-Up, and Dumpy the Dump Truck. But when the fire bell sounds, everyone's help is suddenly needed in town. Discovering that Pharaoh's General Store is ablaze, the firefighters bravely work to fight the flames and save the village. As always, Dumpy proves invaluable - demonstrating that everyone has something to contribute.

and the Firefighters by: Julie Edwards and Emma Hamilton. This book will focus the students on thinking about fire. I will have ten items in the front of the room and tell the students that it takes three things to start a fire. The three things are in this room. The students will then predict on their own what three things they believe will start a fire (without matches). They will not get the answer, but they will try and figure it out through the rest of the lesson.

(Items on the desk: wood, cloth, wool, rocks, plastic cup, paper, water, small heater, two sticks).

what students already know about fire. Brain-Based- Students are learning about the importance of the three elements through experience.

Learning Modalities- Students are visually learning about the three elements.

Explore

Dixie Cup

Materials- each group will need: Dixie cup with about a ½ an inch of water, and a candle.

The students will stay in groups and discover what role water plays in putting out fire. They will be in groups of four or five and given a candle, and a small Dixie cup with a small amount of water in it. They will predict what will happen to the Dixie cup when the candle is lit and the cup is held over the candle. Will the cup burn? Will the water

Brain-based learning- Students are learning the role of water with fire through experience.

Choice theory-each group needs to cooperate with one another to predict the outcome and come up with one prediction.

Higher Order Thinking- students are in the last level of bloom’s taxonomy (support, decide).

boil first? They will also need to describe why they believe their prediction is true. Each group will share with the class their predictions and explanations. I will then choose one person from each group to hold the Dixie cup and I will light the candle. The student will hold the Dixie cup directly over the candle and we will observe it for about 10-15 minutes. The students will then have a chance to change their predictions if they would like. We will hold the cup over the candle for about 15 more minutes and then discuss as a class the results. I will ask them why they think the cup was not burning over the flame? What do they think the water was doing so the cup did not burn? I will discuss with them that this is why we use water to put fires out, because the water absorbs the heat and the flame disappears. One of the elements of fire is gone.

Processing

Material: Triangle of fire, sticky notes, candle, glass

jar.

I will show the students a blank “triangle of fire” drawing. We will then refer back to the three elements that they chose as a group. I will give them each a sticky note and break them back into groups. In their

Brain-based- learning through the experience of seeing an element being taken away.

Inquiry- students are putting together their prior knowledge and discovering/ creating their

groups they will have five minutes to brainstorm together what they think the three things are that are needed to create wild fires (without matches). And be able to backup their opinions in convincing their group members. After they have their ideas they will share with the class, and post their sticky notes up on the board. If they did not think of all three elements, I will share them with the class and discuss the importance of each one by lighting a candle, and taking away one of the elements (oxygen) by covering the candle slowly until it goes out.

own three elements of fire.

Choice theory- Students need to decide as a group what they believe the three elements are.

Further Investigation

Website:http://www.fema.gov/

kids/wldfire.htm

Worksheet is at the bottom

Backup plan: If internet connection is not working, give students the web site printed off, and students

will work on their worksheets with their

partner.

We are going to explore a website on wildfires. Students will get into pairs but each student will have their own worksheet with questions on them that will need to be answered after or during their exploration. There is also a math wildfire quiz that the students should take and report the score on the back of the sheet. (see handout attached) If the computers are unavailable I will have the pages from the website printed out to hand out to the class with the same information.

Learning Modalities- students are visually learning about wildfires.

Choice theory- students have their own personal power moving through the website activity.

Applications After completing the wildfires web quest, I

Brain-based- students are role playing as scientists

Materials: construction materials to design trees: markers, paper, crayons,

scissors.

will tell the students that our class has been chosen to help out with something very special. The National Park coordinator has contacted me and has asked our class for some help. They have been having many forest fires lately and there are not many trees left! We have been asked to design unique trees that will protect themselves from the fire. The students will break up into groups of 4 or 5 and brainstorm all the ways in which they think trees are useful. Why should we protect our trees? (I will also remind the students about the candle experiment and how if you take away an element, the fire will go away) They will need to brainstorm at least five different ways there tree will be protected and have them written down. They will then be given a large piece of paper to design their unique and very own tree to place in the forest. They will also need to include a brief explanation of why they included the things that they did on their trees. We will display our trees in the classroom, take pictures of them and send them to our local national park.

designing their own trees.

Inquiry- students are formulating new ideas from prior knowledge.

Choice theory- students need to decide as a group which survival components their tree will have.

Higher order thinking- students need to create their own ways to prevent their trees from catching fire;

Why should we protect our trees? What can we do to our tree to protect it?

(decide, describe, justify, reconstruct, develop, create)

Assessment Students will be graded on their groups trees (20 pts), did students have precautions, descriptions of elements for their trees, understanding of one element of fire being removed to protect tree, and their worksheets from the website (20 pts) Total:40 points

1. IT- Every year how many people are killed by forest fires?

2. ONE- What is one of the most important things to have in your house?

3. YOUR- what should you never do during a fire?

4. WILDFIRES- If a fire is near you, what should you do?

ONLY YOU CAN PREVENT FOREST FIRES:

Name two reasons wildfires happen more often now:

How are wildfires prevented? (name three ways)

Prescribed Burns:

What is your definition of a prescribed burn?

How do firefighters control these prescribed burns?

*Now take the math disaster test and record your score here!*

Name: Brynn Allen

Type of Lesson: Stations and Centers Lesson Plan

Contact Information: 248-804-0553 Allen1be@cmich.edu

Lesson Title: Rockin’ Around the Room Grade Level: 4th or 5th grade

Materials: cement, plaster, sand, a jar, food coloring, worksheets, types of each metamorphic, sedimentary and igneous rocks, Modeling Clay, Computers, CD player, Addam’s Family theme song CD, powdered rock, garden dirt, potting soil, butter knife, steel file, penny

References: http://library.thinkquest.org/J002289/hunt.htmlhttp://www.stf.sk.ca/teaching_res/library/teach_mat_centre/tmc/e10625/e10625.htmhttp://www.lessonplanspage.com/ScienceMathMusicPEArtSSLAMDRocks-RockyMusic12.htm

Science Process Skills: MCF and Science Topics: Lesson Objective:Critical Thinking, Process MCFI, CS1E1- generating Students will discoverskills questions and explore rocks and

MCFV, CS1E3-rocks and their part in creating Fossils in earth history mountains.

Key Questions: What are the differences between types of rocks? How do these types of rocks have to do with Mountains?

Common Misconceptions: -Mountains are associated as a “high rock”-Minerals are the same as rocks but they are just “precious rocks”

Set up Prior to Lesson: -Have each station prepared and ready so they can just be placed on the table-Have the rocks labeled properly-Computers should be turned on and websites should be book marked

Engage: -Begin by showing class how to build a sedimentary “rock” by layering in a jar the following: Cement, sand and cement, plaster, plaster with sand, plaster with coloring in it. This will show the students layers which represents a sedimentary rock.-Students will use their prior knowledge and the information they have already learned on rocks to comment on each type of rock and why they think this experiment demonstrates a sedimentary rock.

Brain Based -students will be able to watch and experiment which will help them create a memory.

Explore: -Students will be placed into groups of 4 or 5. They will each be assigned a table to start at and they will move clockwise around to each station. These stations can be done out of order.

Station 1: Rock Identification Student will examine a kit filled with rocks labeled igneous, sedimentary and metamorphic. They will notice the differences in appearance, weight and texture in the three groups of rock sample. They will record their answers on a sheet of paper. Station 2: Comparing the Hardness of RocksStudents will explore the hardness of different types of rocks by scratching the rock with a tool provided for them such as a butter knife, steel file, penny and the use of a fingernail. Students will then fill out a chart on the hardness of each rock. (Students will be reminded on safety when using some of the materials at this station) The rocks will be labeled so students can comment on the differences of each rock type.

Multiple Intelligence/ Learning Modalities- students will have visual aids to work on the activities.

Brain Based- Students will be actively involved in the stations to make connections and help create a memory.

Higher Order Thinking- students will use the knowledge they have an apply it and analyze it and form their own ideas.

Station 3: Rock FormationStudents will research in their textbooks for information on how the three types of rocks are formed. Students will record their answers in their notebooks. Students will answer: How each type of rock is formed? Give several examples of each rock, the uses that have been found for this type of rock, special characteristics of this type of rock and a description of the types of rocks (appearance, texture etc.) Students should draw a picture of each rock.Station 4: Rock Erosion Students will explore the difference between powdered rock, garden dirt and potting soil. The students will brainstorm and then write down their comments on what makes the three samples different from each other.Station 5: Fossil Record in RocksStudents will begin by examining rocks that contain fossils in them. Then the students will make a mold of an artifact with modeling clay. Students will be given an explanation of what a fossil is and they can pick anything they want to make as their artifact. After they create their fossil with the clay they will draw out their fossil on a piece of paper.Station 6: Rock Scavenger Hunt

-Stu -Student will go to a website that will be book marked on the computer. Students will take a piece of paper and number it 1-10 and go through the 10 multiple choice questions and answer the questions as best as they can-Students will then hand in all of their papers from each station.

Process: -Students will discuss what types of

rocks they think make up mountains and what role these rocks play in creating the mountain. -Students will look at plate tectonics and how it uses the rocks to form mountains and they will discuss it with the rest of the class. -Students will work in groups to determine why they think that when water forms in cracks of Mountains it eventually will cause the rocks to crumble.

Constructivism- students will have to create their own ideas and thoughts.

Inquiry- students are given a chance to answer questions on their ideas of each topic.

Further Investigation:

-The class will together look at each type of rocks and the sounds each rock makes by hitting them together. -The students will listen to Addam’s Family song and in the song when the students snap the students will hit the rocks together. Students will then be asked to describe the differences between the sedimentary, metamorphic and igneous rocks sounds made.

Multiple Intelligence/ Learning Modalities- students will be actively involved with music to help learn the sounds made by different types of rocks.

Applications -Students will then be asked to write in their journals and reflect on the activities they did in class and draw a picture of their fossil they created. They will also be asked to discuss other places besides mountains that these types of rocks may be found. Students will also be asked to discuss in their journal if they believe location of a mountain would determine the type of rocks on it.

Constructivism- students will have to create their own ideas and thoughts in their journals.

Assessment: -Students will be evaluated on the completion of each activity (12 points for each activity) They will also be given credit for their active participation in the class and for completing their journals. (3 points)

Station 2

Table 1

  Mineral/Rock Hardness Number

1

2

3

4

5

6

7

8

9

10

Table 2

HARDNESS TEST HARDNESS NUMBERCan be scratched with a fingernail 1 - 2

Can be scratched with a penny 3

Can scratch a penny 4

Can be scratched with a table knife 5 - 6

Can be scratched with a steel file 7 - 8

Cannot be scratched with a steel file 9 - 10

Station 3How is this type of rock formed?

Give several examples of such rocks (the names will be given)

Tell about either:

a. The uses that have been found for this type of rock

b. Special characteristics of this type of rock, or

c. A description of this type of rock - appearance, texture, etc.

Station 5

Draw a picture of your fossil below

Station 6

Go to this website and follow the directions:http://www.stf.sk.ca/teaching_res/library/teach_mat_centre/tmc/e10625/e10625.htm

Name: Brynn Allen

Type of Lesson: Children’s Book

Contact Information: 248-804-0553 Allen1be@cmich.edu

Lesson Title: Form into a Cloud Grade Level: 4th or 5th grade

Materials: “What a Wonderful Day to Be a Cow” book, construction paper, tape, hula-hoop, jar, matches, flashlight, black paper, warm water

References: “What a Wonderful Day to be a Cow” by Carolyn Lesser, Alfred A. Knofp, New York, 1995.http://www.jimloy.com/geology/rain.htm

Science Process Skills: MCF and Science Topics: Lesson Objective:Critical Thinking, Process MCFI, CS1E1- generating Students will discoverskills questions how precipitation

MCFV, CS1E1- physical forms on mountains.science

Key Questions: How do clouds gain moisture? What causes the precipitation to fall?

Common Misconceptions: -Rain comes from holes in clouds-Rain occurs because we need it-That the weather on a mountain will be the same as it is on the ground.

Set up Prior to Lesson: -Lay out construction paper on the floor-Gather the necessary materials to a designated area for the sponge activities- I will tape various pieces of construction paper in a random pattern on the ground in the room. Put as many pieces of paper on the ground as there are students in the class.

Task Description Method/Theory

Engage-Class will begin by having the book “What a Wonderful Day To Be A Cow.”-I will discuss with students how the cow was experience weather in each month and how one form of precipitation is rain. - -Explain a little bit about how precipitation gathers at the top of mountains, and how all-different types of weather can happen on just one mountain-Students will observe as I perform an experiment with forming a cloud in a jar. Take out the jar and tape the black piece of paper onto one side of the jar. Pour the warm water into the jar until it is one third full. Light a match and hold it in the jar for a few seconds and then drop it in. At this point, have a quickly cover the jar with the bag of ice. Shine the flashlight on the jar while the students observe what they see.

Multiple Intelligence- students will have visual aids to begin thinking about the activity.

Brain Based- Students will get to observe an experiment.

Explore -Introduce Activity to students by explaining the different colors of construction paper around the room and what we were going to be using them for.Game: In the room make a lot of space, have the students find a piece of construction paper and stand on it with their arms outstretched. Tell them they are going to pretend that they are a small cloud drop that is being blown about by the wind (have a fan to add to the effect of wind). When you tell them to go, have the students move from their piece of paper to another of them same color, keeping their arms stretched out to their sides. Each time one student bumps into another, they should connect with that person by grabbing hands as if they were becoming a larger cloud droplet and continue moving on to a piece of paper which has the same color as the one from which they came. If students from two different colors should happen to collide

Constructivism- students will have to create their own ideas and thoughts.

Learning Modalities and Multiple Intelligence- students will be moving around and be using their kinesthetic motors.

Brain Based- the activity makes students learn through experience, making connections and role-playing.

they should combine and move to the closest piece of colored paper. This will be the group’s new color. The larger drops move about intermixed with smaller drops and keep combining in a similar manner. When a drop has five students in it, they have formed a raindrop and they should go to the designated puddle area and sit down. (The puddle area is defined by a roped off area or a hula-hoop, positioned out of bounds.) If drops combine to make a single drop of six or more students then should divide in half, choose new colors and remain moving throughout the cloud. Continue this game until the cloud is rained out and the puddle is full.

Process -Students will investigate precipitation forming on a mountain-Students will fill out a diagram on where they believe clouds begin to form on a mountain; the wind flow and where they believe precipitation will form.

Constructivism- has students take what they have experienced so far and apply it to a worksheet and investigate the idea.

Further Investigation

-Students will form groups of 4 or 5 and discuss why precipitation forms where is does and why this may happen on Mountains.-Students should also discuss if they can think of any other places where this kind of precipitation occurs.-Students should record their answers so they can be turned in later.-At this point students will investigate the different types of clouds that may form (cumulonimbus, cirrus, stratus and cumulus) and I will introduce how they will be creating a daily cloud log and we will take time each day to walk outside and observe the clouds. In these logs students will not only describe them but also create a drawing of each cloud observed.

Higher Order Thinking- students will use the knowledge they have an apply it and analyze it and form their own ideas from these groups.

Constructivism- students will explore their own prior knowledge on why precipitations on mountains occur.

Applications -Students will create a story based on what type of cloud they would be if they were a cloud. -In their stories they will create reason why they want to be this particular cloud and describe their clouds interesting characteristics.

Choice Theory- students are given the freedom to explore this activity on their own and with groups.

Brain Based- students get to think creatively on the different types of cloud by doing a writing activity.

Assessment-Teacher will collect students Mountain Diagram (5 points for correctly filling out the diagram)-Collect groups recorded thoughts and ideas (5 points for participation)-Students will also be assessed on their understanding of how clouds gain moisture and what causes the types of precipitation to fall. (5 pts)

“What a Wonderful Day to be a Cow” by Carolyn Lesser

Summary-A shaggy farm dog prances in January snow; a litter of pigs wallows in April mud; a choir of crickets trills beneath an August sky. Animal by animal and month-by-month, Carolyn Lesser’s poetic text and Melissa Bay Mathis’s lush artwork join in a vibrant, year-round celebration of farm life.

Fill in the diagram with the appropriate words in the correct space1) Cloud2) Wind Flow3) Rain 4) Where snow would develop

Name: Katie Hindenach

Type of Lesson: Children’s Book

Contact Information: Phone: (616) 690-0126 Email: hinde1kl@cmich.edu

Lesson Title:Playful Plants Grade Level: 3-5

Materials: “Weslandia” by Paul Fleischman, plant specimens of bearberry, milkweed, pine seedlings, and barrel cactus, magnifying glass, newspaper, TQPDAC, Mountain Worksheet, homework prompt, colored pencils/markers/crayons, chalk board, soil, plastic cups, marigold seeds

References:Biomes. 2005. 13 Feb. 2006. <http://www.geo.arizona.edu/Antevs/biomes/>.

Fleischman, Paul. Weslandia. Cambridge Massachusetts, Candlewick Press, 1999.

Science Process Skills: MCF and Science Topics: Lesson Objective:Observing ClassifyingCommunicatingCritical Thinking

Strand I, CS I, E1 (Questions of Observations)Strand III, CS V, E3 (Needs of Life)Strand III, CS V, E4 (Real World Concepts)Strand 3, CS IV, E4 (Adaptations for Survival)

The learners will discover what plants need to survive and where different types of plants grow best.

Key Questions: How do different plants grow in different environments?

Common Misconceptions: Soil must have always been in its present form

Set up Prior to Lesson: Have all materials copied and ready to be passed out for individual groups. Also know how you are going to divide the groups up. Make sure there is enough newspaper to cover student’s tables, also that you have plant specimens ready to pass out.

Task Description Method/Theory

Engage Activity

Read Children’s Story

Whole Class

I will begin by gathering all the students over to the reading area. After making sure they are all situated and can see the book, I will proceed to read the book “Weslandia” by Paul Fleischman. After the book has been finished I will open the forum for class discussion:

“Within the book, Wesley grew a plant that he called ‘swish’. What were some of the uses he found for the plant parts?”

Possible Answers: Suntan lotion, food, mosquito repellent, a sundial, a game, he carved a flute, and ink.

In order to yield all the benefits of the plant, Wesley had to make sure that it had everything it needed to survive. What do you think are some of the things that any plant needs to grow?

Reading Aloud- to the entire class

Higher Order thinking- students have to verify events from the story

Exploring Activity

Classifying Plant Needs Activity

Split children into groups of four

Students will be divided into groups of four. Cover the tables/desks with newspaper, in case the soil from the plants spill. Pass out magnifying glasses and the four plant samples:

Tundra= BearberryDesert= Barrel CactusGrasslands= MilkweedForest= Pine seedlings

With what they have learned through the class discussion about what plants need to survive, students will have to complete a TQPDAC (Attachment A).

Once they are finished we will regroup and discuss as a class the characteristics of each plant and list them on the chalk board. We will discuss the actual names of the plants and how they grow in different areas. We will discuss the adaptations these plants had to make in order to survive (growing in sandy soils, deeper

Brain Based Learning- incorporates five senses.

Multiple Intelligences- hands on activities, intrapersonal writing down observations and lastly interpersonal when regrouping and having class discussion.

roots for more water)Processing Activity

Decorating Mountains

Stay in small groups

Next each group of students will be handed a picture of a of a mountain (Attachment C). With the different plant adaptations that we had just discussed, they will try to place and label different types of vegetation that they think would reside on that area of a mountain. The can do this by writing words, or drawing pictures.

Remind them to think about the temperature in different places of the mountain, how much sun will reach the plants, water availability and soil type.

Once they are finished placing the plants in each area of the mountain, they will answer the question at the bottom of the page that requires them to write an explanation of why they placed the plants in the area that they did.

Afterward the class will discuss that plants are sparse on the tops of mountains because of the cold temperature, less availability of water (frozen), plants don’t decompose that easily to create new soil/nutrients for other plants to grow.

Higher Order Thinking- students are applying what they know about how plants grow in different regions to how that can relate to vegetation on a mountain.

Brain Based Learning- creating a visual representation of mountain vegetation.

Further Investigation

Altering for Growth discussion

Whole Class

I will have students return to their own seats. As an entire class we will discuss ways that the natural environment is altered in order to maintain plant growth. This will refer to plant growth in general, not just on mountains.

What are some ways that you have seen that people deal with plant growth, if there isn’t enough water, the right temperature, or enough nutrients in the soil. Possible answers:-irrigation/sprinkler systems-add fertilizer (cow manure) -regulate temperatures in greenhouses-import fruit, grains, vegetables to areas that can’t grow plants -sun lamps-protect it from predators (fences, bug spray etc.)

Next students will each be given a marigold seed and a plastic cup. Students create their own TQPDAC for getting their seed to sprout. The student can choose the variable that they would like to use (stones instead of soil, limited amounts of water, cold temperatures etc.) Through this activity students will sense the most important element a plant needs to survive. Everyday students will be allotted time to write their observations down in their science journals

Learning Modalities- listening to class discussion and writing thoughts on the board for students to see.

Brain Based Learning- requiring them to make connections to the world around them.

Choice Theory:Students get to choose their variable.

Multiple Intelligences:Students get to formulate own questions and perform own experiment.

Applications

My Favorite Plant

Individual assignment

Now the children will have to think of a plant that is useful/ or is important to their life. Using a piece of construction paper and markers, they will have to draw the plant that they have chosen. This could be a type of flower that means a lot to them, a favorite vegetable/fruit, a tree that is in their back yard etc.

Once everyone has picked a plant, a worksheet will be handed out (Attachment B). For homework the students will have to figure out where the plant that they picked is likely to grow: a warm/cold area, nutrient rich/sandy soil, and so on. They are encouraged to find

Multiple Intelligences- requiring students to do an art project, answer questions and do research of their topic.

Choice/Control Theory- students can choose their

information on their plant in the encyclopedia or online resources. The completed worksheet along with the drawn picture will be due the following day.

plant, and where they want to research it at.

Assessment After the lesson is finished, collect the Needs of Plants worksheet, along with the diagram of the mountain/plants and their explanations.

The Needs of Plants worksheet is worth 25 points. One point is awarded for each correct description of the picture.

The mountain diagram and explanation will be credit/no credit.

The next day have the students turn in the homework. The homework worksheet/along with picture is worth 10 points: 1 point each for question 1 and 2, 2 points each for questions 3 and 4, and the picture is worth 5 points.

Total: 35 points

Constructivism:By decorating the mountain we are evaluating the students comprehension of the changes.

Multiple Intelligences: Students will be graded on research skills as well as art work.

Handouts and Visual Aids

“Weslandia” by Paul Fleischman -The Needs of Plants worksheet-Plant specimens of bearberry, milkweed, pine seedlings, and a barrel cactus.-Labeling Mountain Vegetation worksheet -Homework questions

The Needs of Plants

THINK FIRST: What do you already know about plant growth?

QUESTION: How do different plants grow in different environments?

PROCEDURE: 1. Observe the different plant specimens you have been provided with. Along with

a picture of the plant in its natural environment. Pay close attention to the roots of the plants as well as the inside of the plant. Record your observations in the table.

2. Look at how tall the plant is, the type of soil it is growing in, and any other observation that may be important

DATA:Plant

Soil Roots Height Other Observations:

ANALYSIS:Plant

What do the special characteristics allow the plant to do?

Where do you think the plant would grow best?

CONCLUSION: How do you think plants survive in their native environments?

My Favorite Plant1. The plant I choose was ___________________________________.

2. I chose this plant because ___________________________________________________________________________________________________________________________________________________________________________________________________________.

3. My plant will grow best ____________________________________________________________________________________________________________________________________________________

________________________________________________________.

4. Other things that I learned about my plant are that ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Name: Laura Kordalski

Type of Lesson: Storybook Lesson Plan about Mountain Food Chains

Lesson Title: Oh, What A Tangled (Food) Web We Weave

Grade Level: 3rd-5th grade

Key Question: How are living things interdependent on each other?

Materials: The Silver Swan book, balances, weights of various sizes (1g, 5g, 10g, 25g, 50g, 100g), handouts, wide open area, construction paper, pictures of carnivores, omnivores, and herbivores, plants, and decomposers, string, pony beads, yarn of various colors, access to encyclopedias and books and the Internet

References: Biology Science Misconceptions. “Biology Science Center.” 1998.

<http://departments.weber.edu/sciencecenter/biology%20misconceptions.htm>

Morpurgo, Michael. The Silver Swan. New York: Penguin Putnam, 2000.

Reeko’s Mad Scientist Lab. “Oil and Water Doesn’t Mix” 2000.<http://www.spartechsoftware.com/reeko/Experiments/mixupa.htm>

Legacy Ecology Lesson Plans. “The Chain Game” 1999.<http://www.stevetrash.com/booking/lessons/lesson2.htm>

Science Process Skills: Observing, classifying, communicating, predicting, inferring, formulating questions, formulating hypotheses, interpreting data, experimenting, constructing models

Naïve Conceptions:Things like energy and matter do not change once they go inside a plant.Students believe the 'food chain' is actually a linear chain.Students believe there is a starting and ending point in the food chain.Diagrams of energy pyramids that indicate decreases in energy (without indicating that the energy is given off as heat) can reinforce students' misconception that energy is not conserved.Students believe energy can be recycled through an ecosystem many times.Students believe energy only flows from the top of the food chain down, with those at the top having the most energy and increasing in number at the expense of those below.Students believe organisms in a population are important only to those other organisms on which it preys for food sources.Students believe there is no link between fluctuations in population size and environmental issues like food supply.

MCF and Science Topics: MCFIII, CS2, E, 4 (Environmental Needs) MCFII, CS1, E, 4 (World Awareness)

Lesson Objectives: Students will discover what food chains are and how they work.

LESSSON SET-UP: FOR THIS EXPERIMENT THE TEACHER WILL HAVE MANY COMPONETS PUT TOGETHER BEFORE THE CLASS EVEN ARRIVES. FOR THE TAG ACTIVITY THE TEACHER WILL HAVE VARIOUS COLORS OF YARN CUT INTO PIECES LONG ENOUGH TO HANG FOR A CHILD’S NECK AND STILL BE LARGE. THE TEACHER WILL HAVE PICTURES PRINTED OUT OF ANIMALS AND DESCRIPTIONS OF THEIR HABITS. FOR THE FINDING THE BALANCE ACTIVITY THE TEACHER SHOULD HAVE ACCESS TO MANY SCALES AND HAVE THE VARIOUS WEIGHTS SEPERATED SO THAT EACH GROUP CAN JUST TAKE A BAG AND NOT HAVE TO PICK UP ONE OF EACH WEIGHT. FOR THE FURTHER INVESTIGATION THE TEACHER WILL HAVE A VARIETY OF BOOKS ON VARIOUS TOPICS IN THE CLASSROOM AND HE OR SHE WILL HAVE

VARIOUS WEBSITES BOOKMARKED ON THE CLASSROOM COMPUTERS.

Task Description Theories/Methods

Engage Activity

Reading of The Silver

Swan Storybook

(DELETED TEACHER INFORMATION AND BACKGROUND THAT WAS UNNESSECARY)

The class will not be given any background information before reading the story. The class will be asked to join on the floor, and I will read them the story. After the story I will be asking these key questions:

(DELETED MANY OTHER QUESTIONS THAT WERE ONCE INCLUDED) What science topics were discussed in

the story?What role did seasons play in the story? Justify why you think it is okay that the

foxes did what they did.

During this activity many of the theories will come into play. The first is constructivism. I am not going to be telling the students what to think about the story and I won’t be giving a ton of information. Instead they will be drawing their own ideas and tapping into what prior knowledge they have on the subject.The brain-based theory comes into play because the story is emotional. It will hopefully make connections with their previous experiences with animals.Higher order thinking questions OF ANALYSIS will come up during and after the reading of the story.Learning modalities were also tied into this part of the lesson because the children could visually see the words of the story and the pictures, AND THE STORY IS BEING READ OUTLOUD. THE MAIN METHOD USED IS PROBLEM-BASED. THE CHILDREN ARE REALIZING THAT

MANY ASPECTS ASSOICIATED WITH FOOD CHAINS ARE NOT ALWAYS GOOD, BUT IT IS SOMETHING THAT HAS TO BE DONE.

Explore Activity

(SWITCHED THE ORDER AROUND-

THIS USED TO BE

UNDER THE PROCESS SECTION)

Mountain Animal Food

Chain Tag

The objective of this game is that students will be able to describe a simple food chain by taking part in one.Natural systems are constantly changing, with some animals more plentiful one year and fewer the next. Predator and prey relationships are always close and are continually influencing each other. This game uses a simple three-link food chain to illustrate the constant adjustment within a natural system.The students will each chose a picture that I have printed out. On the back of each picture I put the name of the animal, plant, or decomposer. Each student will then draw some conclusions about their pictured animal or plant. They will then read the description about the pictured plant or animal that is located on the back side of the picture. Those facts will include if it is a carnivore, herbivore, omnivore, plant, or decomposer. It will explain what the animals prey on and what its predators are. I also want them to pay attention to human’s role on the plant or animal. Once the child learns the role of their animal or plant they will PICK UP A colored piece of STRING that corresponds to herbivore, carnivore, omnivore, plant, or decomposer. THE STRING WILL GO THROUGH THE HOLE PUNCH IN THE PICTURE AND THEN IT WILL BE TIED LOOSELY AROUND THE CHILDS NECK SO THAT AS THE GAME IS BEING PLAYED STUDENTS WILL BE ABLE TO DECIFER ONE GROUP FROM ANOTHER.The students will then be divided into three groups, representing plants, a plant-

The game ties into the theory of multiple intelligences. The visual learners are getting a better understanding of how a food chain works. It also ties into the higher order learning theory. The questions are meant to get them thinking deeply at the topic at hand. THE CLASS WILL ANALYZE THE SITUATION AND THEN AFTER DOING THE ACTIVITY THEY WILL EVALUATE IT. It is giving each child the opportunity to draw conclusions based on the results of the game. Brain-based theory is also used when role playing during the game. THE CLASS WILL BE LEARNING USING ALL OF THEIR SENSES (EXCEPT TASTE) AND THEY WILL BE LEARNING SOMETHING THROUGH PERSONAL EXPERIENCE. Learning modalities

eater and a predator. In a group of twenty-five to forty, three to five students to be predators, seven to ten to be plant-eaters, with the remaining fifteen to twenty students to be plants. THE CLASS WILL THEN HAVE A DISCUSSION ABOUT WHAT THEY LEARNED BY PARTICIPATING IN THIS ACTIVITY. THE MAIN CONPONENTS THAT NEED TO BE DISCOVERED ARE THAT THERE ARE balanced systems, plants are more plentiful than plant-eaters, and plant-eaters more plentiful than predators.   Some common mountain food chains are- cougar, deer, and MOUNTAIN GRASS – falcon, rodent, THISTLE.Once the students are put in groups and they have glued their picture on a corresponding piece of paper they will punch two holes in it and string it so that they can wear it as a necklace during the game so that others know who they can tag and whom they can’t.Next they will choose a particular hand signal that will differentiate them from the other groups. For example, the plants may want to simply hold their arms out from their sides like leaves, the deer to form antlers with their hands and the cougars to hold their hands like paws, with claws showing. I will define the playing area, so that everyone knows how far they can chase one another, and that they are being safe. Now, when everyone is ready to play, the game begins. The cougars try to tag the deer, the deer try to tag the plants and the plants try to tag the cougars. (When cougars die, their bodies decompose, acting like fertilizer for the plants.) THE

also plays a role because the students will be using visual, auditory, and kinesthetic components to participate in the game.Choice theory plays a role during this activity because THE STUDENTS WILL BE HAVING FUN, THEY WILL GET TO MAKE SOME PERSONAL CHOICES DURING THE GAME ABOUT WHO TO TAG, AND THEY WILL FEEL A SENSE OF LOVE AND BELONGING WORKING WITH THEIR ENTIRE CLASS.Constructivism ties into because it allows the students to learn from the game based on their own observations and conclusions.COOPERATIVE LEARNING METHOD IS USED BECAUSE THE STUDENTS ARE RESPONSIBLE FOR FINDING OUT ABOUT THEIR SPECIFIC PICTURE AND THEN STRINGING THE CORRECT COLOR ON THEIR NECK SO INDIVIDUAL ACCOUNTABIL-ITY IS EXTREMELY

DECOMPOSERS CAN TAG EVERYONE DURING THE GAME. Once a person has been tagged, s/he turns into whatever type of creature tagged him and continues the game.  After several minutes, stop the game and count how many plants, deer and cougars there are. Point the numbers out to the students and have them resume the chase. After another few minutes, stop them again and recount. What patterns have emerged? Have the cougars all been caught? If so, what has happened to the numbers of deer and plants?  After the basic game has been played for several rounds, you might add another element to the game by having one of the plants re-enter the game as a human. To illustrate the tremendous impact that humans can have, explain to the group that the human can tag everyone, transforming them into more humans, but that no one can tag the human. THIS DOES NOT MEAN THAT HUMANS EAT ALL OF THE ANIMALS. HUMANS KILL CERTAIN ANIMALS FOR THEIR FUR. HUMANS HARM ANIMALS BY DEFORESTATION AND CONTAMINATION OF THE SOIL AND WATER. HUMANS BUILD HOUSES AND BUILDINGS IN THE PLACE WHERE THE PLANTS AND ANIMALS ONCE LIVED. HUMANS HAVE A HUGE IMPACT ON ALL PLANTS, ANIMALS, AND DECOMPOSERS WHETHER IT IS DIRECTLY OR INDIRECTLY. IT IS AN IMPORTANT ASPECT FOR THE CHILDREN TO REALIZE THEIR ROLES AND WHAT

IMPORTANT.

THEIR ACTITIONS COULD POTENTIALLY DO IN THE LONG RUN. Play another round of the game, seeing how long it takes before all the players have been changed into humans.  ONCE THE ACTIVITY IS COMPLETE WE WILL DISCUSS THE ROLE THAT THE SUN PLAYS IN FOOD CHAINS. IT WILL BE POINTED OUT TO THE CLASS THAT ALTHOUGH THE SUN WAS NOT REPRESENTED DURING OUR ACTIVITY PLANTS GET ENERGY FROM THE SUN. Summarize the activity by discussing the changes and relationships that the game illustrates. What happens if there is an overpopulation of deer, or cougars? How does the system adjust to the overabundance? What happens when humans use too much of the food chain? How can we keep that from happening? 

Processing Activity

(ENTIRELY NEW

ACTIVITY THAT

BETTER ILLISTRATE

S BALANCE)

FINDING THE

BALANCE

THE FIRST THING THAT I WILL HAVE THE STUDENTS DO IS GET THEM THINKING ABOUT FOOD CHAINS. I WILL BEGIN BY ASKING THE STUDENTS WHAT THEY ATE FOR DINNER THE PREVIOUS NIGHT. WE WILL THEN EXTEND THE QUESTION AS TO ASK THE STUDENTS TO NAME AN ANIMAL AND WHAT THAT ANIMAL MIGHT EAT IN THE WILD. I WILL NOT MAKE A CONNECTION TO THIS EXPERIMENT OTHER THAN THAT AT THIS POINT.I WILL THEN PASS OUT A TQPDAC, A BALANCE SCALE, AND A VARIOUS ASSORTMENT OF DIFFERENT SIZE WEIGHTS. THE CLASS WILL BE PUT INTO GROUPS OF FOUR AND THEY WILL HAVE THE OPPORTUNITY TO EXPLORE THE DIFFERENT WEIGHTS AND SEE WHICH WEIGHTS ARE EQUAL TO OTHER ONES, AND HOW MANY IT TAKES OF EACH DIFFERENT WEIGHT TO BALANCE THE SCALE. THE WEIGHTS WILL BE 1G, 5 G, 10G, 25G, 50G, 100G (STUDENS WILL HAVE AN EASIER TIME WITH THE ASSIGNMENT BECAUSE THEY CAN THINK OF THE WEIGHTS LIKE COINS AND HOW MANY OF EACH IT TAKES TO MAKE THEM EQUAL, IF THE STUDENTS ARE UP FOR THE CHALLENGE THE TEACHER COULD MAKE IT HARDER BY ADDING IN DIFFERENT ODD SIZES OF THE WEIGHTS.ONCE EACH GROUP HAS HAD AN OPPORTUNITY TO PLAY WITH THE SCALE AND WRITE DOWN SOME COMBINATIONS THAT ARE EQUAL ON THEIR HANDOUT WE WILL DISCUSS WHAT EACH WEIGHT REPRESENTS. EXAMPLE QUESTIONS WILL ARISE: COULD

FOR THIS EXPERIMENT I USED THE IDEA OF CONSTRUCTIV-ISM. I ALLOWED THE CLASS TO COME UP WITH THEIR OWN OPINIONS AND CONCLUSIONS.COGNITIVE DEVELOPMENT ALSO TIES INTO THIS ACTIVITY BECAUSE OF THE EXPERIMENT, THE TAP INTO PRIOR KNOWLEDGE, GROUP WORK, TQPDAC.THIS EXPERIMENT TIES IN MANY HIGHER ORDER THINKING QUESTIONS (SYNHESIS). THE STUDENTS ARE BEING ASKED TO COMPARE DIFFERENT WEIGHTS DURING THIS ACTIVITY.BRAIN-BASED LEARNING IS GOING ON BECAUSE THEY ARE LEARNING THROUGH EXPERIENCES AND MAKING CONNECTIONS. THEY ARE USING SEVERAL SENSES, PROBLEM SOLVING, AND WORKING IN A GROUP.

THE 100G WEIGHT BE A PLANT? WHY OR WHY NOT? HOW COME THERE ARE SO MANY DIFFERENT SIZE WEIGHTS? WHICH IS THE HERBAVOIRES? OBNIVORES? CARNIVORES? THE CLASS WILL DISCUSS WHICH WEIGHT REPRESENTS WHAT AND WHY IT HAS TO WORK OUT THAT WAY. IF NEEDED THE TEACHER CAN GUIDE SOME OF THEIR QUESTIONS.

WE WILL THEN DISCUSS WHAT THIS EXPERIMENT HAS TO DO WITH FOOD CHAINS? IT DEMONSTRATES THAT THERE IS A BALANCE. EVERYONE PLAYS A SPECIFIC ROLE IN THE FOOD CHAIN. YOU MIGHT BE "KING OF THE HILL" OR YOU MIGHT BE THE BACTERIA UNDER HIS FEET. YOU ARE INCREDIBLY IMPORTANT TO THE SURVIVAL OF THE SYSTEM NO MATTER WHAT ROLE YOU PLAY.THIS EXPERIMENT GIVES THE CLASS AN OPPORTUNITY TO EXPLORE AND TO FORMULATE THEIR OWN OPINIONS ABOUT WHAT THE EXPERIMENT HAD TO DO WITH FOOD CHAINS.IN THIS EXPERIMENT THE CHILDREN WILL FIND THAT IF PART OF THE FOOD CHAIN DISAPPEARED IT WOULD HAVE A GREAT INFLUENCE ON THE OTHER PARTS. THERE IS A BALANCE IN THE WORLD.

MULTIPLE INTELLIGENCES BECAUSE BY DOING THE EXPERIMENT THEY ARE LEARNING IN DIFFERENT WAYS. KINESTHETIC, VISUAL, LOGICAL, AND INTRAPERSON-AL, INTERPERSON-AL INTELLIGENCES CAN BE USED DURING THIS ACTIVITY. COOPERATIVE LEARNING BECAUSE THE CLASS WILL EACH BE RESPONSIBLE FOR DRAWING THEIR OWN CONCLUSIONS FROM WORKING WITH THE BALANCE AND THEN THEY WILL HAVE TO SHARE AND DISCUSS THEIR FINDINGS WITH THE CLASS TO COME TO A CONCLUSION. PROBLEM-BASED BECAUSE THE CLASS NEEDS TO FIGURE OUT WHICH WEIGHT REPRESENTS WHAT ON THE FOOD CHAIN AND WHY THAT IS.

Further Investigation

Exploring Individual Questions

The class will now get a chance to explore a question about the relationships of people, plants, and animals or they can pick a certain question about a plant or an animal. They will have a chance to construct their own TQPDAC in groups of three or four.They will have some guidelines as to the types of information that they can investigate. EACH TEAM WILL HAVE TO COME UP WITH A TOPIC THAT THEY WOULD LIKE TO FURTHER RESEARCH. TOPIC SUGGESTIONS WOULD INCLUDE: WHY AN ANIMAL IS ENSINCT OR ENDANGERED, WHAT RELATIONSHIPS HUMANS HAVE WITH THEIR ENVIRONMENT, WHY ENERGY IS LOST AS IT MOVES THROUGH THE FOOD CHAIN, HOW CAN THE LOSS OF AN ANIMAL POPULATION IN ONE AREA AFFECT OTHER ANIMALS IN THE SAME AREA, WHAT IS THE SUNS IMPACT IN FOOD CHAINS. EACH TEAM CAN EITHER PICK FROM ONE OF THE SUGGESTIONS ABOVE OR THEY CAN EXPLORE ANOTHER ASPECT, BUT IF THEY DO NOT CHOSE FROM THE ABOVE LIST OR SOMETHING SIMILAR TO IT THEN THEY WILL HAVE TO GET IT OKAYED BY THE INSTRUCTER BEFORE THEY START THEIR RESEARCH.This is a chance for the students to take what they have learned and apply it into other areas that they still have questions about. It is a great opportunity to be creative and plan an experiment around a questions or idea that they had. THE CLASS WILL HAVE ACCESS TO A WIDE VARIETY OF BOOKS ON THESE TOPICS, ENCLOPEIDAS, AND THEY WILL HAVE ACCESS TO COMPUTERS (BEFORE CLASS I WILL HAVE CERTAIN WEBSITES BOOKMARKED FOR THE CHILDREN

This activity focuses mainly on the idea of constructionism. It gives the students an opportunity to explore something that they find interesting. It also gives them the choices to choose what they would like to learn about and since they are working in a group it will give them a sense of belonging. The brain-based theory is also used during this activity because the students will be problem solving AND USING SOME OF THEIR SENSES. QUESTIONS OF HIGHER ORDER THINKING WILL ARISE DURING THE ACTIVITY (SYNTHESIS). LEARNING MODALITIES COME INTO PLAY BECAUSE STUDENTS WILL BE USING VISUAL, AUDITORY, AND KINESTIC COMPONETS. COOPERATIVE LEARNING BECAUSE EACH GROUP IS ACCOUNTABLE FOR FINDING RELEVANT AND ACCURATE INFORMATION. PROBLEM-SOLVING

TO EXPLORE IF THEY CHOSE TO).

GROUPS WILL THEN HAVE A CHANCE TO SHARE THEIR FINDINGS WITH THE CLASS SO THAT THE CLASS CAN LEARN MORE ABOUT FOOD CHAINS FROM EACH OTHER.

BECAUSE EACH TEAM IS GOING TO BE CHALLENGED TO FIND AN ANSWER TO SOMETHING THAT THEY DIDN’T QUITE UNDERSTAND BEFORE.

Applications

Construction of Food

Chains Using Pony Beads

In order to make sure that the students comprehended the information of the lesson we will make bracelets out of pony beads. Each colored pony bead can represent a different animal or level on the food chain. The goal will get the students to come up with different combinations of complex patterns different from the rest of the class.The class will then be asked a series of questions about their bracelets. How long could you make your chain if you had an infinite amount of beads and all of the time in the world? Why is this? DOES A FOOD CHAIN SHOW THE FLOW OF ENERGY IN MORE THAN ONE DIRECTION? WHY OR WHY NOT? (THE TEACHER NEEDS TO MAKE SURE THAT THIS COMMON MISCONCEPTION IS CLARIFIED AT THIS POINT BECAUSE THE BRACLET WILL BE TIED TOGETHER). IF THE CLASS OR TEACHER CHOOSES THEY CAN JUST TIE A KNOT AT THE END WITHOUT TYING IT TOGETHER AND INSTEAD OF IT BEING A BRACELET IT CAN EASILY BECOME A KEY CHAIN. Once your bracelet it complete share it with the rest of the class and compare and contrast your pattern with your peers.

When constructing this activity I have used many of the different theories. The activity ties into higher order thinking because of the questions that arise during the activity (ANALYSIS).Choice theory ties in because it is a fun activity that gives them freedom to choose, and it gives them a sense of belonging because they will be sharing with their peers.Multiple intelligences also comes into play during this activity because it illustrates the idea of the food chain in a different way (INTERPERSON-AL, KINETIC, LOGICAL). PROBLEM-SOLVING BECAUSE THE STUDENTS WILL HAVE TO FIGURE OUT WHAT THE CHAIN REPRESENTS AND WHICH COLORS CAN BE NEXT TO EACH OTHER.

COOPERATIVE LEARNING BECAUSE THE CHAINS WILL BE DIFFERENT, BUT EACH STUDENT CAN SHARE WHY HE OR SHE CONSTRUCTED THE BRACLET THE WAY THAT THEY DID. LEARNING MODALITIES COME INTO PLAY BECAUSE STUDENTS WILL BE USING VISUAL, AUDITORY, AND KINESTIC COMPONETS TO COMPLETE THE TASK.

Assessment Food Chemistry Experiment: TQPDAC 6 points

Food Chain Tag: Research of their picture 5 points Participation of tag CREDIT/NOCREDIT

Individual TPQDAC: Topic choice appropriate 1 point

Construction of TQPDAC 3 points Experiment 2 points

Food Chain Bracelet: Making Bracelet 1 point

Explanation: 1 point Does the chain work?

1 point

Points Total: 20 points

Handouts and Visual

Aids

Oil, Water, &…Food Chains? TQPDACSamples of Mountain Animals for TagBlank TQPDAC, (NEW) SILVER SWAN SUMMARY

Mountain Animal Food Tag

ChamoisChamois is a species of goat antelope that lives in mountainous areas, mostly in Europe.Predators include wolves and lynx. Eagles have been known to prey on kids. People are the main enemy because they want to make leather. Chamois are gravers and browsers. Their diet consists of mountain grasses and lichen found on the rocky slopes. They are also known to eat pine needles and bark.

Mountain LionsMountain Lion also known as Cougar, Panther, or Puma live in many different habitats. They can live in deserts to humid coastal range forests, and from sea level up to 10,000 feet elevations. Their main source of food is white-tailed deer. They also eat bighorn sheep, antelope, elk, moose, hares, rodents, bears, and livestock- even horses. Their main predator is humans who hunt it for its fur.

BobcatBobcats can be found in all type of habitats- especially in mountain and desert areas. They can eat animals as large as deer, but they usually eat rodents, snakes, insects, fish, birds, carrion, and amphibians. Their predators include cougars, coyotes, wolves, and humans who are after their fur.

Mountain GorillaMountain Gorillas differ from Lowland Gorillas by their adaptation to higher altitude. Mountain Gorillas have longer body hair, higher foreheads, larger nostrils, shorter arms, and wider hands and feet. They eat leaves, tubers, flowers, some insects, bamboo, thistle, and wild celery. The main predator to the Mountain Gorilla is humans and occasionally leopards. Man is a threat to the gorillas because of forest clearance, degradation, capture for zoos, and the fact that gorillas are vulnerable to diseases.

White-tailed DeerThe White-tailed Deer are mostly nocturnal, and they are found in forests, fields, brushy areas, streams, marshes, and mountainous areas. They eat green plants, acorns, fruits, nuts, twigs, fungi, grasses, oak, pine, and dogwood. Predators to the deer include foxes, eagles, bobcats, mountain lions, and humans. Most deer are killed by human hunters and cars.

Mountain GoatThe Mountain Goat is also known as the Rocky Mountain Goat. The Mountain Goat is a large hoofed mammal that is found only in North America. They reside at high altitudes and are sure-footed climbers. They eat grasses, herbs, sedges, ferns, moss, lichen, twigs, leaves, shrubs, conifers, grain, alfalfa, fruit, and vegetables. The main predators to the Mountain Goat are avalanches and rock slides. Those kill more Mountain Goats than predation. Eagles often will try to push newborns off the mountain cliffs. Mountain

Lions are also a threat, but the Mountain Goat’s sharp hooves make it dangerous prey.

ConifersConifers are cone-bearing seed plants with vascular tissue. All extant conifers are woody plants, the great majority being trees with just a few being shrubs. Examples include: pines, firs, redwoods, spruces, yews, and cedars.

Mountain BromeMountain Brome is a valuable native grass of nearly all mountains at elevations ranging from 5,000 to 13,000 feet. Mountain Brome grows on bottomland, mountain slopes, valleys, and ridge tops. It grows in a wide variety of soils included poorly drained types. Mountain Brome is an excellent grazing plant for cattle, elk, sheep, and deer. The seeds are eaten by mammals, like rodents and birds.

Mountain GrassesMountain Grasses grow in the sheltered spots and on the highest peaks of a mountain. The grasses not only provide food for many animals, but also shelter.

ThistleThistle is also known as Alpine Grass, and it is grown in higher elevations. Thistle is a prickly wild flower that is a part of the sunflower family. Thistle is a good food source for many different animals including rabbit and deer. The flowers nectar is consumed by hummingbirds. Birds and mice eat the seeds.

Mountain BambooMountain Bamboo is tall tree-like grasses. Single roots can produce hundreds of stems. Sprouts can grow a foot a day at times. Pandas, cows, goat, sheep, and humans are its predators. Rodents and birds eat its seeds.

MushroomsMushrooms do more than make a good pizza topping! Some glow in the dark; some are deadly poisonous. Some turn blue when you cut them; some smell like dead animals. Some are star-shaped; some are flat. Some provide nutrients for plants while other mushrooms are parasitic and take nutrients from plants. Not all mushrooms are decomposers, but almost all mushrooms are habitat for other organisms.

Think First!: You can relate two unrelated things by doing an experiment!

QUESTIION: How does the balance and weights relate to food chains?

PROCEDURE:1 Collect a scale and weights of various sizes (1g, 5g, 10g, 25g, 50g, 100g).2 Take turns putting one weight on either side of the scale and figure out how many weights are equal to it.3 Make sure to have at least 2 combinations for each different weight!4 Test out many different combinations.5 Record your conclusions below.

DATA: Record observations and questions here:

ANALYSIS: Why do you think that you got the results that you did? What do your results have to do with food chains? What do each of the different weights represent? Why?

CONCLUSIONS:

Individual TQPDACTitle: _______________________________________________________

Think First! : ________________________________________________________

QUESTIION: _________________________________________________________

PROCEDURE:

DATA: Record observations and questions here:

ANALYSIS:

CONCLUSIONS:

THE SILVER SWANMichael Morpurgo & Christian Birmingham

Even small children like to discuss deep subjects like compassion and death, and if we listen to them openly, we are often surprised by their wisdom. Written for children aged about 6-9, The Silver Swan is an ideal story for helping children to approach these deeper subjects. It is a compassionate tale of a boy's friendship with a swan, exquisitely complemented by dramatic, luminous artwork. All through a long, cold Scottish spring, the boy watches as the swan and her partner, the cob, guard their clutch of eggs. He watches as the cygnets hatch and learn to swim with their parents. But nearby, another parent has children to care for - a fox. And her children are starving, for food is scarce in such cold weather. In her desperation, she attacks the swans and, in an effort to save her cygnets from harm, the mother swan is fatally injured. Though sorely moved by the fate of the swans, the boy remains compassionate towards the fox, knowing that she was only doing what a mother fox has to do. He keeps a vigil near the swans' nest, hoping the mother will recover, but she does not, and as she dies, she sings. Eventually, when the cygnets are fully grown, the cob and his offspring fly away. Then one day, another pair

of swans fly to the loch.....

Name: Laura Kordalski

Type of Lesson: Technology Lesson Plan about Mountain Valleys

Lesson Title: Down in the Valley

Grade Level: 3rd- 5th grade

Key Question: What are the characteristics of mountain valleys?

Materials: “My Side of the Mountain” (1968) video, VCR, television, computers with Internet access, Virtual Field Trip Handout, writing utensils, 2 containers of Playdoh for every four students in the class, thread (50 cm long) per group, Playdoh mountain worksheet, blank TQPDAC handouts, materials for individual experiments, printer, brochure building program on the computer like Publisher or Word, paper

References: “My Side of the Mountain” video,http://sciencespot.net/Media/playdhmtn.pdf, http://wrgis.wr.usgs.gov/docs/parks/deva/devaft.html,http://www.mesastate.edu/schools/snsm/shideler/home1.htm,http://www.spokaneaquifer.org/vft/trailhead.htm,http://www.gly.uga.edu/railsback/VFT/VFTMonumentValley.html,http://www.geog.okstate.edu/1113web/newpage1.htm,http://www.gov.ns.ca/natr/meb/field/vista3.htm,http://www.buncombe.k12.nc.us/public/webquests/bgolden1/down_in_the_valley.htm,http://sciencespot.net/Pages/classearth.html#Anchor4

Science Process Skills: Observing, classifying, communicating, predicting, inferring, formulating questions, formulating hypotheses, interpreting data, experimenting, constructing models

Naïve Conceptions: Mountains are formed very quickly. All mountain valleys contain rivers.Mountains and valleys are not found together.All rivers flow from North to South.

MCF and Science Topics: MCFV, CS1, E, 4 (Natural Changes) MCFII, CS1, E, 4 (Awareness of Natural World)

Lesson Objectives: The learner will discover the diversity of life in the valley.

STEP-UP PRIOR TO LESSON: BEFORE THE STUDENTS COME INTO THE

CLASS THE VIDEO WILL BE IN THE VCR AND READY TO GO. THE COMPUTER LAB WILL BE RESERVED FOR OUR CLASS AND THE SITES WILL BE BOOKMARKED FOR THE STUDENTS. FOR THE PLAYDOH MOUNTAIN ACTIVITY THE MATERIALS WILL BE SEPERATED INTO GROUPS SO THAT THE CLASS DOES NOT HAVE TO PICK UP EACH OF THE MATERIALS NEEDED INDIVIDUALLY WHICH WILL SAVE A LOT OF TIME.

Task Description Theories/Methods

Engage Activity

Watching the first 10

minutes of the movie

“My Side of the

Mountain”

This activity is designed to get the students thinking about relationships between themselves and their environment.Questions asked before the movie:Would you ever want to runaway to the

mountains alone? Why or why not?If you were going to move to the

mountains what would you bring?The class will watch the first ten minutes of the movie “My Side of the Mountain.” The movie is about a young boy named Sam who lives in Toronto, Canada. But he feels that he needs to get out of the city and live off of the land alone. Sam is around ten-years old when he moves to the mountains of Quebec. This movie would be a great way to get the class thinking about mountains and their valleys. It is not very informative, but it will get them thinking about mountains and their topography. Questions asked after the movie:Compare and contrast life in the city with

life in the country.What are your predictions about the rest

of the movie?What part of the mountain was Sam at

upon his arrival? What didn’t he want to stay there?

What are the characteristics of mountain valleys?

During this activity many of the theories will come into play. The first is constructivism. I am not going to be telling the students what to think about the movie and I won’t be giving a ton of information. Instead they will be drawing their own ideas and tapping into what prior knowledge they have on the subject.The brain-based theory comes into play because the story is emotional. It will hopefully make connections with their previous experiences about wanting to be alone.Higher order thinking questions will come up during and after the watching of the movie THE STUDENTS WILL GET THE OPPORTUNITY TO ANALYZE.The method used during this portion of

the lesson is problem- based because they are putting themselves in Sam’s shoes and making choices.

Explore Activity

Virtual Field Trip

onexploringmountainvalleys

For this portion of the lesson the class will have the opportunity to leave the classroom and go on their own virtual field trip. The class will go to the computer lab, and each student will choose a partner to explore the websites with. The teacher will then hand out a worksheet for each pair. The worksheet will contain instructions on how to take the field trip and what questions to look into. Once a partner is chosen the pair will have to decide which of the five field trips they will go on.Once the pair decides on a destination they will buckle up and let the learning journey begin. Each of the field trips offers a lot of information about mountain valleys. The sites contain maps, photographs, drawings, and vocabulary words. The class will have had prior experience working on computers before this lesson so exploring the Internet will not be new to them. The class will already understand what is expected of the inside the computer lab and they also understand that they are not allowed to go on any sites found outside of their chosen virtual field trip.To access the field trip the pair will click on the Internet Explorer icon found on the left side of the computer screen. Once they have opened it up they will find the bookmarked site in the web address search bar, which is located at the upper part of the screen.Once the pair has accessed the site of their field trip they will begin reading and exploring all that the sites have to offer.The pair will be asked to fill out an informal worksheet while on their trips. They will evaluate the effectiveness of the field trip, they will write down something that they learned, and something that surprised them. THE STUDENTS WILL ALSO DRAW A PICTURE OF THE VALLEY THAT THEY VISITED. They will then share their findings with the class. It will be interesting

For this part of the lesson I used the idea of constructivism. I allowed the class to explore different virtual field trips which allowed them to come up with their own opinions and conclusions. LEARNING MODALITIES FITS IN THE LESSON BECAUSE THE CLASS IS VISUALLY LOOKING UP AND READING INFORMATION, THEY ARE LISTENING TO THEIR TEAMMATES, AND THEY ARE EXPLORE THE SITE AS THEY FIND FIT.Cognitive Development also ties into this activity because of the experiment, the tap into prior knowledge and group work.This experiment ties in many higher order thinking questions (APPLICATION, SYNTHESIS). Brain-based learning is going on because they are learning through experiences and making connections BY

to hear about the different trips that the children took part in. The class will not only learn about their destination, but they will also have the opportunity to learn about their peers virtual field trips.

USING THEIR SENSES. They are using several senses, problem solving, and working in a group.Multiple intelligences because by doing the experiment they are learning in different ways, KINESTHEITC AND INTERPERSONAL.The cooperative learning method is incorporated in this lesson because the students are working with groups but on different trips SO INDIVDUAL ACCOUNTABILITY IS IMPORTANT.CHOICE THEORY COMES INTO PLAY WITH LOVE AND BELONGS AND THE ELEMENT OF FUN.

Processing Activity

Playdoh Mountains

During this portion of the lesson the students will develop an understanding for contour lines and contour intervals as they build their own topographic map. The teacher will give a quick overview of what topographic maps are and how they are constructed, but the main focus will be on how at different levels of the mountain different plants and animals will be found. The students will think about the role of altitude and how it factors in to the biodiversity found on the mountains. Each table will have topographic map samples on them. This processing activity is divided into two sections: the first section involves building and mapping a mountain and during the second session the groups will try to recreate another group’s mountain using only the topographic map as a guide.Students will be allowed about 5 minutes to build a mountain using 1 container of Playdoh. They can be as creative as they like, but the more complex the design, the tougher the map will be. As soon as they are done building, begin the mapping process. To cut each section, use the thread to “wrap” around the area making a clean cut. After cutting each section with the thread, lay it on paper and trace around the perimeter. Continue cutting and mapping until the mountain is done. After each group is done we will stack the pieces and hide the mountains in a secret place, and then we will have the group’s trade maps. Using another container of Playdoh the students will attempt to recreate the original mountain using only the topographic map. As an assessment we will compare the original to the copy. The students will then

Constructing the mountains ties into the theory of multiple intelligences. The visual learners are getting a better understanding of mountains, while the kinesthetic learners are getting a chance to do a hands-on activity. It also ties into the higher order learning theory. There are questions that will arise during this activity and they are meant to get them thinking deeply. It is giving each child the opportunity to draw conclusions (SYNTHESIS).Learning modalities also plays a role because the students will be using visual, auditory, and kinesthetic components to participate in the construction of the mountain.Choice theory plays a role during this activity because it is fun and giving them a sense of personal choices and it allows for creativity.Constructivism ties into because it allows the students to learn from the activity.This project uses the

evaluate their mountain building and map making skills. Questions asked after the activity:Was it easier to build the mountain or to

reconstruct other groups? Why do you think that is?

What is the highest part of the mountain called? The lowest part?

How do plants and animal life differ at the top and the bottom of the mountain?

cooperative learning method along with problem-based learning because they are working on drawing topographic maps and sharing their findings with their peers.

Further Investigation

Exploring Individual Questions

The class will now get a chance to explore a question about mountain valleys. They will have a chance to construct their own TQPDAC in groups of three or four. THE CLASS DOES NOT HAVE TO USE THE TQPDAC IF THEY CHOSE NOT TO, BUT IF THE CLASS IS STUCK AND THEY NEED SOME TYPE OF GUIDENCE THEN THE TQPDAC IS THE BEST WAY TO GET THEM ON TASK FOR THE LONGEST AMOUNT OF TIME POSSIBLE.They will have some guidelines as to the types of information that they can investigate. I want them to look up information either on-line or in books about biodiversity changes as you move up or down the mountain. SEVERAL WEBSITES OF HIGH QUALITY WILL BE BOOKMARKED FOR THE CHILDRN TO EXPLORE. Each group can choose a different level of the mountain and reach what can be found there.

This is a chance for the students to take what they have learned and apply it into other areas that they still have questions about. If they are stuck on a question they can make a graphic organizer to spark some ideas. It is a great opportunity to be creative and plan an experiment around a questions or idea that they had.

The class will then share their finding with the class so that everyone can get an understanding of the diversity of life at the different elevations of a mountain.

This activity focuses mainly on the idea of constructionism. It gives the students an opportunity to explore something that they find interesting. It also gives them the choices to choose what they would like to learn about and since they are working in a group it will give them a sense of belonging, PERSONAL POWER, LOVE, AND FUN. The brain-based theory is also used during this activity because the students will be problem solving.Cooperative learning method is used during this part of the lesson because different groups will be researching different parts of the mountain AND SHARING THEIR FINDINGS WITH THE REST OF THE CLASS. Graphic organizers can also be used by the students who are brainstorming a topic. INQUIRY IS USED BECAUSE THE CLASS IS GETTING A CHANCE TO

EXPLORE SOMETHING THAT THEY WANT TO LEARN ABOUT.

Applications

“Down in the Valley”

Web Quest

During this portion of the activity the class will have the opportunity to work with their peers in groups of four. The class will access the website below that will be bookmarked on the computers, http://www.buncombe.k12.nc.us/public/webquests/bgolden1/down_in_the_valley.htm. This site asks the class to turn on their imaginations and construct a brochure about Black Mountain and the Swannanoa Valley region.This site offers step by step instructions for the students on how they can create their brochure. Each student will pick an individual job within the group and that is what they will be held responsible for.The students will use only the sites listed on the web quest site to construct their brochure.Once the groups have finished making their brochures on the computer they will print them out, and take them to the class so they can share their hard work with their classmates.Questions to consider after presentations:What information was similar on the

brochures? Where any of the pictures the same?What were the most important facts that

should be found on the brochures?What would you have done differently after viewing other group’s projects?

When constructing this activity I have used many of the different theories. The activity ties into higher order thinking because of the questions that arise during the activity ARE ANALYSIS, SYNHESIS, AND EVALUATION.Choice theory ties in because it is a fun activity that gives them freedom to choose, and it gives them a sense of belonging because they will be sharing with their peers AND IT WILL BE FUN.Multiple intelligences also come into play during this activity because it illustrates the same information in many different ways: INTERPERSONAL, KINESTHETIC, AND LOGIC.Cooperative learning and problem based learning methods are used during this activity because they are working with real life problems and they are sharing their findings with the class, which will be

on different topics.Assessment DELETED VIDEO WATCHING

Virtual Field Trip: Handout 5 points Presentation CREDIT/NO CREDIT

Playdoh Mountains: Construction of Mountain 2 points Drawing topography map 3 points ATTEMPTING TO Make another group’s mountain 2 points

EXPLORING INDIVIDUAL QUESTIONS: TQPDAC 10 POINTS PRESENTATION OF FINDINGS 5 POINTS

DOWN IN THE VALLEY WEB QUEST: BROCHURE 8 POINTS POINTS TOTAL: 35 POINTS

Handouts and Visual

Aids

Virtual Field Trip Handout, Playdoh Mountain Handout, Blank TQPDAC, Down in the Valley Web Quest Handout, (NEW) MY SIDE OF THE MOUNTAIN SUMMARY

Your first mission before you depart on your vacation of a lifetime is to choose ONE travel buddy. We do not want you exploring mountain valleys alone, it could be dangerous!

Once you have chosen a partner to travel with the two of you will have to agree on your destination. Your choices are listed below.

VIRTUAL FIELD TRIPS OPTIONS:

Death Valley National Parkhttp://wrgis.wr.usgs.gov/docs/parks/deva/devaft.htmlGrand Valleyhttp://www.mesastate.edu/schools/snsm/shideler/home1.htmMonument Valleyhttp://www.gly.uga.edu/railsback/VFT/VFTMonumentValley.htmlThe Lower Nile Valleyhttp://www.geog.okstate.edu/1113web/newpage1.htmParrsboro Delta and Glaciated Valleyhttp://www.gov.ns.ca/natr/meb/field/vista3.htm

Once you and you partner agree on a destination it is time to go. Simply turn on the computer in front of you, log on, click on Internet Explorer, and type in the address of the field trip (listed above).Once you start the field trip make sure you stay on track and view as many of the sites as possible. This is the vacation of a lifetime!

Things to consider while traveling:1 What does this have to do with mountain valleys?2 What country are you visiting during your field trip?3 What do you know about the valley you are visiting?4 What are you learning while on your trip?5 What do you find interesting?

6 What was the best part of the trip?7 What is the purpose of mountain valleys?8 How does the climate and vegetation of the valley different from the peak of the mountain?9 Compare and contrast the valley you visit with the mountain valley you saw in the movie “My Side of the Mountain.”

When you find a spare minute, during your trip, answer the following questions below. It will help you to remember the facts.

What this field trip effective? Why or why not?

What did you learn during your trip? ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is something that surprised you during the trip? ________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

What was your favorite part of the trip? ________________________________________________________________________

Would you recommend the trip to others? Why or why not? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name ____________________________

Playdoh Mountains

Step 1: Build your own mountain using 1 container of playdoh.

Step 2: Divide your mountain into 8 even sections from the base to the top of yourmountain. You may want to use your pencil to make a mark at each division.

Step 3: Use a piece of thread to cut off the bottom section. Place it in the rectangle andcarefully trace around it. Continue cutting and tracing until you have mapped themountain. Mark the peak of your mountain with an X.

Step 4: Stack the pieces to recreate your mountain. Do not destroy your mountain.Give your mountain to your teacher to “hide”.

Step 5: After everyone is finished, trade maps with another group and attempt to maketheir mountain using the topographic map and another container of playdoh.

Step 6: Compare your copy to the original. Were you close? Why or why not?

You will be working with a group of four students to research the Black Mountain/Swannanoa Valley region. You will be focusing on information

that a person moving into the area would be interested in knowing. You will design a brochure which will exhibit the highlights of the

region. After your team designs your brochure, use a word processing program to create your brochure, print, and share with your class.1. First you will be assigned to a team of 4 students. 2. Each of you must choose one area to become an expert:

historian/demographics, photojournalist and cartographer, local education and recreation, and local businesses, shopping and lodging.

3. Use the job description area to more clearly define your goals and explore your links to collect your information. Save any maps or graphics you wish to incorporate into your brochure. Keep a list of resources.

4. Write down what you want to know about this area. 5. After you have collected your information, meet with the other members of

your group to decide what information you will use in your final product. 6. As a team, design a brochure which should include information to

highlight our area with emphasis on persuading others to visit or move into our community.

7. Design a brochure on the computer, and print out to share with the class.

The WEB QUEST site is listed below.

http://www.buncombe.k12.nc.us/public/webquests/bgolden1/down_in_the_valleyhtm

Individual TQPDACTitle: _______________________________________________________

Think First! : ________________________________________________________

QUESTIION: _________________________________________________________

PROCEDURE:

DATA: Record observations and questions here:

ANALYSIS:

CONCLUSIONS:

Summary for“My Side of the Mountain” (1969)

Sam, a brilliant child, leaves home for the mountains after being

told that the family summer trip has been canceled, thus preventing

him from doing the algae experiments he had planned for that

summer. The film chronicles his struggle for independence, and with

the forces of natures.

This movie is rated- G.

Name: Brynn Allen

Type of Lesson: Technology Lesson Plan

Contact Information: 248-804-0553 Allen1be@cmich.edu

Lesson Title: Pump up the Pressure Grade Level: 5th grade

Materials: Construction Paper, glue, markers, scissors, computers, internet, 2 liter bottle, hot water, bucket of cold water, pamphlets, bottles, water, paper

References: http://school.discovery.com/lessonplans/programs/matterenergy/http://summitclimb.com/everestnepal.htmhttp://www.scouting.org/boyscouts/resources/20-099/index.htmlhttp://www.pbs.org/wgbh/nova/everest/climb/http://www.pbs.org/wgbh/nova/everest/exposure/higher.htmlhttp://www.pbs.org/wgbh/nova/everest/exposure/http://www.pbs.org/wgbh/nova/everest/exposure/pressure.html

Science Process Skills: MCF and Science Topics: Lesson Objective:Critical Thinking, MCFI, CS1E2 creating -students will underst-Communicating, ideas and investigating and how pressure on

through technology mountains changeMCFII, CS1E2- shows from pressure at sea-

science concepts with a level and howcraft. pressure affects the

Human body.

Key Questions: -How does pressure on a mountain affect the human body?-How does pressure have to do with high altitudes?

Common Misconceptions: -Pressure and force are synonymous-Pressure arises from moving fluids

Set up Prior to Lesson: -Get the Engage experiment set up-Make sure computers are on and working properly-Bookmark sites students will be using

Task Description Method/Theory

EngagePressure Activity:-Begin by pouring boiling water into a 2 liter plastic bottle and screw the top on immediately. Then place the bottle into a bucket of cold water. Ask the kids to examine what happens when the water vapor from the hot water cools.-After the experiment review a little bit about what the experiment showed with altitude and pressure.-Ask students what they think would happen to a human’s body in these extreme conditions.

Brain Based -students will be able to watch and experiment which will help them create a memory.

Multiple Intelligence/ Learning Modalities- students will have visual aids to begin thinking about the activity.

Explore Activity:- This is another example showing air pressure in action. -Students will form groups of 5.-One person will take a bottle and fill it to the brim with water. Another student will place a paper sheet on top and pressed firmly down. Then a student will take the bottle and the paper and make sure that they are held firmly in both hands and turned upside down. The hand that the student is holding the paper is then carefully taken away. -Students will observe what happens and record and describe what happened and why.- Students will observe that even when the bottle is turned in all possible directions, the water in the bottle does not fall.

Brain Based- Students will perform and observe an activity, which will create a memory on pressure.

Multiple Intelligence/ Learning Modalities-Students will perform the experiment, which will be not only a hands on activity but also a visual aid.

Process-Students will investigate the dangers of change in pressure due to mountain climbing-Students will be given question that they must answer to continue with the scenario and to help guide their research.-Students will go into there groups and create a survival guide for costumers that may want to take an extreme mountain trip.-Students will be supplied with paper, markers and glue to create this guide.-Students will take the questions that were provided for them and incorporate them into their company’s survival guide.

Multiple Intelligence- students will be creative when making their own survival guide.

Brain Based- students will get to role-play by the scenario on being a travel agency and creating their survival guides.

Further Investigation

Activity:-Students will form groups-Each group will be given a scenario and students will pretend they work at a travel agency and they have a costumer that wants to plan an extreme trip. Students will create a company name that will describe the dangerous traveling experiences their company offers.- In the scenario the costumer is trying to decide whether it is safe for them to be Climbing Mount Everest. - Students will be given pamphlets and the use of the internet (websites will be given and book marked) to find information on both trips because in the scenario the costumer will have asked for details on the dangers of their destination with an extreme change in pressure. (If internet fail, printed pages are available)-Students will follow the guided questions given to them to help guide their research.

Constructivism- students will have to create their own ideas and thoughts.

Higher Order Thinking- students will use the knowledge they have an apply it and analyze it and form their own ideas.

Inquiry- students are given a chance to define question through their survival guide but be to explore the questions on the Internet.

Cooperative Learning- students working in groups and individual accountability.Problem based learning- students will be working

with a real life scenario.

Choice Theory- freedom to choose, love and belonging.

Cognitive Development- taps into prior knowledge.

Integrated Curriculum- Art and Language arts.

Brain Based- actively processing and orchestrated immersion.

Applications--The human body is not built to handle extreme changes in pressure. Traveling to a place with different pressure can present significant dangers. Ask students why they think people climb high mountains. -Given the chance, would the students participate in these activities? Ask for their reasons and have them write their responses down on a separate sheet of paper-After that student will take some time to examine other students survival guides- As a class students will participate in a discussion on how pressure relates to high altitudes above sea level.-After students finish with their groups and creating their survival guides, students will be given a list of vocabulary words that they should define. Each vocabulary word can be found in the back of the student’s textbook.

Higher Order Thinking- students will define vocabulary words to develop knowledge on the topic of pressure and mountains.

Assessment -Teacher will collect group’s survival guide brochure. Students will be graded on whether they included all the key points in their survival guide. (20 points for the completion of their survival guide and participation in the group activity.)-Also students will be graded on whether they completed their vocabulary sheet accurately. (5pts)-Students will also be assessed on their understanding of atmospheric pressure and how it relates to a mountain and the human body.

Group Scenario

You and your group work at a Travel agency. A couple comes into your office and they tell you they want to do an extreme vacation together. They want to take a trip that not everyone does, something that is very extreme, dangerous and exciting. They tell you they have been thinking about mountain climbing and they think climbing Mount Everest would be extreme and fun. You warn them that there are dangers to taking this trip. So they ask your agency if you will find information for them regarding this trip they give you a few question they would like answered such as:-How the extreme pressure change will affect their bodies?-The best route they should take?-How to ensure safety on this trip?-The basic cost of this trip?

So you and your company decide to do something even better. You will create a Survival Guide for them and any other clients that want to take this type of expedition.

Survival Guides should include:-The location of the destination. -A summary of how the pressure on Mountains is different from the pressure at sea level. http://www.pbs.org/wgbh/nova/everest/exposure/pressure.html Five ways that the extreme change in pressure can affect the human body.

http://www.pbs.org/wgbh/nova/everest/exposure/http://www.pbs.org/wgbh/nova/everest/exposure/higher.html

The most popular route to go up Mount Everest (include names and points of the route).

http://www.pbs.org/wgbh/nova/everest/climb/ Five things the client can do to ensure a safe expedition. http://www.scouting.org/boyscouts/resources/20-099/index.html The cost of the trip http://summitclimb.com/everestnepal.htm-Here are some websites that will help with your research (they will also be book marked on the computers)

-To find book marked pages go to START MENU then PROGRAMS and then you will find a list of sites.

Vocabulary Definitions-Define the following Vocabulary Words, the definitions can be found in the back of your textbook. I have included the way the word will be used in a sentence.

Acclimatize-Definition: Context: As mountain climbers reach high altitudes, they acclimatize to the change in pressure. Altitude-Definition: Context: Some doctors specialize in helping people prepare to climb at a high altitude. Density-Definition: Context: If air density decreases, that means fewer molecules are in the gases that make up the air.Disoriented-Definition: Context: Without enough oxygen, a mountain climber may get disoriented.Physiology-Definition: Context: Human physiology is not meant to withstand extremes in altitude or pressure.Pressure-Definition:

Context: The air 180 feet below sea level is under great pressure.

Megan Sorenson

Children’s Book Lesson

Contact Information: Soren1mm@cmich.edu

Lesson Title: Too Hot to Handle Grade: 3-5

Materials: All materials for each station (see attachment).

References: Hot, Hot, Hot, by: Neal Layton, www.scholastic.com

Science Process Skills: Communicating, observing, experimenting, constructing models, formulating hypothesis.

MCF and science topics: MCF I, CS 1, ES 1 (Generate reasonable questions) MCF IV, CS 1, ES 2 (Measure Temperature) MCF IV, CS 1, ES 4 (forms of energy)

Lesson objective: Students will compare/contrast different materials that are insulators and conductors of heat.

Key Question: How do we stop or move heat?

Common Misconceptions: Heat is not energy, temperature is a property of a particular material or object, the temperature of an object depends on its size, and Ice cannot change temperature.

Set up prior: Have materials for engage activity ready in groups, have ice cubes made, zip lock bags and materials for processing activity, have TQPDAC and further investigation worksheets ready.

Task Description Theories/methodsEngage Activity

                 

I will read the book, Hot, Hot, Hot by: Neal Layton to the students. This book will get the students focused and start to think about heat. I will ask the students to start thinking about certain times they have been really cold and what they did to warm themselves up? I will also ask the students to think of times they were really hot, what did they do to cool off? I will then hand each student an ice cube and ask him or her what we could do so that we can hold it longer? Is there anything we can put on our hands so that it is not so cold? (Insulator) We will brainstorm ideas on what we could use.

Cognitive Development- lesson is planned around experiences that students already have had to build on them. Brain-based- using one of the five senses for learning (touch).  Learning Modalities-students get a visual, auditory and kinesthetic (hands on).   

Explore Activity        

The students will break up into groups of four and begin going through six different stations. At the six stations the students will participate in experiments that explore different ways heat is transferred (conductors)

Brain-Based learning- students are learning through experience with each station. Multiple Intelligence- there are different learning activities at each station that incorporate many

     

and how we trap heat (insulators). The students will fill out their TQPDAC (see attachment) with observations from each station. The students will be expected to stay at each station for no more than five minutes.

learning styles. Learning modalities- the TQPDAC incorporates visual and kinesthetic learning with hands on activities. Control Theory- students feel a sense of belonging in groups.

Processing Activity              

After the students have finished their TQPDAC, they should be familiar with how insulators and conductors work. They will then come back together as a class in order to become a human model. I will group about five students together in the middle holding hands in a small circle (they are the object to that we want to keep warm). I will ask the students how we can help the group stay warm using only us (we need to become an insulator). About ten of them will be placed around the group of five rather tightly. Then the group of ten around will need to become conductors of heat (pushed away from the object). They will be placed into rolling chairs and the object (five students inside) will push them away from the circle, showing them that conductors make heat

Brain-based learning- using a human model (students themselves) in order to process what they have learned. Multiple Intelligence- the human model will tap into the kinesthetic learning. Choice theory- students creating the model, as a whole group will let them feel a sense of belonging to the whole class.

move. After the students are done being the model, each of them will need to draw both models at their seats in order to make it stick in their minds and also so that they will always have it as a reference.

Further Investigation                

Discussing insulation further, we are going to become mountain climbers. We will get back into groups and pretend that we are around the campfire and are trying to stay warm. They will be given a list of ten items that they can choose from. They are only allowed to choose five out of the ten items that they would want to bring with them in order to keep warm (insulators). The groups must decide together what they would bring and also explain why. I will then have each group share with the class their choices.

Choice theory- students will think about survival when pretending to be in the mountains, and also a sense of belonging to their group.  Higher Order thinking- students are combining their knowledge together in order to compose a plan of what they will choose.  

Applications         

When the students go home after all the experiments are finished, they will continue thinking about insulators at home as well. Each student will pretend that we just had a huge winter storm and everyone in the whole town lost power (heat).

Cognitive Development- students are taking their knowledge learned in class and bringing it home with them to build off of it.  Brain-based- students are making connections from learning about insulators in class and relating it to

  

They must come up with at least five things in their house that they would use to stay warm and write why they chose these five things. They also need to come up with their own definition of what an insulator is/does.

outside the classroom.

Assessment          

I will collect and grade each of the students TQPDAC (10 points) and the list of ten items they had to choose from (5 points). The next day I will also collect the student work that they had to finish at home (5 points). The total points for the lesson would be 20 points.

 

Warm up! 

Think First!: What do we use to stay warm? Question: How do we stop or move heat? Procedure:

There are six stations set up for your groups to travel to. You will have five minutes to complete each station and write your observations. (See attached sheets for a description of each station) Station 1: Keep the ice cube from melting!Station 2: Melt your ice cube.Station 3: Keep your hands warm.Station 4: Your very hot, cool yourself off!Station 5: Explore conductors and insulators around you.Station 6: How do animals keep warm?  Data: Station 1: How did your group decide to keep your ice cube from melting? What material did you use and why?  

Draw and label your design you decided to use:

  Station 2: How did your group melt your ice cube the fastest? Why did you choose this material?

  

Draw and label your design you decided to use:

 Station 3: What made your freezing hands the warmest? Why do you think this?   Station 4: Take a heat break and cool yourself off! What material made you the coolest?   Station 5: Explore the room, what things were cold and what things were hot?  Before exploring, predict three things you think will be warm to touch and three things you think will feel cold:

Now feel those six things and explore other items in the room if you have time and write what you feel:

Make a list of things in the room that are hot, and things in the room that are cold:

HOT: COLD:

 Station 6: What two things do animals use in order to stay warm?   Analysis: What characteristics do the materials you chose to stay warm have? What characteristics do the materials that you chose to stay cool with have?           Conclusion: How do we stop and move heat?

Description of Stations Station 1: Keep your ice cube from melting! Materials: ice cube, zip lock bag, glove, Styrofoam, tin foil, towel, newspaper. Each group will be given an ice cube in a zip lock bag and will have to brainstorm which material would be the best to wrap around their ice cube in order for it not to melt! Station 2: Melt your ice cube as fast as you can! Materials: Ice cube, zip lock bag, glove, Styrofoam, tin foil, towel, newspaper. Each group will be given an ice cube in a zip lock bag and will have to brainstorm which material they would wrap around their bag in order for the ice cube to melt the fastest. Station 3: My hands are freezing! Materials: Gloves, Mittens, thermometer, rubber gloves, oven mitt. Choose a member of the group to try each material on. Record the temperature of the room first, and then the temperature of your chosen group member in between their hands. Try each material on and record the temperature in-between their hand and what is on their hand. Record which material was warmer, why do you think it was warmer? Station 4: Cool off! Materials: piece of metal, cotton balls, piece of wood, wool, rock. It’s hot outside! Explore the five items on the table. Hold each item in your hand for 30 seconds. You are trying to cool off your hands, and you have to hold one thing in your hand to try and cool it off. Which item would you choose? Why did this feel the coldest on your hand? Is there a specific name for the item you chose? Station 5: Explore the room. Look around the classroom and choose five things to touch with your hands. Which things make your hands cold? Which items make your hands warm? Predict before you touch the item if your hands will feel warmth or cold. Why do you think your hand felt the way that it did? Station 6: Blubber, Blubber. Materials: Rubber gloves, large bowl of water, ice, solid vegetable shortening. Discuss amongst your group how you think mammals in the ocean stay warm. The bowl will be filled with water and ice cubes. Each student will have a turn putting on the rubber glove and submerging their hand in the freezing water for 30 seconds. Record your reaction after having your hand in the freezing water. Each student will then cover their hands with the shortening before putting on the glove. Then each student will submerge their hand in the freezing water again and record how it felt. Was it colder the first time or second time? Why? What does the shortening represent when thinking about mammals? (blubber). Brainstorm one other way that animals do to stay warm, (hint:

hibernation).

Blankets (2) Wool jacket Sleeping bag Pair of gloves Snow pants

Windbreaker Towel Ear muffs Long Johns Sweatshirt

Megan Sorenson Centers lesson Contact Information: Meganms118@yahoo.com Lesson Title: Endless Erosion Grade: 3-5 Materials: Photographs of landforms, limestone, dilute hydrochloric acid, glass dish, dishpans (20), sand (a lot), soil, rocks (many), coins, plastic pieces, pebbles, watering can, box, clay, ice cubes, small cups, tissue all TQPDAC’s. References: http://www.lessonplanspage.com/ScienceSSMDUnitOnErosion46.htm, http://www.col-ed.org/cur/sci/sci141.txt, Scott Foresman Science book, 2003, 18-19. Science process Skills- Communicating, observing, experimenting, predicting, constructing models, developing hypothesis.

Michigan Curriculum Framework- MCF V, CS 1, E 1 (features of the earths surface) MCF V, CS 1, E 2 (recognize earth materials) MCF V, CS 1, E 4 (changes in earths surface-erosion)

Lesson Objectives: Students will be able to identify and describe different types of erosion and how erosion works.

Key Question: What is erosion, and where does erosion occur? Common misconceptions: Rocks must be heavy, Soil must always be in its present form, mountains are created rapidly. Set up Prior: Have experiment for engage activity ready along with pictures, have each center set up in different buckets or tables for students to access easily and have TQPDAC’s ready.

Task Description Theories/methodsEngage I will begin the lesson by

asking students what kind of natural landforms are we familiar with? We will come up with a list of landforms such as; mountains, sand dunes, cliffs, caves, and canyons. I will then show the students pictures of each of the landforms. I will ask the students to Think

Inquiry- tapping into students prior knowledge about landforms Learning Modalities- students are visually learning with pictures and watching an experiment.

about how they believe each one is made, when I show them a picture of each landform. I will then do an experiment in front of the whole class to demonstrate erosion. The students will gather around one table. I will place a piece of flat limestone into a glass tray and have students predict what will happen when I drop an unknown liquid onto it. (dilute hydrochloric acid) I will then add drops every 2-3 minutes and have them record what they observe. ( fizzing, a hole forming) I will then explain to them that this is called erosion and give them a brief explanation on how erosion means to wear away at the earth.

Explore Our class will be in a friendly competition with strict guidelines. The class will be divided into seven groups. They will be building their own mountains in their dishpan that can withstand the effects of me pouring a water can filled with water over it. Two groups must use sand to build their mountain, two other groups will use potting soil, two groups will use rocks to build their mountain and the last group will get to use any combination that they want to build their

Cooperative learning- students are in a friendly competition and need to cooperate with other team members to achieve their goal. Multiple Intelligence- Kinesthetic learning, hands on experiment. Choice theory- working in groups students need to make good choices to stay in their groups and have fun.

mountain. Each group will also have the option of using coins, plastic chips, small drinking straws and some pebbles but the main structure must be made from their assigned material. Each group will have 10-15 minutes to brainstorm the best way to build their mountain and draw out a plan. They will have 15 minutes to build their mountain out of the substance given to them. We will then begin the erosion test by pouring a watering can filled with water over their mountains. The students will record a journal of predictions before each test and what really occurred after each mountain is tested.

Processing Students will be doing two different centers here. We will split up into groups of four or five (probably 6 groups total) There will be three groups doing the same center but at different tables. They will have 30-40 minutes to complete each center. The first center will be discovering wind erosion. They will be making a sand dune in their group and experiment with the effects of wind erosion. (TQPDAC attached) The second center will be on glacier erosion. They will be discovering how glacier erosion works and

Learning centers- students are involved in two different centers. Constructivism- building off of their groups ideas on erosion. Higher Order thinking- Bloom’s Taxonomy ( illustrate, analyze (TQPDAC), explain, construct) are all included in these centers.

looks like. (see TQPDAC attachment) The students will be completing both centers but at different times. When 40 minutes is up, we will be changing centers.

Further Investigation When the first two centers are complete we will then be moving into two other centers that will focus more on mountain erosion, and the effects water has on mountains. The students will still be split into their groups but will be doing the same center at the same time. The first center will be on moving water over a landform. Students will follow the TQPDAC given (see attachment). The second center will be on mountains with and without grass and the effects water has on them. For this center the students will also be filling out a TQPDAC. (see attachment)

Inquiry- building off of prior knowledge of erosion from prior centers. Learning centers- students are involved in two more centers. Brain-based learning- students are creating their own model, learning through hands on experience.

Applications Students will be asked to take a look outside when they get home. They will need to find three forms of erosion around their homes. They will also need to record their three things and label which type of erosion it is. They will need to include a picture of their three examples of erosion and an explanation on why they think it is erosion.

Inquiry- students will have to pull prior knowledge together from the centers in order to find different examples of erosion around the house. Higher Order Thinking- students need to use the application and evaluation levels of Bloom’s Taxonomy. (analyze, apply, decide, evaluate)

Assessment The students will be assessed on participation for the explore activity and their records of observations in their journals (10 points). I will also collect each TQPDAC after each center. The first three TQPDAC will be 10 points each and the last one that they created on their own will be worth 20 points. Their homework will also be collected the next day and worth 10 points. The TQPDAC worksheets will be given grades based upon understanding of each erosion, and how erosion works. Total for whole lesson will be 70 points.

Rocky mountains

Rocky Mountains

Appalachian Mountains

Cascade Mountain Range (California)

The famous cliffs Dyrholaey

Sleeping Bear Sand Dunes (Traverse City, Michigan)

Bracken Cave

Grand Canyon

Wind Erosion

Think first!: How long does it take to form a sand dune?

Question: How are sand dunes formed?

Procedure:1. Each group will have a box with its top and one side removed.

2. Your group will need to form a pile of sand on the bottom, middle of your box.

3. Each group member will take a turn blowing gently over the sand from the open side of the box.

4. You will need to record your data in the space provided showing the results of what happened to the sand when you blew on it.

5. When you are done recording your results, you will need to rebuild your sand pile.

6. When you are done rebuilding your sand pile, you will need to raise your hand to receive the rest of your material.

7. I will give your group: a glass of water, plastic chips, pebbles, and some coins.

8. You will need to devise a plan on the best way to prevent the sand from moving by using these materials. (write out your plan in the data section before proceeding)

9. You will now need to create your new sand pile with the material you chose to use.

10. Again your group members will take turns blowing on the sand pile. Record your observations below.

Data:

1. What happened to your sand pile when you and your group members blew softly on it?

Draw a picture of what your pile looked like before and after you blew on it:

Before: After:

2. What is your plan for preventing the sand from moving? (what materials will you put on your sand pile?)

Draw your new sand pile and explain what materials you chose, and why you think these are the best:

3. What happened to the sand pile when you blew on it with your materials? Did the materials prevent the sand from blowing away?

Analysis: What natural landforms are made because of wind erosion? Should we prevent or stop wind erosion? Why or why not?

Conclusion: How are sand dunes formed?

BRRRR! The Ice Was Here!Think first!:

The ice was here, the ice was there,The ice was all around:

It cracked and growled, and roared and howled,Like noises in a swound.

~ Samuel Taylor ColeridgesPoem about Antarctica from the 19th century

Question: How are glaciers/glacier movement considered erosion?

Procedure:

1. You and your group will be given a piece of modeling clay and you need to form it into a flat surface.

2. You will then need to get an ice cube and press it against the modeling clay and move it back and forth several times. (record observations below!)

3. Then you will need to place a small pile of sand onto the modeling clay.

4. Place the ice cube on top of the pile of sand for one minute.

5. After one minute pick up the ice cube and observe the side of the ice cube touching the sand. (record below)

6. Then place the ice cube back onto the pile of sand (same side touching) and move the ice cube back and forth several times.

7. Remove the ice cube after one minute. The sand should be wiped away from the clay, and observe and record the clay’s surface texture below.

Data:

1. What did you observe after moving the ice cube back and forth several times?

2. Draw a picture of what the modeling clay looked like with the pile of sand on top.

3. What did the ice cube and clay look like after leaving the ice cube on for one minute? (draw a picture and explain)

4. Describe the surface texture (what the clay felt like/looked like) of the clay after you moved the ice cube back and forth and then removed it.

Analysis: Does glacier erosion still occur today? What would glacier erosion look like in a real world situation?

Conclusion: How are glaciers/glacier movement considered erosion?

Watch Out! WATER!

Think First!: Can water move things?

Question: Is moving water a form of erosion?

Procedure:

1. Each group will be given a dishpan and some sand.

2. You will need to make your sand damp with some water (not too much) and make a model of a mountain at one end of your dishpan.

3. Cover your mountain with pebbles and pat them gently so that they stay in place.

4. Place a book under the end of the pan that has the mountain.

5. Make a prediction (data table below). What would happen if you dropped single drops of water on the mountain?

6. Fill the dropper with water, and slowly drop five drops of water on the mountain. Record your observations.

7. Make a prediction on what would happen if you slowly poured the water over the mountain?

8. Slowly pour a cup of water over a different part of the mountain. Record your observations below.

Data: Predictions Observations

Drops of Water

Poured Water

Analysis: How did the drops of water affect the sand and pebbles? How did the poured water affect the sand and pebbles? How can moving water affect landforms?

Conclusion: Is moving water a form of erosion? Why or why not? You may want to include your definition of erosion.

Mountain Water

Think First!: Are there rivers, lakes or streams on mountain tops?

Question: How does water help create erosion on mountains?

Procedure:

Mountain without grass:

1. Fill your dishpan with sand.

2. Shape a pile of sand into a mountain.

3. Use a small cup and poke small holes in the bottom of it.

4. Fill a second cup with water. (predict what will happen if you pour water on your mountain)

5. Have one student hold the cup with holes above the center of your mountain.

6. Another student gently pours the water from the other cup into the cup with holes.

7. Watch what happens and record the observations.

Mountain with grass:

1. Fill the pan again with sand.

2. Shape a pile of sand into a mountain.

3. Pretend to grow grass all over your mountain by covering it with a tissue.

4. Pat the tissue down lightly so that it is touching the sand everywhere.

5. Re-use the small cup with holes.

6. Fill a second cup with water. (predict now what will happen with grass on your mountain)

7. Have one student hold the cup with holes above the center of the mountain.

8. Another student gently pours the water from the other cup into the cup with holes.

9. Watch what happens and record the observations.

Data: You will need to make your own data chart which includes, predictions, observations and drawings.

Analysis: Name two things you learned about water erosion.

Conclusion: How does water help create erosion on mountains?

Name: Laura Kordalski

Type of Lesson: Station Lesson Plan on Mountain Recreation

Lesson Title: Moving UP with Simple Machines

Grade Level: 3rd-5th grade

Key Question: What are some real-life examples of simple machines?

Materials: The book Henry’s Amazing Machine by Dayle Dodds, 2 identical round cookie tins, 10 large metal washers, adhesive-backed Velcro, large ramp, rotating chair, two heavy masses, 5 thread spools, 40 feet of string, 2 round pencils, paperclips, paper, inclined plane, solid frame, string, toy car, small weights of different sizes, tall tower, straws, 3 larger spools, metal hanger, classroom door, rectangle wooden block, doorstop, empty spool of thread, string, paperclips, 20 pennies, tape, examples of various simple machines, computers with internet access, handouts, movie The Goonies, TV, VCR or DVD player

References: http://edtech.kennesaw.edu/web/simmach.htmlhttp://www.grc.nasa.gov/WWW/K12/Summer_Training/KaeAvenueES/SIMPLE_MACHINES.htmlhttp://www.exploratorium.edu/snacks/downhill_race.htmlhttp://www.edheads.org/activities/simple-machines/http://www.exploratorium.edu/snacks/momentum_machine.htmlhttp://home.earthlink.net/~kandyhig/sm/The Goonies videoDodds, Dayle. Henry’s Amazing Machine. Melanie Kroupa Books. New York: 2003.Science Workshop: Wheels, Pulleys, & Levers. Shooting Star Press. New York: 1995.

Science Process Skills: Observing, classifying, communicating, predicting, measuring, formulating questions, interpreting data, experimenting, constructing models, defining operationally

Naïve Conceptions: Believing that machines put out more work than we put in.Not realizing that machines simply change the form of work we do.

MCF and Science Topics: MCFII, CS3, E, 3 (everyday life) MCFIV, CS2, E, 3 (machines)

Lesson Objectives: Students will demonstrate an awareness of the types of simple machines and be able to classify common objects in relation to the simple machines involved. PRIOR SET-UP: BEFORE THE CLASS COMES INTO THE ROOM THE STATIONS WILL BE SET-UP AND IN THE APPROPRIATE PLACES. ALL OF THE MATERIALS WILL BE WITH THE SATION, AND EACH STATION WILL BE NUMBERED AND THE DIRECTIONS WILL BE POSTED. FOR THE FURTHER INVESTIGATION COMPONET THE COMPUTERS IN THE LAB WILL ALL BE BOOKMARKED AT THE CORRECT SITE SO THAT THE CLASS CAN GET STARTED AS SOON AS POSSIBLE AND WILL HAVE NO ISSUES LOCATING THE CORRECT WEBSITE.

Task Description Theories/Methods

Engage Activity

Reading of the book Henry’s Amazing Machine

The class will gather on the floor as I read them the story entitled Henry’s Amazing Machine by Dayle Ann Dodds. The story is about a boy named Henry who has always loved building machine and eventually he builds a machine so large it takes up his entire house, but somehow everything manages to work out well in the end of this wacky tale. The class will not be given any background information before reading the story. After the story I will be asking these key questions:What is a machine?Did what Henry built fit the definition

of machine? Why or why not? Did Henry’s machine contain any simple machines? If so which ones?

The students will be constructing their own ideas during the story. The story brings up higher order thinking questions (ANALYSIS). Learning modalities are tied into this part of the lesson because children will be reading along, looking at the pictures, and hearing the words being read to them.The problem-based method comes out during the story because the family could not find a place for Henry’s machine.

Explore Activity

Station 1Sledding

(Inclined Plane)

Station 2Snowboarding/ Figure Skating

Spins(Screw)

Station 3Ski Lift(Pulleys)

Station 4Hiking

(Load & Effort with Inclined

For his portion of the lesson stations will be used. The main topic of this lesson is mountain recreation so the stations each have a tie to a simple machine and some type of mountain recreation. STATION DIRECTIONS WILL BE PASSED OUT TO EACH STUDENT PRIOR TO THEIR ARRIVAL TO THE STATIONS. (HANDOUT ATTACHED)The stations will be set up and spread out in different parts of the room. Each station area will contain a large number so that it is easily visible to the students where each station is located. Station 2 will have to be close to where the teacher will be so that they can make sure that it is not getting out of control. If the students cannot follow the directions of that station than it will just have to be eliminated. Station 6 will have to be next to the door because the door will be used during that part of the lesson. The other locations will be set-up in order

For this part of the lesson I used the idea of constructivism. I allowed the class to explore different stations which allowed them to come up with their own opinions and conclusions.Cognitive Development also ties into this activity because of the different types of experiments that tap into prior knowledge and group work.The experiments bring up many higher order thinking questions.

Planes)

Station 5Fishing in the

Valley(Pulleys)

Station 6Mining(Wedge)

Station 7Mountain

Biking(Wheel &

Axel)

with all of the supplies needed. The students will be broken up into groups of four, the way that they will be grouped is that they will number off starting with one student in the class and having them say the next number. Once the students have gotten with their groups then they will be assigned a station number to start at. Each station will take approximately seven to ten minutes. The teacher will be timing and monitoring students’ progress. If the teacher notices that the students are working faster than anticipated he or she can have them change stations quicker. The class will move along in their groups until they have completed each station. They will travel to each station in order and get the opportunity to explore simple machines and how they are using in mountain recreation. THE CLASS WILL THEN DISCUSS THE STATIONS AND WHY EACH STATION WORKED THE WAY THAT IT DID. WAS IT WHAT THEY THOUGHT WOULD HAPPEN? (THERE IS AN ATTACHED HANDOUT THAT GIVES TEACHERS BRIEF EXPLAINATIONS).

Brain-based learning is going on because they are learning through experiences and making connections USING THEIR SENSES, THEY ARE ALSO USING problem solving skills, and they are working in groups.CHOICE THEORY- LOVE AND BELONGING, FUN, PERSONAL POWER.Multiple intelligences because by doing the experiments they are learning in different ways (LOGICAL, KINESTHITIC. The cooperative learning method is incorporated in this lesson because the students are working with groups but on different stations.

Processing Activity

(THE PROCESSING

ACTIVITY WAS

SWITCHED WITH THE FURTHER

INVESTIGA-TION)

Simple Machine On-

For this part of the lesson the students will get to go to the computer lab and participate in an on-line program about simple machines. This is a very interactive site that is very entertaining. The site will be bookmarked on the students’ computers before the activity. The site allows students to choose the location of where they want to go and then once they are there they click on any simple machines that they see. Once they chose a simple machine you have to answer questions about what the object is used for and what kind of simple machine it is. It will give the students more practice working with simple machines, and it will give them

This activity focuses mainly on the idea of constructionism. It gives the students an opportunity to explore something that they find interesting. It also gives them the choices to choose what they would like to learn about- CHOICE THEORY.The brain-based theory is also used during this activity

line Software

http://www.edheads.org/activities/simple-machines/

some ideas for when they have to go on their own simple machine field trip at home during the assessment part of this lesson. It is a great site that is set-up as a cartoon! Each student in the class will have the opportunity to test their own knowledge and move at their own pace.

because the students will be problem solving AND USING MANY DIFFERENT SENSES.Problem-based method is used during this activity because students will be asked questions to a variety of problems that will arise during the software program.

Further Investigation

Inventor’s Workshop

Now that the class has had the opportunity to work with simple machines from “real life” I will challenge their knowledge to ensure that they actually understand the concept. I will then ask the class to become inventors. Inventors are people that make machines to make work easier. I will then show a clip from the movie “The Goonies.” During the clip one of the boy’s uses a machine that he created that opens the outside gate to his yard. I will then ask the class to think about a problem or situation that they could make easier with the help of a machine.I will then hand out the assignment, which is to invent a compound machine. Once they have the assignment we will review what a compound machine is. If they are unsure we can review other words that contain the word compound to decipher the meaning, like compound word. The class will then define compound machines as being two or more simple machines used together to make a task easier. For the assignment students can either work alone or with a partner. The handout explains the student’s task in detail. I will also have some simple machines available for the students to use as models if needed when constructing their drawings.

Constructing the invention ties into the theory of multiple intelligences. The visual learners are getting a better understanding by drawing it, while the kinesthetic learners are getting a chance to do a hands-on activity. It also ties into the higher order learning theory (SYNTHESIS). There are questions that will arise during this activity and they are meant to get them thinking deeply. It is giving each child the opportunity to draw conclusions. Choice theory plays a role during this activity because it is fun and giving them a sense of personal choices and it allows for creativity.Constructivism ties

into because it allows the students to learn from the activity.This project uses the cooperative learning method along with problem based learning because they are working on an invention AND SHARING THEIR IDEAS (INDIVIDUAL ACCOUNTABILITY).

Applications

Simple Machines Field Trip

The students now have had the opportunity to work with, build, and identify machines. It is now time for them to take what they learned and apply it outside the classroom into their own lives. Although this lesson mainly focused on mountain recreation and the simple machines that are associated with the class will discuss where else machines are found. I will then pass out the assessment handout. The handout asks the child to complete it as homework individually. The assignment is to go out and look for an example of each simple machine in their homes. Then it asks them to think about which room in their home contains the most simple machines and which one has the least. The class will fill out the handout at home and share their findings with the class the following day. It will be interesting to see if they agree on which rooms contain machines and which ones don’t.

The activity ties into higher order thinking because of the questions that arise (ANALYSIS) during the activity.Choice theory ties in because it is a fun activity that gives them freedom to choose, and it gives them a sense of belonging because they will be sharing with their peers.Cooperative learning and problem based learning methods are used during this activity because they are working with real life problems and they are sharing their findings with the class, which will be different examples of simple machines found in their houses.

Assessment Listening to the story: CREDIT/NO

CREDIT

Stations: Handout 20 points

On-line Software: Participation CREDIT/ NO CREDIT

Inventor’s Workshop: COMPOUND MACHINE? 2PT PURPOSE STATED? 1PT DRAWING 2PT EXPLAINATION 2PT NEATNESS 1PT COLORED 1PT

Handout TOTAL 10 points

Field Trip: HOUSEHOLD OBJECTS 3PT MACHINE IDENTIFYED 3PT ROOM WITH MOST 1PT ROOM WITH LEAST 1PT HANDOUT COMPLETED 2PT Handout TOTAL 10 points Points Total: 40 points

Handouts and Visual Aids

Stations Handouts, Inventor’s Workshop Handout, Simple Machine Field Trip Handout, (NEW) “THE GOONIES” SUMMEARY

Mountain Recreation Stations

Think First! A simple machine is a device for overcoming resistance at one point by applying force at some other point.

Question: Are simple machines used in mountain recreation?

Procedure: Start at the assigned station. Follow the directions for each station. Record your predictions after reading the directions. Then record your data when the station is complete. When the teacher gives you the signal you may then switch to the next station of the higher consecutive number (if you are at 1 you go to station 2, if you are at station 7 you move to station 1). Continue until you have finished all of the stations. If during a certain station you run across a problem ask the group that had just finished that station or ask the teacher for guidance.

Procedures for each activity will be found at each station.

Station 1- Sledding (Inclined Plane)

Station 2- Snowboarding/ Figure Skating Spins (Screw)

Station 3- Ski Lift (Pulleys)

Station 4- Hiking (Load & Effort with Inclined Planes)

Station 5- Fishing in the Valley (Pulleys)

Station 6- Mining (Wedge)

Station 7- Mountain Biking (Wheel & AxData:Station

Prediction Actual

1

2

3

4

5

6

7

ANALYSIS:

CONCLUSION:Downhill Race

You and Billy have been sledding together for years, but for some reason he always seems to bet you. At first you thought it was

because of the shape of your sled so you went out and bought the circle kind just like his, but he still beats you. Is it just a coincidence?

Let’s test it out!Two cylinders that look the same may roll down a hill at different rates.

Two objects with the same shape and the same mass may behave differently when they roll down a hill. How quickly an object accelerates depends partly

on how its mass is distributed.Materials

1 2 identical round metal cookie tins (such as those from butter cookies) 2 10 large metal washers3 adhesive-backed Velcro4 A ramp

Your TaskArrange five of the washers evenly around the outside rim of the bottom of one tin. Stack five washers in the middle of the bottom of the second tin. In both cases, secure the washers with Velcro. Now you’re ready to race! Place both tins at the top of the ramp. Be

sure the tops are on. Make a prediction as to which tin will reach the bottom of the ramp first. Release the tins and let them roll down the

ramp. Repeat!

Momentum MachineHow do ice skaters and snowboarders get themselves spinning and twisting faster?

You've probably seen an ice skater spinning on the tip of one skate suddenly start to spin dramatically faster. A snowboarder may also suddenly flip or twist. This speeded-up rotation results from a sudden redistribution of mass. You can make yourself suddenly spin faster while sitting in a rotating chair. Materials

1 A rotating chair 2 2 heavy masses

Your TaskMake a prediction as to if you will spin faster with your arms out or in.Sit in a chair with one of the masses in each hand and with arms outstretched. Have one person in your group start rotating you slowly, and then have that person let go and move away. Quickly pull the masses inward and notice how you are rotating now. Be careful! A very rapid spin may cause the chair to tip over! Also, you may be dizzy when you get up. Repeat using different group members to verify the accuracy of your results.

Ski Lifts

Have you ever wondered how a ski lift works? Do you think that you can construct your own in the classroom? Well

today is your lucky day!Can you use a pulley to help you send messages across the

room?

Materials1 2 thread spools,2 40 feet of string3 2 round pencils4 paperclips5 message

Your TaskMake a prediction before constructing the system. Do you think that you can get your message across the room? Why?

1. Put the pencils through the thread spool centers. Tie the ends of the string together to make a loop. Have one person hold the ends of one pencil (allowing the spool to turn freely. Have one person hold the other spool. Wrap the string around the spools to create a pulley system.2. Write a message; attach it to the pulley with a paper clip. Have a third person pull the string to move the message.

Load and EffortImagine climbing to the top of a steep mountain on a hot day.

Think about what hard work it would be. Next, try and picture yourself climbing to the same height at a more gentle slope. It would take you longer, but you would the work be

the same?Let’s find out!

Materials:1 Inclined plane made from metal or cardboard2 Solid frame made with metal, straws, or popsicle sticks3 String4 Car (can be made or bought but it must have a place to tie the string on the bottom front)5 Small weights of different sizes

Your Task:1) A slope and a frame has already been constructed for you to use for this activity and the string has already been

cut to the proper length. 2) Your job is to set the slope flat on your desktop and place the frame so that one side of the frame is even with the top of the ramp but does not overlap (think of it looking like a slide and see attached handout).3) Your first task is to tie a string to the hook on the bottom front portion of the car. Next place the car at the bottom of the ramp and put the string under the first part of the frame and over the second part (see the diagram on the attached page for clarification).4) Now add a weight to the other end of the string and drop it. Continue adding more weight until the car moves up the slope to the top.5) Next place the ramp on the side you will only need to use the frame for this part of the activity. Untie the car from underneath it and tie it around the body of the car (like a belt). Now place the string over both parts of the frame and put a weight on the other end of the string. Keep adding more weight until the car is lifted up.6) Compare the results. What did you find?

Pulley Systems and….FISHING?!?!

If you ever had a chance to watch a crane at work, you were probably amazed by the enormous weights that it could lift. Cranes can be seen on building sites, railroad yards, and on

ships. Cranes make lifting easier by using pulleys and

powerful engines. A builder standing on the ground may use a rope and a pulley fixed to the top of a building to lift a

bucket of cement to the worker above. Would that take less effort than climbing a ladder with the bucket?

How is a fishing pole a pulley system?

Let’s find out! Materials:1A tall tower made from metal or cardboard (see attachment)2Straw or piece of metal the same size as a straw3Spools (one large, two smaller ones)4Metal hangerYour Task:

1) The tower has already been constructed for you and the string is already set up. Set the tower on a flat surface.2) Attach one of the weights to the string and use the handle on the side of the tower to reel the fish (weight) in. Notice the amount of strength that it took you to reel the fish in.3) Next use one of the spools and attach it using the coat hanger to the hook found at the top end of the arm of the tower. Place the thread around the spools as shown in the attachment and wind it around the spool at the center of the cranes body. When the handle at the side is wound the pulley will lift the weight.4) Note which time the same size fish was easier to reel in. Why do you think that is? Think of how a fishing pole is

constructed. Does it use a pulley system? Why or why not?

Let’s Go Mountain Top Mining!!!

How Does a Wedge help us work?

A double wedge is two inclined planes put together. IT is used to spread things apart or raise an object. Can you think of anything that does this? What do miners in the mountains use to break the rocks? What do we use to keep our door

open? Is it a wedge?

Task:Which block of wood would you use to keep a door open? A slanted piece that has an inclined plane or a piece of wood

that it just a rectangle? Try it out on the classroom door. Use the rectangle and the inclined plane to hold open the door

and think of why it worked out that way.

Observations:

How does a wedge under the door work? How does a butter knife work as a wedge? Can it get under things and pull them

apart? Is a tack a wedge?

Conclusion:

Do wedges move under objects to pull them apart or keep them open? How does a wedge help us work?

Can you see the wedge in such objects as a hammer, scissors, and a saw at home? How do they help us work

faster and easier?

Let’s Go Mountain Biking

ACTIVITY:How does the simple machine called the wheel and axle make work

easier? Imagine riding a bike without the help of the wheel and axel. Would it be possible?

MATERIALS: empty spool of threadstringpaper cup 20 pennies2 pencilstape

1. Push pointed end of pencils into each end of the thread spools (make sure they are secure)

2. Suspend the pencils from the edge of a table with two loops of string--make sure they are level. Tape the string to the table.

3. Punch holes at the top of each paper cup. Attach a 60 cm string to each cup. Mark the cups A and B.

4. Tape the string attached to cup A to the pencil and wind all of the string onto the pencil by turning the pencil away from you.

5. Tape the string attached to cup B to the thread spool. Turn the pencils toward you to wind up all of the string onto the spool.6. Place 10 pennies in cup A.

7. Cup B should be at its top position. Add pennies to cup B one at a time until it starts to move slowly.

8. Observe the distance both cups moved.

9. Why do you think that happened? Is that what you predicted would happen?

TEACHER’S STATION EXPLAINATIONS

STATION 1- Sledding (Inclined Plane)

At the top of the ramp, both tins have identical potential energy, since both have the same mass and are at the same height. At the bottom of the ramp, each tin will have part of its original potential energy appearing as linear (or translational) kinetic energy and the rest appearing as rotational kinetic energy. Though both tins have the same total mass, each has this mass distributed differently. It is harder to get the tin with its mass distributed along the rim rotating than it is to get the tin with its mass concentrated at the center rotating. The tin with its mass at the rim will use a greater part of its original potential energy just to get rolling than will the tin with its mass concentrated at the center. Therefore the tin with its mass at the rim has less energy available to appear as translational kinetic energy, resulting in a lower linear speed. The tin with its mass concentrated around the rim will lose the race to the bottom of the ramp, and the tin with its mass concentrated at the center will win.

STATION 2- Snowboarding/Figure Skating (Screw)

This speeded-up rotation results from a sudden redistribution of mass. Newton found that an object in motion tended to remain in motion, in a straight line and at a constant speed, unless it was acted upon by a net force. A person sitting on a rotating chair or stool approximates a system in which angular momentum is conserved. The friction of the bearings on the chair stem serves as an outside twisting force, but this force is usually fairly low for such chairs. Since angular momentum is conserved, the product of angular velocity and moment of inertia must remain constant. This means that if one of these factors is increased, the other must decrease, and vice versa. If you're initially rotating with your arms outstretched, then when you draw your arms inward, your moment of inertia decreases. This means that your angular velocity must increase, and you spin faster.STATION 3- Ski Lift (Pulley)A pulley is a simple machine made with a rope, belt or chain wrapped around a grooved wheel. A pulley works two ways. It can change the direction of a force or it can change the amount of force. A fixed pulley

changes the direction of the applied force. ( Ex. Raising the flag ) . A movable pulley is attached to the object you are moving.

STATION 4- Hiking (Inclined Planes)

When the load (car being lifted) is pulled up the ramp, it travels a longer distance than when it is brought up by the lift. If the weight of the car was 16 ounces, then an effort of 16 ounces would be needed to pull it straight up the lift. If an effort of 3 1/5 ounces was needed to pull it up the slope, then we say that the ramp has a mechanical advantage of 16 ounces divided by 3 1/5 ounces which equals 5. In other words, without the slope you would need 5 times as much effort.

STATION 5- Fishing (Pulley)

A pulley system allows a small force to be applied over a long distance. When the force moves an object work is being done. With a single pulley system the load moves the same distance that the rope is pulled in. It does not amplify or increase the effort. In the double pulley system the load moves only half the distance of the rope pulled in. Distance is halved and the force raising the load is double the effort pulling the rope.

STATION 6- Mining (Wedge)

A wedge is a simple machine shaped like an inclined plane. A wedge is actually like a moving inclined plane. An easy way to see how a wedge works is to think of it as an inclined plane standing on its narrow end. A fairly weak force, applied to the wide end of a wedge whose narrow end is being pushed into something, will send a strong force pushing out at the sides. An example would be to take a wedge of steel and bang it into the end of a log, the log will split open. We can use the wedge action to cut and shape ice and wood sculptures, clay or whatever. A wedge may seem like a simple tool. But the wedge is very important while doing work, crafts, or at play. Yes, even play! A shovel is acting as a wedge while you're shoveling the sand or snow that you're playing in. I think you'll agree that it's a lot easier to move an object using a wedge than if it were moved by only your hands.STATION 7- Mountain Biking (Wheel & Axel)Wheels and axels are turning levers. They act like a rolling inclined plane. They make things move easier by removing friction. Sometimes teeth are cut into the wheel to make gears, a special kind of wheel and axel. Gears can be used to transfer forces from one part of a machine to another.

Inventor’s WorkshopInventors make machines to make work easier. Before they could invent something, they had to notice that there was a problem or situation

that needed to be made easier. Your assignment is to invent a compound machine, made of 2 or more simple machines that will

make a task easier.Your Compound Machine needs to have the following:

1. Name2. Picture

Neat drawing Label Simple Machines Color

3. Short Description What problem does you Compound Machine

solve? How does it work?

NAME__________________Class__________________

SIMPLE MACHINE FIELD TRIPSimple

MachineObject Room

LeverInclined Plane

WedgeWheel & Axle

ScrewPulley

Which room in your home had the most simple machines?

2. Which room in your home had the least simple machines?

Summary of Henry’s Amazing Machine 

By Dayle Ann DoddsKyrsten Brooker

     Henry is a boy who loves putting things together. He never knows quite what his contraption is for – but he loves it just the same, and so does his community. But his parents have a bit of a problem as Henry’s machine gets bigger and bigger. Children of all ages love this book. As soon as you finish reading it, the class can build a contraption using pipe cleaners, stuffed toys, and plastic cars. This is the kind of book that inspires a child to build without worrying about purpose – sometimes simply creating is enough. I liked seeing inventing portrayed as a creative and artistic act. So often children with an engineering bent are left out of the artistic loop. The text flows wonderfully as a read-aloud, smooth and engaging – it’s the sort of book that will hold up well to multiple readings. And the illustrations are so full of bits and gadget parts that a young inventor will

spend hours looking at them.

Plot Summary for “The Goonies” (1985)

The movie is about a group of west coast kids facing their last days together before a development paves over their homes stumble onto evidence of pirate's treasure, which

attracts the attention of a family of criminals.Mikey and Brandon Walsh are two brothers whose family is

preparing to move due to a new development that is sure to

be started unless enough money is raised, which is quite

doubtful. But, when Mikey stumbles on a treasure map of the

famed "One-Eyed" Willy's hidden fortune, he, his brother, and

a few friends set out on a quest to find the riches in hopes to

save their homes. The entrance to a cavern is found, but it is

located underneath the house of the Fratelli family, a

treacherous group of thieves who attempt to beat the

"Goonies" to the treasure.

The movie is rated- PG.

Name: Katie Hindenach

Type of Lesson: Centers

Contact Information: Phone: (616) 690-0126 Email: hinde1kl@cmich.edu

Lesson Title: Mountain Survival Grade Level: 3-5

Materials: “Lost in the Woods” by Carl R. Sams II and Jean Stoick, play dough, pipe cleaners, pony beads, buttons, yarn, pom pons, paper, pencils, markers, crayons, several 2-liter pop bottles with caps, access to a freezer, hot water, TQPDAC, venn-diagram, pictures of different animal dens, edible plant chart, access to the internet, two pieces of flint, two sticks, tattered paper, dried leaves, bucket of water, fire extinguisher, tongs, bundle of sticks, tin can, candle, a cup of soil, a cup of stones, a cup of leaves, pine needles, and a foil pan.

References: “How to start a fire without a match.” How-To-Do-Everything. 9 Nov. 2005. 28 Mar. 2006.

http://www.how-to-do-everything.com/articleitem/How-to-Start-a-Fire-without-a-Match

Plants for a Future: Data Base Search. 1997-2000. 29 Mar. 2006. http://www.ibiblio.org/pfaf/cgi-bin/find_use?AREA=N.+America%28SW%29

Sams, Carl R. II, and Jean Stoick. Lost in the Woods. Michigan: Milford, 2004.

Wilderness Survival. 2006. 29 Mar. 2006. http://www.wilderness-survival.net/plants-1.php

Science Process Skills: MCF and Science Topics: Lesson Objective:

ObservingCommunicatingPredictingConstructing ModelsExperimentingMeasuring

Strand I, CS I, E1 (Questions of Observations)Strand III, CS V, E3 (Needs of Life)Strand III, CS IV, E4 (Adaptations for Survival)

Tapping into the learners prior knowledge, they will discover how to implement their knowledge to show survival skills that can be used if they are ever lost.

Interpreting Data

Key Question: Would you know how to survive if you were trapped on a mountain?

Common Misconceptions: Pressure arises from moving fluids. The temperature of an object depends on its size.

Setup Prior to Lesson: Book mark the webpages for the students. Also have materials set out at different centers. Make sure that you have enough copies of the worksheets for each student.

Task Description Method/Theory

Engage Activity

Materials:

Story book titled-“Lost in the Woods”

I will begin by gathering all the students over to the reading area. After making sure they are all situated and can see the book, I will proceed to read the book “Lost in the Woods” by Carl R. Sams II and Jean Stoick. After the book has been finished I will open the forum for class discussion:

The book lost in the woods is about a young deer who is left sleeping in the woods by his mother. All the other animals in the woods believe that the deer is lost. However he claims his mother told him to wait right where he is until she comes back. The mother had sensed danger in the woods, and went to protect herself because she knew her baby didn’t have a sent and wouldn’t be detected. Once she returns to where she left her son, she explained how to dodge and survive trespassers in the woods.

I will ask the students if they have ever been lost or thought that they were. Try to build on the different stories and experiences of each comment the students make.

Key Question: Would you know how to survive if you were trapped on a mountain?

Reading Aloud- to the entire class

Higher Order thinking- students have to recall events from the story

Multiple Intelligences-Students get to listen to the story as well as look at the pictures.

Brain Based-Students have to recall events that may be emotional to them. This will help them make connections to the story at hand.

Exploring Activity

Materials:PlaydoughArt Supplies

Ask the students what they would do if they were lost on a mountain.

What are some essential things that you would have to do to survive? Have them recall how plants and animals have to adapt to survive, would they have to adapt their lifestyles?

Next, have the students build a model of a mountain. Students will be given a chance to combine all the things they have learned about mountains. Using play dough students will build a mountain. While doing this they also have to consider how the environment changes such as

FormationPlant DistributionAltitude and PressureAnimalsErosionRecreation

Write all the above words on the white board to remind the students what to be thinking of when constructing the model.

Students can use different materials that are provided (pipe cleaners, pony beads, buttons, yarn, pom pons), to act as symbols for each of these elements.

Make sure students are able to explain their model. In order to do this, students need to make a key that tells what materials were used and what they represent and why this is an important aspect to know about a mountain.

Remind students to include a Key for describing their mountain.

By having the students build a mountain before they look at their needs for survival on the mountain, they will have to take into consideration all of the above aspects that will influence their survival.

Problem Solving-Students have to begin to think how they would solve the problem if they were stranded on a mountain.

Multiple Intelligence-Students will be using play dough to build a mountain. That would be tactile learning. By having them be able to explain their mountain it will help the interpersonal communicators.

Constructivisim-Students are required to use the information that they have already been taught in class and apply it to their model.

Processing Activity

Materials:2-liter BottleFreezerTQPDAC

SoilStonesTin canCandleMatchTongsThermometer Bundle of SticksLeaves/pine needlesTQPDAC

Divide the students into six separate groups. The students will stay in these groups to complete all six of the centers. Each center will last about 20-25 minutes. Once each center is complete, students are required to stay in their seats until the teacher gives the signal that it is okay to switch. Centers will rotate in number order, therefore the group that starts out at station number 1 will move to station number 2, the group that starts at station 6 will move to station 1 and so on.

Center 1: Altitude and PressureStudents will examine the effects that different pressures have on a 2-liter pop bottle. After they examine the effects, students will have to think that if pressure has this effect on a pop bottle, what can it do to the human body? What are some ways that someone can prepare for the pressure change, or alter the pressure and altitude for a mountain climbing trip? For this activity there is a TQPDAC (attachment A). Center 2: InsulationBased on the previous knowledge about insulation, students get to choose what material they would use to insulate their shelters. Would they rather use soil, leaves/pine needles, wood or rocks? Students will fill out a TQPDAC (Attachment B), while heating a thermometer and timing how long the insulator will keep the thermometer at a higher temperature.

Centers-Students will be divided into different groups and have to perform different tasks around the room. Cooperative Learning-Students work together within their groups to perform the task.

Inquiry-Students need to think critically about why the bottle crushes.

Brain Based-Students relate their prior experiences with staying warm.

Problem Solving-Students are solving a problem of how to build a shelter.

Multiple Intelligences- Students can observe the experiments as well as interpreting and writing down observations.

Further Investigation

Materials:Pictures of different animal dens

PaperPencilsMarkersVenn Diagram

ComputerInternet access

Edible Plant Chart

Center 3: ShelterStudents will be provided with several different pictures of animal shelters. After examining the different pictures and comparing the needs of the different animals in a venn diagram form(Attachment C), students will design their own shelter (individually). The shelter needs to be something that the students can build on a mountain with the resources being limited to the natural resources that are found in the wilderness.

Center 4: Edible PlantsIf by chance you are stranded within the woods or lost in the mountains, chances are that your food supply will run out. It is the students job to research different types of plants (individually) to find out where they are located and if they are edible. Students will look at the following webpages and fill out a log to keep track of their findings(Attachment D).

http://www.wilderness-survival.net/plants-1.php

http://www.ibiblio.org/pfaf/cgi-bin/find_use?AREA=N.+America%28SW%29

For a back up activity, have students look up different plants within the following books:

The Encyclopedia of Edible Plants in North America, By Francois Couplan and James Duke

A Field Guide to Edible Wild Plants : Eastern and central North America (Peterson Field Guides)

The Illustrated Guide to Edible Wild Plants

Integrated Curriculum-Students use Art to show own ideas.

Problem Solving-Students have to work with limited materials in order to build a shelter.

Multiple Intelligence-Students will interact with the webpages to see different types of plants.

Constructivism-Students need to build on own ideas of what plants are edible to eat and which ones are not.

by Department of the Army/exec/obidos/search-handle-url/index=books&field-author-exact=Department%20of%20the%20Army&rank=-relevance%2C%2Bavailability%2C-

Applications

Materials:PaperPencilMarkers

Two pieces of flintTwo SticksTattered paperDried LeavesFire extinguisherBucket of Water

Center 5: Building CampFor this project students will be asked to work individual. Although the discussion can include all of the group members, each member is responsible for their own diagram. Students are required to think in terms of different temperature, weather and food availability on any given region of the mountain. They are to draw a diagram of a mountain and include where they would set up their camp (would it be permanent or would they move?). Students are to include a description of why they picked the position on the mountain or in the mountain valley that they did. Place the activities description (Attachment E) on the table for the students to read.

Center 6: Building a FireThis is a problem solving station that will have the students working as a group. The students will be supplied with two pieces of flint, two sticks, dried leaves and tattered paper. Students will attempt to build a fire (or at least get some smoke) with the materials that were provided in a large foil pan. They can use all of the materials provided, but are not required to use all of them. Remind the students of fire safety and also have the fire extinguisher near by as well as a bucket of water in case a fire gets out of hand. (Attachment F).

http://www.how-to-do-everything.com/articleitem/How-to-Start-a-Fire-without-a-Match

Cooperative Learning-Students can speak with group members to discuss different designs.

Multiple Intelligences-Students need to draw a diagram and also explain why they drew it the way they did.

Choice Theory-It is up to the students to pick the materials to start a fire.

Problem Solving-Students need to start a fire without the use of a lighter or match.

Assessment After each center is completed have the students turn in their worksheets. The tasks will be worth the following:

Model of a Mountain: Credit/No CreditPoppin Pop Bottles: 5 points if completed with observations.Bring on the Heat:5 points based on the problem solving ability/ diagram of fire.Take Cover: 5 points Diagram of Shelter: Credit/No CreditEdible Plant Chart: 5 points if the selected plants can grow in mountain biome. Building Camp Diagram: 5 points students must have correct reasoning for this. Making Flames: 5 points TOTAL: 30 points

Multiple Intelligences-Both hands on activities and writing activities are being grades.

Integrated Curriculum-Students use art to get ideas across as well as diagrams.

Handouts and Visual Aids

- “Lost in the Woods” by Carl R. Sams II and Jean Stoick. -Poppin’ Bottles TQPDAC-Bring on the Heat TQPDAC-Take Cover Venn Diagram-Pictures of Animal Den-Edible Plant Chart-Center 5 Explanation-Making Flames TQPDAC

Poppin’ Pop Bottles

Think First: Why do your ears “pop” when you are taking off or landing in an airplane?

Question: What role does pressure cause in extreme sports such as deep sea diving or mountain climbing?

Procedure: 1. Starting with a 2-liter pop bottle, unscrew the cap and place it in the sink. 2. Begin by running the outside of the bottle under warm water, slowly increasing the water

temperature to hot. Be careful that the water is not hot enough to burn your skin.3. While still under the hot water, screw the cap back onto the bottle. Next place your bottle into

the freezer. What do you think will happen to the bottle?4. After a couple minutes check your bottle that is in the freezer. What happened to the bottle?

Record your observation below.

Data: Draw a diagram of the pop bottle before you run it under the hot water.

Draw a diagram of your bottle as soon as it is removed from the freezer.

Analysis:

Why do you think the bottle looks like it does once you remove it from the freezer?

Keeping in mind the effects that pressure has on a plastic pop bottle, how do you temperature affects pressure? What affects do you think it can have on the human body? What are some ways that someone can prepare themselves when facing these pressure changes in situations such as deep sea diving or mountain climbing?

Conclusion:

Bring on the HeatThink First! : An insulator is ______________________________________________.

QUESTION: What type of material will make the best insulator if you were building a den?

PROCEDURE: The materials that will be used are a match, tin can, tongs, candle, a cup of soil, a cup of pine needles, a bundle of sticks, and a cup of stones.

a. Using a match, carefully light the candle and place it within the tin can.b. Next, record the room temperature of the thermometer.

c. By holding the thermometer within the tongs, place the thermometer over the flame (NOT IN THE FLAME) of the candle. Heat the thermometer to 100 F.

d. Once the thermometer is heated, place it into one of the cups containing our ‘insulator,’ or between the bundle of sticks. Make sure you can still read temperature on the thermometer. Watch and record your observations. Repeat steps c and d while placing the thermometer in different substances. Make sure to fill out the chart below.

DATA:Type of Insulator Temperature After 1

minuteTemperature After 3

minutesTemperature After 5

minutes

Soil

Stones

Bundle of Sticks

Leaves and Pine Needles.

ANALYSIS: Did any of the substances act as good insulators? If so which ones?

Why do you think they acted as better insulators?

CONCLUSION:

Take Cover

What is a Den?

This activity is to get you to think about the role a den plays in the life of different animals. Using the pictures that are provided on the table, compare and contrast

the different dens. On a separate piece of paper, design a den that you think would be most suitable for you if you were in the mountains. Remember, you can

only use the materials that are available to you in the mountain! Good Luck!

Bear Den

Beaver Dam

Fox Den

Edible PlantsDirections: You are stranded in the mountains; you have been the designated person to gather plants for your team to eat. It is up to you to determine what plants are edible and what plants are not. You will do this by visiting the two web sites that have been book marked for you: http://www.wilderness-survival.net/plants-1.php http://www.ibiblio.org/pfaf/cgi-bin/arr_html?Abies+concolor

Scientific Name/

Common Name

Where can you find it?

What does it look like?

Is it Edible? If so what part of the

plant?

HINT::Look for plants that will grow on the mountainous terrain. This means that you should keep a look out for plants that will grow in high elevations, cold temperatures and nutrient poor soils.

Center 5: Building Camp

Each one of you has one of the most important jobs of a mountain climber. You get to decide where you want to set up your team’s camp.

When drawing out the diagram of your camp, include both labels and explanations of why you

placed your camp where you did on the mountain. It is up to you to decide if your team will camp out high in the peak of the mountain,

low in the mountain valley or somewhere in between.

Keep in mind temperature changes, erosion, predators, and food availability.

Making Flames

Think First: What are the three things a fire needs to burn?1.2.3.

Question: What role does friction play in starting a fire?

Procedure: Using the materials provided (two pieces of flint, two sticks, dried leaves, and tattered paper) try to start a fire (you do not have to make flames, a little bit of smoke would be sufficient). Keep in mind that you do not have to use all of the supplied materials. Also remember to use fire safety. Both a fire extinguisher and bucket of water are near by in case of an emergency.

Data: Draw a picture of your fire starting method. Please label the different materials.

What are some of the things you noticed when trying to start a fire?

Analysis: With the materials provided, how many different fire starting methods can you create? What is the most important thing when trying to start a fire?

Conclusion: