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Swamp Thing

By Pinky and the Brains:Julie Butzier

Candell DickersonSarah DorlandAshley Rhodes

EDU 345 (R8)Darcy McMahonApril 20, 2006

Pinky and the Brains:Julie Butzier Ashley Rhodes Sarah Dorland Candell Dickerson

Unit Title: Swamp Thing!

Target Grade Level: 2nd- 4th grade

Key Generalization: Swamps are a specialized ecosystem full of plants and animals that have special adaptations for living in the place they call home.

Michigan Curriculum Framework References:Ecosystems

MCF III, CS 3, E 2 (Organizing living things) MCF III, CS 3, E 5 (Ecosystems)

Photosynthesis MCF I, CS1, E2 (solutions through experiment) MCF I, CS1, E6 (summaries of observations) MCF II, CS1, E2 (creative presentation of science) MCF IV, CS1, E1 (classifying objects) MCF IV, CS1, E4 (energy)

Food chain MCF I, CS1, E1 (questions based on observation) MCF III, CS2, E4 (life requirements) MCF III, CS5, E1 (food chain) MCF III, CS5, E2 (interdependence of living things) MCF III, CS5, E5 (human effects on environment)

Sound MCF I, CS1, E1 (generate questions) MCF IV, CS4, E2 (sounds made)

Camouflage MCF I, CS1, E2 (solutions to unfamiliar problems) MCF III, CS4, E2 (survive in environments)

Animals MCF I, CS 1, E 1 (Scientific Knowledge) MCF II, CS 1, E 5 (Using Resources) MCF III, CS 2, E 2 (Classify Organisms)

Swamp Formation MCF I, CS1, E1 (questions based on observation) MCF I, CS1, E2 (develop solutions) MCF II, CS1, E4 (appreciation for nature) MCF V, CS1, E2 (earth materials)

MCF V, CS1, E4 (natural changes)

Soil MCF I, CS1, E1 (generate questions) MCF V, CS1, E2 (earth materials)

RocksMCF I, CS 1, E 1 (Scientific Knowledge)MCF II, CS 1, E 5 (Using Resources)MCF V, CS 1, E 2 (Earth Materials)

Weather MCF V, CS3, E2 (Weather conditions and climate) MCF V, CS3, E3 (Seasonal changes) MCF V, CS3, E1 (The atmosphere)

Water Cycle MCF I, CS 1, E 1 (Scientific Knowledge through investigation) MCF IV, CS 2, E 1,2 (Physical Changes of Water) MCF V, CS 2, E 2 (Stages of Water)

Saltwater and Freshwater MCF IV, CS1, E1 (Classify common objects) MCF IV, CS2, E1 (Physical changes in matter) MCF IV, CS2, E2 (Mixtures) MCF IV, CS3, E2 (Forces)

Any change to the environment: Bulletin boards of swamp elements Table in the back for magazines and books about swamps that the students can go back

and look at anytimeo Extra credit for students who bring stuff to add to the back table

A fun and interesting introductory activity: Close your eyes and imagine that you are at a swamp. You hear the animals around you

and you feel the sticky, icky mud in-between your toes. You feel the warm water around your feet and you start to splash. Animals are swimming and flying all around you.

Write a 5-senses poem about what you were thinking about during the imagination exercise

A closing activity that will stick with the students: Arrange a field trip to take the students to a swamp and have them clean it up. Before

going break the class into committees that will take a project. Examples: Trash duty in the water, trash duty on land, clean up of branches, etc. This enforces cooperative learning and service learning.

Summative Assessment: When the students go on the field trip they will fill out a worksheet

For those who were not able to go on the field trip, they will have a worksheet to fill out during the time the class is gone (these individuals are able to use the magazines or books that are provided)

If it rains, a video will be played, and a worksheet will follow the video (if the video does not work, the teacher can read the books on the resources used section, and then fill the worksheet that would follow the video)

o Video: “Savin’ the Everglades”

List of Resources Used: Books

o Marshes and Swamps , by: Gail Gibbonso Swamp , by: Donald M. Silver and Patricia Wynne

Musico “Swamp Critters Greatest Hits, Vol. 1”

Books on tapeo Better Together , by: Bobby Goldsboro

Coloring sheetso www.gatorland.com/fun/color-me.html

Videoso “Meet the Swamp Critters”

Magazineso “Ask: Arts and Science for Kids”o “Kids Discover”

CD-ROMSo “Wetland Plants and Animals”o “Swamp Gas Visits the USA”o “The Magic School Bus Explores the World of Animals”

Interneto www.swampcritters.como www.nhptv.org/natureworks/nwep7i.htm

Cooking Activitieso www.marvinmonster.com/juice.htm

Songs, Poemso Stepbystepcc.com/animals/alligator.html

Name________________________________________ Date__________________

In a swamp,

I feel ______________________________________

I see _______________________________________

I taste _______________________________________

I smell_______________________________________

I hear _______________________________________

Name__________________________________________________ Date___________

Answer on a different sheet of paper, please.

1. What was your “job” on the field trip? Why was it important?

2. What did you observe?

3. Look in and around the swamp, what animals do you see?

4. Why do you not see some animals that might be there?

5. Do you hear anything? What?

6. What mediums are the sounds traveling through?

7. Look at the ground, what do you see?

8. What type of rocks do you see?

9. What layers of soil do you see? Draw the layers.

10. What is the weather like today?

11. How does that affect the swamp?

12. Is there any water at the swamp?

13. Draw the water cycle.

14. Is this fresh or salt water? How do you know?

15. Are there any types of plants at the swamp?

16. How do plants get their food?

17. Draw this cycle.

18. What is one important thing about this swamp to areas around it? Why is that important?

19. Why did we go and help clean up this swamp?

20. What was your favorite part of the swamp experience? Why?

21. Write out a mini play (for 4 people) about one aspect of swamps.

Name ________________________________________ Date___________________

Answer on a separate sheet of paper, please.

1. Why are swamps important?

2. What did you observe as you looked through the books and magazines?

3. Look at pictures of a swamp, what animals do you see?


5. Do the animals that you see in the picture make sound? What is it?


7. Look at the ground, what do you see?

8. What type of rocks do you see?

9. What layers of soil do you see? Draw the layers.


11. How does that affect a swamp?

12. Look at a picture; is there any water near the swamp?



15. Are there any types of plants at the swamp?




19. Why do you need to help clean up swamps?

20. What was your favorite part of the swamp learning experience? Why?


Name___________________________________________ Date____________

Answer on a separate sheet of paper, please.

1. Why are swamps important?

2. What did you observe as you watched the video?

3. What animals did you see in the video?


5. Did you hear anything in the video? What?


7. What did you see on the ground in the video?

8. What type of rocks did you see?

9. What layers of soil did you see? Draw the layers.


11. How does that affect a swamp?

12. Was there any water near the swamp during the video?



15. Are there any types of plants that you saw at the swamp?




19. Why do you need to help clean up swamps?

20. What was your favorite part of the swamp learning experience? Why?


Unit Overview:

Lesson Order

Overview of Activities Science Area Type of

LessonPotential Areas of Integration

1 Ecosystems Life Children's Book

Language arts (reading), art

2 Photosynthesis Physical Centers Writing, math

3 Food Chain Life Children's Book Art, reading

4 Animal Sounds Physical Technology Drama, language arts, math

5 Camoflauge Life Children's Book

Language arts (reading/writing), art, computers

6 Animals Life Children's Book

Language arts (reading/writing),

art

7 Ground Composition Earth Technology

Art, lanugage arts, current

events

8 Soil Layers Earth Stations Art, language arts, math

9 Rock Cycle Earth CentersLanguage arts

(vocabulary), art, music

10 Weather Earth Technology Writing

11 Water Cycle Physical/ Earth Technology Writing, math

12 Fresh Water/ Salt Water Physical Stations Math, language

arts

Name: Candell DickersonType of Lesson: Children’s Book: Science Lesson Title: Ecosystems and the Swamp!Grade Level: 4th

Materials: Markers, crayons, and colored pencils Construction paper and other types of paper Scissors Paper from the big rolls Glue (Optional) Books and Magazines with different animal environments Orange cones Paper Towel Computers Printer paper Clipboards

References:Appelt, Kathi. Where, Where Is Swamp Bear? Baton Rouge: Harper Collins, 2002.Hoke, John. Ecology: Man's Effects in his Environment and its Mechanisms. New York: Franklin Watts Inc., 1971.

Science Process Skills MCF and Science Topic Observing -MCF III, CS 3, E 2Communicating Living OrganismsInferring (OMIT-Students will be Constructing Models learning how to organize Formulating questions living organisms)

- MCF III, CS 3, E 5Ecosystems (OMIT- Students will be learning ecosystems)

Lesson Objective: Students will examine ecosystems by exploring different examples, specifically the swamp’s ecosystem.

Key Question: What is an ecosystem and what examples from the swamp show how living and nonliving organisms help each other survive?

Common Misconceptions: *Bigger and stronger organisms have more energy.*A predator which is high on the food chain eats everything below it.*Nonliving organisms are not an important aspect of an ecosystem.

Set Up: Most the materials will be in the students’ desks. The teacher will have clipboards with the TPQDAC’s clipped to them and two large pieces of paper for the mural. On the back table, the teacher will have resources that may be used for the mural such as magazines, pictures, and a list of websites to use. The computers will be ready to use for research but only a couple students can use them at a time. Paper towels and orange cones will be near the classroom door so the teacher can grab the before the class leaves for their nature walk.

TASK DESCRIPTION THEORYEngage Activity

*The teacher will read, Where, Where Is Swamp Bear, by Kathi Appelt with pictures and illustrations done by Megan Halsey.

*Since an ecosystem is like a special home for different families of living and nonliving organisms the teacher will ask the students questions about their homes.

-Students will be asked to go to the back of the classroom and gather around the teacher’s reading chair quietly and without touching each other.-Students will be asked to hold all comments until the end of the book while the teacher is reading.-The teacher will point out different aspects of the pictures as she reads along, such as the other plants and animals in the environment. -Then the teacher will ask the students to observe the environment throughout the book and listen carefully as she/he reads along.- When she/he is done reading the book the teacher will ask questions about the book. Possible Questions: What stood out to you? What conditions do you find in a swamp? What kind of animals and plants did you see?

-The students will not be informed that they are going to be learning about Ecosystems at this point but will be asked questions regarding their homes so they can build personal connections.-The teacher could start by asking, “All these animals and plants live and depend on the swamp, and it is their home. What is your home like? What are some similarities and differences between you and your best friend’s home?”

*Constructivism-Students will build ideas and a picture of an ecosystem as they discuss the book.*Inquiry-Students will discover more as they use examples from the swamp to construct ideas.*Multiple Intelligences- Reading a book and writing the students answers on the board are just two of many ways to apply knowledge to students’ different learning style. *Brain-based Theory- By catching the students’ attention and reading a book it is opening up more pathways for which information can be received.*Memory Recall-Students will be making personal connections by reflecting over their homes.*Cooperative Learning-Students have a positive interdependence during both engage activities.

Exploring Activity

*The students will get the chance to go on a nature walk and explore the different components that make an ecosystem function.

-An agenda message for appropriate clothing was written in the students planners so they will have boots, coats, etc already in their lockers. -The teacher will ask the students to take their pencil and quietly form a line in front of the classroom door. Then they will be instructed to go to their lockers to get suited for the outdoors. (The teacher will grab the 4 marking/soccer cones and a roll of paper towels off the counter)-When the students are in a line and ready to go the teacher will pass out a clipboard with a TQPDAC clipped to it. -The teacher will make sure the students are quiet in the hall as they put their appropriate attire on for the nature walk.-Students will be asked to stand against their locker facing the teacher when they are finished and ready to go outside.-When the students are ready the students will get in another line and quietly leave the school and walk to the nearby location (assuming that there is a nature trail near the school).

*Brain-based Theory-Students are doing a hands-on activity.

Book Summaries Where, Where Is Swamp Bear? by Kathi Appelt

This children’s book will be used to engage and introduce the students to ecosystems! A grandfather and his grandson explore the swamps in search of Swamp Bear. The pictures and words illustrate different animals and plants that make up the swamp habitat. The story of the grandfather and his grandson is very delightful and the illustrations are nicely done. It is a great tool to introduce any habitat and ecosystem.

Ecology: Man's Effects in his Environment and its Mechanisms by John Hoke,

This book is like a mini-textbook and covers a lot of useful information regarding Ecology. It specifically focuses on what the title of the book notes: “Man’s Effects in his Environment and its Mechanisms”. The whole book does not need to be incorporated in this lesson plan, thus the sections that were explored further were the consumer levels and the definition of an environment.

Scoring Rubric for Mural

Group#____

Students in Group:_________________________________________

___________________________________________________________

___________________________________________________________

Presentation

___/20 Students give specific examples of what living and nonliving organisms live in the Swamp.

___/20 Students are required to draw or include living and nonliving organisms that are not part of the Swamp habitat. Did the students identify these and state why they do not belong in the Swamp ecosystem.

___/10 Students briefly explain what an ecosystem is and how it functions.

Mural

___/20 Students include all the living and nonliving organisms on their group list.

___/20 Accuracy of a swamp environment or mural. (Accuracy not including the organisms that are misplaced from the group list)

___/10 Mural demonstrates care. For example, edges are not torn, pictures and words are big enough for others to see, and tasks are not fulfilled in pencil.

TOTAL: _________/1ooComments:

Grading Rubric: Reflections of Ecosystems

Student Name______________________________

First Paragraph

Student Checklist:

_____Includes a definition of an ecosystem (2pts)

_____ States what an ecosystem is composed of (2pts)

_____Briefly explains how an ecosystem functions (2pts)

Second Paragraph

Student Checklist:

____States why they think ecosystems are important (2pts)

____States what they find fascinating about ecosystems (2pts)

Total Score_________/ 10

Comments:

Directions: Through the activities we have done already and research your group is going to create a mural of what a Swamp ecosystem may look like!! You can use magazines, crayons, markers and construction paper to create the mural. You have to include everything on the list below and can also include other organisms that are in a swamp and not listed. Be creative and have fun!!

Note: If you do not know an organism on the list you must research it and find what it is using the different resources available.

Group #1:

- Phytoplankton- Panda- Sargassum- Heron- Solider Crab- Fungus- Snow caped mountain- Red Maple- Muskrat

- Polar Bear - Lilly pads - Willow tree - Alligator - Horse - Salamander - Elephant - Trout - Milkweed - Palm trees

Group #2:

- Mangrove- Leatherjacket- Penguin - Pine trees- Rhino- Duck - Turtle - Cactus- Squirrel- American Beach Tree- Deer- Cattail - Water Snake- Brown Bear- Rock Bass- Shark - Blue Star Creeper- lobster - cypress

Discovering an ecosystem!!!

Name________________________________

Think First!: What is the environment that we are exploring made up of?

Question: What can you find in the marked area and how do you think the living and nonliving organisms benefit from each other?

Procedure: Observe, note, smell, analyze, compare, etc. inside the marked area! How many different types of different species or plants can you find? How many nonliving organisms can you find?

Data: Draw and describe what you see in the ecosystem?

Analysis: Name some of the species you have found and their characteristics. Are there any similarities and differences?

Conclusion:

Name: Sarah Dorland

Type of Lesson: Centers

Lesson Title: When Plants Pig Out

Grade Level: 2-4

Materials: “The True Story of the Three Little Pigs,” Frizz TV worksheet, A-MAZ-ING Plants worksheet, shoe boxes, strips of cardboard, masking tape, lima bean seedling, small pot and saucer, potting soil, articles about swamp plants and the discovery of photosynthesis, art supplies, and swamp plant specimens.

References: 1. Frizz TV: http://www.scholastic.com/magicschoolbus/games/frizfreshfacts/index.htm 2. The Magic School Bus Gets Planted : http://www.scholastic.com/magicschoolbus/games/teacher/planted/index.htm 3. The discovery of photosynthesis: http://www.chm.bris.ac.uk/motm/chlorophyll/chlorophyll_h.htm 4. “The True Story of the Three Little Pigs” by Jon Scieszka5. Swamp Plants: http://www.hamiltonnature.org/habitats/wetland/wetland_plants.htm, http://aquat1.ifas.ufl.edu/guide/swamps.html, and http://www.countrysideinfo.co.uk/wetland_survey/adaptns.htm

Science Process Skills: communicating, measuring, inferring, identifying and controlling variables, interpreting data, and experimenting

MCF and Science Topics: see cover page

Lesson Objective: The learner will explore the process by which plants make food by engaging in four photosynthesis centers.

Key Question: If I were a plant, what would I eat?

Common Misconceptions: 1. Things “use up” energy.2. Energy is confined to some particular origin, such as what we get from food or what the electric company sells.

Set up Prior to Lesson: 1. Have the book and all handouts ready at the start of the lesson.2. Set out the necessary materials at each center, they are in labeled boxes with instructional handouts detailing what should be in each box as well as how to complete each center activity.

http://www.scholastic.com/magicschoolbus/games/frizfreshfacts/index.htm

http://www.countrysideinfo.co.uk/wetland_survey/adaptns.htm

http://aquat1.ifas.ufl.edu/guide/swamps.html

http://www.hamiltonnature.org/habitats/wetland/wetland_plants.htm

http://www.chm.bris.ac.uk/motm/chlorophyll/chlorophyll_h.htm

http://www.scholastic.com/magicschoolbus/games/teacher/planted/index.htm

Task Description Theories/Methods

Engage Activity

Read “The True Story of the Three Little

Pigs”

Read the book “The True Story of the Three Little Pigs” a story about a wolf who loves to eat and eat and eat. Then, one day his overeating gets him into big trouble. This is to get the students thinking about what creatures eat and eventually what plants eat. Facilitate a short class discussion on this subject to learn what the kids already know. Remind the of the ecosystem they already know about from yesterday.

Brain-Based Learning (relaxed alertness)

Multiple Intelligences and Learning Modalities (visual learners)

Integrated Curriculum (merging science and literature)

Exploring Activities

Work on TQPDAC in groups of 5

Students will use a TQPDAC in groups of 5 to conduct an experiment. Through this experiment they will be able to explain how different types of light affect plant growth and why plants need light. Each group will be assigned to test one type of light. See TQPDAC for more information.

Bloom’s Taxonomy/Higher Order Thinking

(application and comprehension)

Learning Modalities and Multiple Intelligences

(tactile/kinesthetic learners)

Cooperative Learning (working in groups)

Processing Activities

Center #1: classroom computer area

Frizz TV

Take time to briefly explain each center and point out its location. Ask the students to stay in the same groups and travel to each center together. Instruct them not to move to the next center until the bell dings.

Center #1: Using the four classroom computers, go to the bookmark for Frizz TV: Photosynthesis. Once there, use the “Factivity” and “The Facts” tabs to answer the questions on the included worksheet.

Bloom’s Taxonomy/Higher Order Thinking

(comprehension and analysis)

Brain-Based Learning (orchestrated emersion)

Learning Modalities/Multiple Intelligences

(visual learners)

Choice Theory (personal power, fun, and safety)

Learning Centers/

Cooperative Learning

Further Investigation

Center #2: located at the large table in the

back of the room

Magic School Bus Gets Planted

Center #3: located at a set of desks in one corner of the room

Scientific discovery

Center #2: The Magic School Bus Gets Planted activity. An experiment to determine just how much plants like sunlight. One plant inside a maze with only one hole cut in the top and one plant outside of the maze. Students will journal the plants growth over a period of time.

Center #3: Read about the scientist who discovered photosynthesis. Come up with some kind of scientific discovery your group would like to make. Draw or, if possible, create it using the supplies in this center.

Higher Order Thinking (Bloom’s Taxonomy-

application and synthesis)

Brain-Based Learning(orchestrated emersion)

Multiple Intelligences/ Learning Modalities

(visual and tactile/kinesthetic)

Choice Theory(choose how to make the invention-

need for personal power and fun)

Learning Centers/Cooperative Learning

Problem-Based Learning(invention solves a problem)

Application

Center #4: located at another set of desks

Study articles about and specimen of

swamp plants

Center #4: Read articles about how swamp plants are special. Examine some actual swamp plants. Journal your observations about their color, constitution, special adaptations, or other interesting qualities.

Wrap up the lesson by letting the kids know that they are going to learn more about what the animals of a swamp’s ecosystem eat tomorrow.

Higher Order Thinking(Bloom’s Taxonomy-analysis and synthesis

Brain-Based Learning(active processing)

Multiple Intelligences(intrapersonal and linguistic)

Learning Centers

Integrated Curriculum(science and language arts)

Assessment

Students need to submit all completed

work for a total of 100

TQPDAC (20 points for completion), Frizz TV worksheet (15 points for completion), making a plant maze (30 points for completion and creativity),

possible points creating or drawing your own discovery (20 points for completion and creativity), journal of swamp plant observations (15 points for quality completion and good writing skills used)

Total: 100points

Handouts and Visual Aids

Book, TQPDAC, Frizz TV handout, Magic School Bus Gets Plants experiment instructions, article about discovery of photosynthesis, swamp plant articles, and swamp plant specimens.

Plants in the LimelightTQPDAC

Think First! Oh, how plants love to be in the _____________.

Question: Why do plants need light and how are plants affected by different types of light?

Procedure:1. Choose one aspect of light your group wants to test. (i.e. light source,

duration of light exposure, distance of plant from source, ect.). Make a prediction about how it will affect your plant.

2. Set up your own experiment to test you theory. Be careful to use a proper control so that your results will be accurate.

3. Assign one member of the group to observe the plants every other day and record the observations in the chart below.

Data: Record your data and observations here.

Aspect of light tested: ______________________________________

Prediction: ______________________________________________Day 1

Day 2

Day 3

Day 4

Day 5

Analysis: How did the plant respond?

Conclusion:

Frizz TV: Photosynthesis

Name: _________________________

Date: _________________________

1. Complete this sentence about what plants eat:

Plants take in ____________, carbon dioxide, and _______________ to

make ____________ to eat as well as oxygen.

2. What is the name of the process plants use to make food?

3. How do plants take in water?

4. In what part of the plant is the food actually made?

5. How does carbon dioxide enter the plant?

6. What two things does chlorophyll do for plants?

7. How do plants help humans?

8. How do humans help plants?

Sample Swamp SpecimensInformation on Swamp Plants:Swamps in the Hamilton area are dominated by Red Maple (Acer rubrum) and Silver Maple (Acer saccharinum) but you can also find Ash (Fraximus nigra and F. pennsylvanica) and Elm trees(Ulmus americana). In some areas these trees exhibit lower trunks and roots that have adapted to the wet surroundings by forming what are called buttresses; strange raised roots that resemble knees. There are also swamps that are dominated by Eastern White Cedar (Thuja occidentalis), with smaller numbers of Tamarack (Larix laricina) and White Pine (Pinus strobus). Sometimes swamps will have areas of both tree groups in different locations.

Below the tree canopy there are often limited numbers of shrubs such as Speckled Alder (Alnus incana), Winterberry Holly (Ilex verticillata), Labrador Tea (Ledum groenlandicum) and Sweet Gale (Myrica gale).

Herbaceous swamp plants include Blue Flag (Iris versicolor), Marsh Marigold (Caltha palustris), Water Arum (Calla palustris), Cardinal Flower (Lobelia cardinalis) and the orchids, Grass Pink (Calopogon tuberosus) and Showy Lady's Slipper (Cypripedium reginae).

SWAMP FLORA Few plant species can tolerate the low oxygen and high iron, manganese, and hydrogen sulfide levels associated with the long term flooding of swamps. The plant community within a swamp depends on the type of swamp and climatic temperatures.

Swamp plant communities include conifers such as cypress trees (Taxodium spp. , the most common wetland tree in Florida); certain palms; hardwoods such as tupelo; and epiphytes (plants that live on trees) such as orchids and bromeliads (many of which are considered rare or endangered because of habitat loss or alteration). Also, more than twenty species of woody or herbaceous vines, most commonly greenbrier vines (Smilax spp. ) and poison ivy (Toxicodendron radicans), are prevalent in swamp environments.

Tall trees such as cypress, water tupelo and black gum trees have adapted to the persistent flood environment by developing "knees", or pneumatophores, that protrude above the water surface. Biologists speculate that the knees act as buttressing agents and/or areas of gas exchange. Cypress and tupelo also have buttressed, or swollen, trunk bases where the tree is submerged.

Because so little sunlight reaches the understory of swamps, few herbaceous plants (soft-stem and leafy) live in swamps. However, some herbaceous plants do occur around the edges of the swampland canopy. Insectivorous plants (insect-eating plants) are a notable feature of swamp flora. Four common genera that grow around the edges and in the sunnier parts of the swamps are bladderworts (Utricularia), sundews (Drosera), butterworts (Pinguicula), and pitcher plants (Sarracenia).

River swamps generally have more diverse plant communities than stillwater swamps. For more information about Florida's aquatic plants, visit another page of this web site.

INVASIVE PLANTS in FLORIDA'S SWAMPS

http://plants.ifas.ufl.edu/allplants.html


http://plants.ifas.ufl.edu/sarmin.html

http://plants.ifas.ufl.edu/utripic.html

http://plants.ifas.ufl.edu/toxrad.html

http://plants.ifas.ufl.edu/smiaur.html

http://plants.ifas.ufl.edu/taxodi.html

Unfortunately, aggressive exotic plants, such as newly introduced non-native vines, are invading Florida's swamps. Here is Old World climbing fern (Lygodium microphyllum) growing on cypress trees in a swamp in Palm Beach County. Besides smothering the trees they're on, the climbing ferns also provide direct paths for fire to reach the most sensitive tops of neighboring trees.

Additional common invaders are the Brazilian pepper tree (Schinus terebinthifolius), introduced to Florida as an ornamental in the mid 1800s, and Melaleuca (Melaleuca quinquenervia), large trees introduced in the 1920s that are forming impenetrable monocultures in the Everglades. Invasive plant management in swamps is especially challenging because of the difficulty in getting workers and equipment to swamps, and then working in their watery, mosquitoy environs. During the past ___ years, plant management efforts in swamps have increased ___%.

Totally submerged plants are the true water plants or hydrophytes. Because they are truly aquatic they have the greatest number of adaptations to life in water. These include:

The presence of little or no mechanical strengthening tissue in stems and leaf petioles. If these plants are removed from the water, they hang limply. They are normally supported by water all around them and so have no need of mechanical strengthening. Indeed, this would be a distinct disadvantage as it would limit flexibility in the event of changes in water level or water movements.

Submerged plants lack the external protective tissues required by land plants to limit water loss. The epidermal (outermost) layer shows very little, if any, sign of cuticle formation. All the surface cells appear to be able to absorb water, nutrients and dissolved gases directly from the surrounding water. As a result, the internal system of tubes (xylem) which normally transports water from the roots to all parts of the plant is often greatly reduced, if not absent. Thus, if these plants are removed from the water, they wilt very quickly, even if the cut stems are placed in water. This is because the normal water transport system is poorly developed. As might be expected, there are also no stomata (breathing pores) on the leaves.

Roots, which normally play a very important role in the absorption of nutrients and water from the substrate, are often also reduced and their main function is anchorage. The root hairs which function in absorption are often absent and roots themselves may be entirely dispensed with (e.g. Bladderwort).

Many species have very specialised leaf shapes. The submerged leaves are often highly dissected or divided. This has the advantage of creating a very

http://aquat1.ifas.ufl.edu/melainv.html

http://aquat1.ifas.ufl.edu/schinus.html


http://plants.ifas.ufl.edu/lygod.html

large surface area for absorption and photosynthesis. It also minimises water resistance and hence potential damage to the leaves. Heterophylly, where leaves of different shapes are produced depending on where on the plant they are, is common. This can create great problems for identification! In many cases, the submerged leaves are totally different to floating or emergent leaves on the same plant. The emergent leaves are usually much less divided, if not entire and have a more similar internal structure to those of land plants.

Air-filled cavities often extend throughout the leaves and stems of aquatic plants, providing an internal atmosphere. Certain aquatic fly and beetle larvae have a novel adaptation which allows them to take unusual advantage of this. A sharp appendage on the end of their abdomen is used to pierce into submerged plants, giving them access to the internal air-filled cavities as their own personal oxygen source.

Floating plants are of two types: those which are rooted with floating leaves (e.g. Water Lily) and those which are not rooted in the sediment, but just float on the surface (e.g. Duckweed). Floating leaves are generally tough because they have to withstand the weather and water movement.

The green pigment-containing chloroplasts important for photosynthesis are restricted to the upper surface of the leaves which are the only surface to be well lit. Stomata (breathing pores), through which gas exchange takes place in the leaf, are also found only on the upper surface of the leaf. This upper surface often has a thick waxy cuticle to repel water and help to keep the stomata open and clear. Air-filled internal cavities are also often present.

Terrestrial plants such as trees have to develop an enormous quantity of structural material in order to rise above all the other plants and collect the lion's share of the light available. Water lilies provide a neat example of a plant which has managed to do exactly the same thing, but with the minimum of structural material. Weak stems produce a massive floating canopy of leaves which dominate the local aquatic plant community just as effectively as trees dominate in a woodland. The difference lies in their external medium. Water provides all the necessary support, whereas air does not.

These are emergent plants with the lower parts often submerged. They are typically, tall narrow-leaved plants, which offer little resistance to fluctuating water levels or high winds. They are therefore less likely to be damaged. Their height means that they are unlikely to ever be completely submerged during flooding. The stems have tough internal fibres and a hollow structure. This allows them to withstand severe winds without damage. Reedmace (above) has noticeably narrow aerofoil shaped leaves, presumably for this reason. Swamps in the Hamilton area are dominated by Red Maple (Acer

http://www.countrysideinfo.co.uk/wetland_survey/reedmace.htm

http://www.countrysideinfo.co.uk/wetland_survey/glossary.htm

rubrum) and Silver Maple (Acer saccharinum) but you can also find Ash (Fraximus nigra and F. pennsylvanica) and Elm trees(Ulmus americana). In some areas these trees exhibit lower trunks and roots that have adapted to the wet surroundings by forming what are called buttresses; strange raised roots that resemble knees. There are also swamps that are dominated by Eastern White Cedar (Thuja occidentalis), with smaller numbers of Tamarack (Larix laricina) and White Pine (Pinus strobus). Sometimes swamps will have areas of both tree groups in different locations.

Below the tree canopy there are often limited numbers of shrubs such as Speckled Alder (Alnus incana), Winterberry Holly (Ilex verticillata), Labrador Tea (Ledum groenlandicum) and Sweet Gale (Myrica gale).

Herbaceous swamp plants include Blue Flag (Iris versicolor), Marsh Marigold (Caltha palustris), Water Arum (Calla palustris), Cardinal Flower (Lobelia cardinalis) and the orchids, Grass Pink (Calopogon tuberosus) and Showy Lady's Slipper (Cypripedium reginae).

SWAMP FLORA Few plant species can tolerate the low oxygen and high iron, manganese, and hydrogen sulfide levels associated with the long term flooding of swamps. The plant community within a swamp depends on the type of swamp and climatic temperatures.

Swamp plant communities include conifers such as cypress trees (Taxodium spp. , the most common wetland tree in Florida); certain palms; hardwoods such as tupelo; and epiphytes (plants that live on trees) such as orchids and bromeliads (many of which are considered rare or endangered because of habitat loss or alteration). Also, more than twenty species of woody or herbaceous vines, most commonly greenbrier vines (Smilax spp. ) and poison ivy (Toxicodendron radicans), are prevalent in swamp environments.

Tall trees such as cypress, water tupelo and black gum trees have adapted to the persistent flood environment by developing "knees", or pneumatophores, that protrude above the water surface. Biologists speculate that the knees act as buttressing agents and/or areas of gas exchange. Cypress and tupelo also have buttressed, or swollen, trunk bases where the tree is submerged.

Because so little sunlight reaches the understory of swamps, few herbaceous plants (soft-stem and leafy) live in swamps. However, some herbaceous plants do occur around the edges of the swampland canopy. Insectivorous plants (insect-eating plants) are a notable feature of swamp flora. Four common genera that grow around the edges and in the sunnier

http://plants.ifas.ufl.edu/toxrad.html

http://plants.ifas.ufl.edu/smiaur.html

http://plants.ifas.ufl.edu/taxodi.html

parts of the swamps are bladderworts (Utricularia), sundews (Drosera), butterworts (Pinguicula), and pitcher plants (Sarracenia).

River swamps generally have more diverse plant communities than stillwater swamps. For more information about Florida's aquatic plants, visit another page of this web site.

INVASIVE PLANTS in FLORIDA'S SWAMPS

Unfortunately, aggressive exotic plants, such as newly introduced non-native vines, are invading Florida's swamps. Here is Old World climbing fern (Lygodium microphyllum) growing on cypress trees in a swamp in Palm Beach County. Besides smothering the trees they're on, the climbing ferns also provide direct paths for fire to reach the most sensitive tops of neighboring trees.

Additional common invaders are the Brazilian pepper tree (Schinus terebinthifolius), introduced to Florida as an ornamental in the mid 1800s, and Melaleuca (Melaleuca quinquenervia), large trees introduced in the 1920s that are forming impenetrable monocultures in the Everglades. Invasive plant management in swamps is especially challenging because of the difficulty in getting workers and equipment to swamps, and then working in their watery, mosquitoy environs. During the past ___ years, plant management efforts in swamps have increased ___%.

Totally submerged plants are the true water plants or hydrophytes. Because they are truly aquatic they have the greatest number of adaptations to life in water. These include:

The presence of little or no mechanical strengthening tissue in stems and leaf petioles. If these plants are removed from the water, they hang limply. They are normally supported by water all around them and so have no need of mechanical strengthening. Indeed, this would be a distinct disadvantage as it would limit flexibility in the event of changes in water level or water movements.

Submerged plants lack the external protective tissues required by land plants to limit water loss. The epidermal (outermost) layer shows very little, if any, sign of cuticle formation. All the surface cells appear to be able to absorb water, nutrients and dissolved gases directly from the surrounding water. As a result, the internal system of tubes (xylem) which normally transports water from the roots to all parts of the plant is often greatly reduced, if not absent. Thus, if these plants are removed from the water, they wilt very quickly, even if the cut stems are placed in water. This is because the normal water transport system is poorly developed. As might be expected, there are also no stomata (breathing pores) on the leaves.

http://aquat1.ifas.ufl.edu/melainv.html



http://plants.ifas.ufl.edu/lygod.html



http://plants.ifas.ufl.edu/sarmin.html

http://plants.ifas.ufl.edu/utripic.html

Roots, which normally play a very important role in the absorption of nutrients and water from the substrate, are often also reduced and their main function is anchorage. The root hairs which function in absorption are often absent and roots themselves may be entirely dispensed with (e.g. Bladderwort).

Many species have very specialised leaf shapes. The submerged leaves are often highly dissected or divided. This has the advantage of creating a very large surface area for absorption and photosynthesis. It also minimises water resistance and hence potential damage to the leaves. Heterophylly, where leaves of different shapes are produced depending on where on the plant they are, is common. This can create great problems for identification! In many cases, the submerged leaves are totally different to floating or emergent leaves on the same plant. The emergent leaves are usually much less divided, if not entire and have a more similar internal structure to those of land plants.

Air-filled cavities often extend throughout the leaves and stems of aquatic plants, providing an internal atmosphere. Certain aquatic fly and beetle larvae have a novel adaptation which allows them to take unusual advantage of this. A sharp appendage on the end of their abdomen is used to pierce into submerged plants, giving them access to the internal air-filled cavities as their own personal oxygen source.

Floating plants are of two types: those which are rooted with floating leaves (e.g. Water Lily) and those which are not rooted in the sediment, but just float on the surface (e.g. Duckweed). Floating leaves are generally tough because they have to withstand the weather and water movement.

The green pigment-containing chloroplasts important for photosynthesis are restricted to the upper surface of the leaves which are the only surface to be well lit. Stomata (breathing pores), through which gas exchange takes place in the leaf, are also found only on the upper surface of the leaf. This upper surface often has a thick waxy cuticle to repel water and help to keep the stomata open and clear. Air-filled internal cavities are also often present.

Terrestrial plants such as trees have to develop an enormous quantity of structural material in order to rise above all the other plants and collect the lion's share of the light available. Water lilies provide a neat example of a plant which has managed to do exactly the same thing, but with the minimum of structural material. Weak stems produce a massive floating canopy of leaves which dominate the local aquatic plant community just as effectively as trees dominate in a woodland. The difference lies in their external medium. Water provides all the necessary support, whereas air does not.

http://www.countrysideinfo.co.uk/wetland_survey/glossary.htm

Name: Sarah Dorland

Type of Lesson: Children’s Book

Lesson Title: A Web of Delicious Food

Grade Level: 4

Materials: “Grandma Gets Grumpy”, an envelope for each group containing several sets of paper arrows and swamp animals, words and definitions for the vocabulary board, food chain handout, assignment instructions, and assignment rubric.

References: 1. “Grandma Gets Grumpy” by Anna Grossnickle Hines (copyright 1988; Houghton Mifflin Company)2. “Science in Elementary Education” by Peters and Stout (copyright 2006; Pearson Education, Inc.)

Science Process Skills: Classification, predictions, observing, communication, inferring, formulating, questions, experimenting, and extension.


Lesson Objective: The learner will discover how the animals in and around the swamp are interconnected to each other as well as the plants and nonliving components of the ecosystem but creating a food web.

Key Question: If I lived in the swamp, who would be my family and how would we be related?

Common Misconceptions: Three common misconceptions that I may need to take into account during this lesson are: 1) evolution is goal-directed and 2) evolutionary changes are driven by need 3) Man is at the top of every food chain.

Set up Prior to Lesson: 1. Skim through the story to become familiar with it before reading it to the students.2. Have all handouts and materials ready to pass out to the students.


Engage Activity

Read children’s book to the students

“Grandma Gets Grumpy” is a story about a loving Grandma who lets her grandchildren do things their parents normally wouldn’t, until they take advantage of her . . . Share the story from the children’s book with the students, emphasizing the connections in the story. Talk about the different relationships that are portrayed in the story and how connections are made between people. Point out that this is similar to the relationship we have seen thus far in our swamp unit.

Learning modalities(visual and kinesthetic)

Integrated Curriculum (science and language arts)


Handout food web envelopes to each table of students

Explain that we are going to talk about a different kind of family- a swamp family

Allow students who got part of the paper model right to represent that portion in the human model as they complete the TQPDAC as a class

Give each table of students an envelope full of pictures of animals and arrows. Ask them to arrange the animals in such a way that the arrows show the connections between them. The arrows should point from one animal/plant to the animal that eats it so that students can understand the flow of energy in the food chain.

Do the following activity as a class to complete the TQPDAC. When everyone is finished combine all the answers to make an accurate human model using children from each group. Ask students to hold hands to show the connections and then ask what would happen if certain animals all died- who wouldn’t be able to eat? They should drop hands to show where this would break the food chain.

Multiple Intelligences(visual, kinesthetic,

interpersonal)

Cognitive Development(application and synthesis)

Choice Theory(personal power and

love/belonging)

Brain-Based Learning(hands on)

Cooperative learning (groups)

Problem Based (TQPDAC)


Give each student a handout of the food chain they just created

Ask students to talk to their group members about ways in which the animals could be grouped. Do some animals eat the same kinds of things? Are there animals that eat only one

Bloom’s Taxonomy(analysis)

Higher Order Thinking

thing? Have them share their answers.

With some guidance this should lead to a discussion of the science vocabulary words for the day: producer, consumer, decomposer, prey and predator. Have the students match words to definitions on the classroom vocabulary board.

Cooperative learning through small group

discussion


Ask about missing components.

Time in the computer lab/library.

Give students the handout on this assignment

Ask the students if they think anything is missing from the food chain in front of them. Are there more plants or animals that could be included? What about energy to keep this process moving?

Prompt students to ask these and other questions they come up with on their own.

Arrange for them to spend approximately 15 minutes in the school’s computer lab and/or library researching the answers to their questions. Direct them to use a list of several web sites that you have already bookmarked to have good information on food chains. Have them complete the handout that goes along with this assignment.

Allow a few minutes at the end of class for them to share any particularly interesting things they learned.

Bloom’s Taxonomy(analysis and synthesis)

Cognitive Development

Learning Modalities/Multiple

Intelligences(visual, intrapersonal)

Application

Handout explanation of the assignment.

Ask students to write a short paper (1/2-1 page) on the role they play in sustaining the food chain. The purpose of this assignment is for students to develop an awareness of their environmental responsibility. They should include at least 5 ways in which they can take action and they may chose to draw pictures of these ideas instead of writing about them. Students can refer to the handout of this assignment if they have

Bloom’s Taxonomy(application)

Choice Theory(personal power- choice of

activity)

Integrated Curriculum (language arts and science)

more questions.

Also, let the students know that the class will be moving away from what creatures eat and into what sounds they make with a fun activity during the next class.

Assessment

Give students a rubric of each of these areas and how many points they are worth.

Students will be graded according to their participation in the group and class activities, quality completion of the handout assigned during their time in the computer lab, and the paper or drawing they will turn in the next school day.


“Grandma Gets Grumpy,” envelopes of manipulatives, words and definitions for vocabulary board, handout of food chain, assignment instructions, and assignment rubric.

My Role in the Food Chain

Assignment:

Now that we have discovered a little bit about how the food chain of a swamp works, I’d like

you to investigate the part YOU play in keeping that chain connected. You are encouraged to

use the internet, the library, or any other research tools you can to find out how you help the food

chain. Try to find at least five different ways. If you are having trouble finding a place to start

please feel free to come ask me.

Presentation:

You have two choices about how you present the information you find. You can write a ½-1

page essay describing your role in the food chain OR you can draw pictures of your roles.

Rubric:

25 points- evidence of research

20 points- at least 5 roles described

5 points- creativity

Food Chain (additional handout)TQPDAC

Think First! Swamp animals are ___________.

Question: How would the food chain be affected if one species of animal suddenly became extinct?

Procedure: Work together as a class to create a human model of the food chain we just talked about. Each of you should become an animal and then join hands with the animals that eat you or that you eat. Complete the data chart by choosing an animal that becomes extinct and then removing the student that represents that animal from the food chain.

Data:

Name of AnimalThat Becomes

Extinct

Observations of Affect on Food Chain

Analysis: How does extinction affect the food chain?

Conclusion:

Swamp Thing: The Food Web

PRODUCER

A living creature that

makes its own food.

CONSUMER


cannot make its own

DECOMPOSE

R


helps to break down dead

organisms.

PREDATOR

An animal that pursues

another animal for food.

PREY

An animal that is pursued

by another animal for

Name: Julie ButzierType of Lesson: Technology Lesson

Lesson Title: Shifting Sounds Grade Level: 2nd-4th

Materials: Drum (or coffee can with wax paper as the lid) High-pitched instrument Paper clips Tuning fork Pan of water Rubber bands 2 pegs in a peg board Fork Ruler Blank sheets of white paper Crayons, markers, or pencils Video, The Magic School Bus Inside the Haunted Museum CD, Music in the Classroom, Track 4 Book, The Magic School Bus Inside the Haunted Museum

References: http://school.discovery.com/lessonplans/programs/soundwaves/

Science Process Skills: MCF and Science Topics: Lesson Objective: Observation MCF I, CS1, E1 (generate The student will Communication questions) understand how Predicting MCF IV, CS4, E2 (sounds sounds move, and Inferring made) what mediums Formulating Hypotheses they move through. Interpreting Data Experimenting Formulating Questions

Key Question: Can sound travel through liquids, solids, and gases?

Common Misconceptions: 1. Sound moves faster in air than in solids (air is “thinner” and forms less of a barrier) 2. Sound moves between particles of matter (in empty space) rather than matter.

http://school.discovery.com/lessonplans/programs/soundwaves/

Set-up Prior to Lesson: Get a VCR, TV, and make sure the tape is at the beginning. Put all the materials needed for the experiment on the back table (label with table numbers). Label water pans, “Water.”


Engage Activity

-CD

-Video/ Book

-KWL Worksheet

As the students are coming in, play the CD. Have them sit at their desks and listen to the music for about 2 minutes (if the CD player is not working, hum a tune)

Ask the students, “How does sound get from its source to our ears?”

Tell them that remember from yesterday that we learned about animals, we are now going to learn about the sounds they make

Handout the KWL chart and have the students fill out the K and W in one color ink/pencil

Brainstorm ideas on the board about the question above and other questions they have

Play the movie (if the VCR is not working, read them the book, Magic School Bus)

When the movie is finished tell the students to add to the KWL chart in a different color ink/pencil

-Learning Modalities (visual and auditory)

-Multiple Intelligence (Visual, Auditory, Musical)

-Constructivism (the students first build their own knowledge on what they know)

- Inquiry (students get involved with KWL and they learn from that)

Exploring Activity

-TQPDAC (turn in)

-Experiment

Tell the students they are to work on this experiment in their tables of 4

Handout the TQPDAC

Tell the students they are to send 2 people from their table to get all the materials

Watch over the students as they do their experiment and answer questions if they need help

When the experiment is completed, have the students turn in the TQPDAC

-Multiple Intelligence (Visual, Movement, Interpersonal)

-Learning Modalities (Visual and Movement)

-Constructivism (TQPDAC)

-Cognitive Development (group work)

-Higher Order Thinking (TQPDAC)

-Brain Based Learning (experiments)

-Choice Theory (groups and fun and enjoyment with experiments)

-Cooperative Learning (groups)

-Inquiry (formulating own questions)

Processing Activity

-Wondering Waves Worksheet (turn in)

When all the experiments are cleaned up, handout “Wondering Waves” worksheet

Tell the students to get into groups of 3

Tell the students to fill out the questions about the experiment they just completed

Give them about 10-15 minutes, and when they are done, they are to turn in the worksheet

-Constructivism (building own answers based on experiments)

-Higher Order Thinking (questions of Synthesis and Analysis)

-Inquiry (Explaining)


-KWL chart

-Blank Worksheet “Sassy Sounds” (turn in)

Tell the students to get out the KWL chart again

In a different color, (if they do not have one they can use the same color) fill it what they learned

Ask the students how this could apply to swamps and put those in the wonder column

Have them break into pairs

Tell them to pick one from the wonder column (about swamps) to do more research on it

When they know which one they are doing, have them tell you

They are to use the magazines and books provided

When they tell you, hand out the blank Worksheet

They are to fill out the blank one

When everyone is done, they will report their finding to the class

Collect the Worksheet when all groups have reported

-Constructivism (build on knowledge just learned)

-Inquiry (Elaborate)

-Cooperative Learning (groups of 2)

-Brain Based Learning (Actively Processing)

-Higher Order Thinking (Synthesis)

-Choice Theory (freedom to pick partner and question)

Applications

-

After the groups are done presenting, the teacher then will tell the students they are going to act out a swamp scene.

Each group is going to pick an animal and make the sound of the animal

When everyone has made the sound and moving like the animal, the teacher will say stop

Then, they will go to circle and explain their sound.

They will say if they made it in air or through water

-Multiple Intelligence (Visual)

-Learning Modalities (Visual)

-Constructivism (apply what learned)

-Inquiry (Elaborate, asking questions)

-Higher Order Thinking (Evaluate, creating a picture))

-Choice Theory (fun and enjoyment)

-Brain Based Learning (movement to build cross hemispheric connections)

-Cognitive Development (abstract concepts)

Assessment “Wondering Waves” - One point for each question answered accurately= 25 points

TQPDAC -Everything completed =25 points

Own TQPDAC -Everything filled in the right areas=2 point-Used multi-resources=3 points-Answered the question=5 points-TOTAL=10 points

Drawing -Completed –2 points-Explanation –2 pointsTotal= 4 points



-Constructivism (own worksheet)

-Higher Order Thinking (questions and application)

Handouts and Visual Aids KWL worksheet “Wondering Waves”

worksheet TQPDAC Blank TQPDAC Movie, The Magic

School Bus Inside the Haunted Museum

Book, The Magic School Bus

Name_____________________________________ Date____________

Know Wonder Learn

Name______________________________________ Date__________________

Answer the following questions:

1. What were the objects used in the experiment?

2. Do you need mediums to carry sound? Why or why not.

3. Can sound exist in space, outside a space shuttle? Why or why not?

4. Which sounds could you hear? Which sounds could you NOT hear?

5. In the water part of the experiment, where did the waves go?

Name_________________________________________ Date________________

Question:

Data:

Analysis of the Data:

Conclusion:

Name_________________________________________ Date________________

Think First: Sound is____________________________

Question: How does sound travel?

Procedure: Get all the materials from the back of the room (labeled with your table number on it) Get out the drum and paper clips Put the paper clips on top of the drum, and hit the drum lightly (record observations) Touch the side of your throat and say “Ahhhh” (record your observations) Get out the pan labeled water, and go to the back and fill it half way full of water Hit the tuning fork against the desk and put it in one end of the water (record

observations) Get out the rubber band and the 2 nails on a peg board String the rubber band across the nails, then strum the rubber band (record observations) Get out the fork Hit the fork against the tuning fork, and put the fork close to your ear (record

observations) Get out the ruler Lay the ruler on the desk so that one side is off the desk Hold down the side of the ruler that is against the desk Snap the other end of the ruler (record observations) Clean up and dump out water pan Return materials to the back table

Data:Activity: What do you see? What do you hear?

Drum with paper clips

Touch side of throat

Tuning fork in water

Rubber band on nails

Fork near ear

Ruler against desk

Analysis: What are the similarities/ differences?

Conclusion: Answer the question.

Summary

Video, The Magic School Bus Inside the Haunted Museum

The class is going to give a concert at the Sound Museum.

On the way, the Magic School Bus breaks down -- in front of a big, old haunted house. The class hears lots of weird sounds. Ms. Frizzle and the kids enter at their own risk! But, once inside, they learn all about sound.

Name: Julie ButzierType of Lesson: Children’s Book

Lesson Title: Hide and Seek Grade Level: 2

Materials: 20 cut out squares of patterned wrapping paper20 cut out squares of plain wrapping paper1 big square of patterned wrapping paper1 big square of plain wrapping paperBook, Camouflage in the Wild: Hiding Out, by James MartinBook, Wild and Swampy, by Jim ArnoskyScissorsTQPDAC handout, “Hiding Out!”Blank TQPDAC handoutHandout, “Hidden Animals”Pictures of 25 animalsHandout, “Internet Sources”

References: Book: Stout, Peter. Science in Elementary Education: Methods, Concepts, and Inquiries.

Book, Martin, James. Camouflage in the Wild: Hiding Out. Book, Arnosky, Jim. Wild and Swampy.

Science Process Skills: MCF and Process Topics: Lesson Objective:Observation MCF I, CS 1, E2 (solutions The learner willCommunication to unfamiliar problems) discover whyClassifying MCF III, CS 4, E2 (survive animals needInferring in environments) camouflage andInterpreting data how they use it.ExperimentingConstructing ModelsFormulating Questions

Key Questions: If you were in a swamp, what would you see, or not see?

Common Misconceptions: Evolution is goal-directed. Evolutionary changes are driven by need.

Set up Prior to Lesson: Get all materials out, place books on the front table, cut out squares of different wrapping papers, place 25 animals around the room (some in hidden or camouflages places)

Elephant Bird Bird Killer Whale FrogHorse Deer Squirrel Dolphin

Ant Polar Bear Lizard SharkButterfly Grizzly Bear Kangaroo GorillaCat Monkey Giraffe TigerDog Fish Owl Lion


Engage Activity

-Read book

-“Hidden Animals” worksheet

1. Read Wild and Swampy. Point out interesting facts.

2. Tell the students that yesterday we studied sound animals make, and today we are going to study something else about animals.3. Ask the students, “If you were in a swamp, what you see, or not see?”4. Write down the ideas on the board5. Tell the students there are cutouts of animals hidden throughout the room.6. Hand out the worksheet titled, “Hidden Animals”7. Have the students look, from their tables, around the room for the animals8. The students should be filling out the worksheet when they find an animal9. After about 5 minutes, have the students put aside the worksheet for later

-Brain Based Learning (Problem-solving)

-Learning Modalities (applying visuals to a concept)

Exploring Activity

-“Hiding Out” TQPDAC

-Wrapping paper experiment

1. Hand out the TQPDAC titled, “Hiding Out”2. Tell the students they will work in their tables of 43. Ask for 2 volunteers from each table to get all the materials from the back table4. Go over the TQPDAC, and ask if they have any questions5. Monitor the students as they work through their procedure and the rest of the TQPDAC6. After the experiment is finished and the TQPDAC is completed, have the other 2 students at the tables turn in their table’s completed experiments and put any materials away

-Inquiry (formulating own questions)

-Cognitive Development (group work)

-Multiple Intelligence (interpersonal with group work)

-Brain Based Learning (experiments)

-Higher Order Thinking (TQPDAC)

-Learning Modalities (TQPDAC)

-Choice Theory (Fun and Enjoyment with hands-on)

Processing Activity

-Book, Camouflage in the Wild

-Animals throughout the room activity

1. Read the book, Camouflage in the Wild2. Ask the students what their experiment had to do with camouflage3. Tell the students to get out the handout again titled, “Hidden Animals”4. Tell them, again, to find the different animals throughout the room5. Tell them to remember camouflage and to look hard6. Give them 5-10 minutes7. After the time is up, collect the papers8. Go over where all the animals are.9. Tell the students to clean up any other mess

-Brain Based Learning (Actively Processing)

-Learning Modalities (Visual Learning)

-Multiple Intelligence (Visual and Interpersonal)


-Questions

-Blank worksheet “Hiding Out”

-website handout

1. Ask the students if they have any questions about camouflage2. Write the questions on the board3. Tell the students they are to work in pairs4. Give each pair a question to find out the answer to5. Give the pair their own worksheet (blank “Hiding Out”) to fill out about their question6. The students are able to use any resources in the room (if they choose to use the computers hand them the website handout)7. After 20 minutes, tell the students they are to present their answers8. After the presentations, the students are to turn in their worksheet they created

-Brain-Based Learning (experiments and orchestrated immersion)

-Choice Theory (Freedom)

-Cognitive Development (group work and tapping into prior knowledge)

-Higher Order Thinking (TQPDAC and analyzing)

-Inquiry (Formulating questions)

Application

-Picture of wildlife and animal

To know if the students learned what was taught…1. Pass out one sheet of white paper to each student2. Explain to the students they are to create a picture of an animal and its surroundings where it would be camouflaged3. Tell the students that on the back of the paper they are to explain why the animal would be camouflaged in 3-5 sentences.4. The students will hand in the project when they are finished

-Higher Order Thinking (creating a picture-application)

-Inquiry (asking themselves questions)


-Multiple Intelligence (Visual and Movement)

-Choice Theory (Freedom-creativity)



Assessment Picture-Drew animal and surroundings = 2 points -Wrote why =2 pointsTotal = 4 pointsExperiment-credit/no creditHandout-1st part-2 points if animals are found in the right place -2nd part-2 points if found animals that were “hiding”Own worksheet “Hiding Out”-1 point if completed -2 points if used different resources -3 points if correct information in the correct areas -4 points if answered the questionTotal- 10 points


-Constructivism (own worksheet)

-Higher Order Thinking (creating a picture for application)

Handouts and Visual Aids TQPDACBooksHandouts

Name________________________________________ Date_______________

1st Try:

Animal: Where found in the room:

2nd Try:

Animal: Where found in the room:

Name_____________________________________________ Date_________________

Think First: An animal hides from its enemies by:

Question: Why do you see animals sometimes, and why do you not see animals other times?

Procedure:1. Cut out 20 butterflies from the patterned wrapping paper2. Cut out 20 butterflies from the plain wrapping paper3. Lay down the large piece of patterned wrapping paper on one end of the table, and lay

down the large piece of plain wrapping paper at the other end of the table4. Have 1 student at the table turn around and not look at the large pieces of wrapping

papers on the table5. Place as many patterned butterflies (but make sure you record how many you placed!)

on the large patterned wrapping paper6. Have the student turn around and count as many as they can see (record their

observations)7. Do the same for each scenario listed in the data table, making sure each students gets

a turn to guess how many butterflies

Data:

Type (type of paper/type of animal)

How Many Are There How Many Do You See

Patterned/PatternedPlain/PlainPatterned/PlainPlain/PatternedRandom

Analysis: Compare and Contrast the different scenarios

Conclusion: Answer the question…

Name_____________________________________________ Date_________________

Question:

Data:

Analysis of the Data:

Conclusion:

If you are going to use the Internet, look at these sites (book marked on the class web page) :

1. http://science.howstuffworks.com/animal-camouflage.htm

2. http://en.wikipedia.org/wiki/Camouflage

3. http://oncampus.richmond.edu/academics/education/projects/webunits/adaptations/ camou1.html

*If you need help, ask me!

http://oncampus.richmond.edu/academics/education/projects/webunits/adaptations/camou1.html

http://oncampus.richmond.edu/academics/education/projects/webunits/adaptations/camou1.html

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

http://science.howstuffworks.com/animal-camouflage.htm

Name: Ashley L. Rhodes

Type of Lesson: Children’s Book

Lesson Title: Mysterious Swamp Animal Homes Grade Level: 3rd-4th Grade

Materials: Bayou Lullaby by Kathi Appelt Diagrams of different swamp animals w/ labeled parts, found at

http://www.enchantedlearning.com/biomes/swamp/printout.shtml. Print out Materials found in a swamp such as: grass, sticks, mud, dirt, rocks, etc. Anything that

students could use to create one of the animals habitats TQPDAC Journals Individual assignment description

References: Appelt, Kathi. Bayou Lullaby. Morrow Junior Books, New York: 1995. http://www.enchantedlearning.com/biomes/swamp/printout.shtml -Printouts of Animals http://www.uen.org/utahlink/pond/ -Virtual Tour of a Pond/Michigan Swamp

Science Process Skills:

The science skills used in this lesson are classification, observation, and communication.

MCF and Science Topics:

MCF I, CS 1, E 1 (Scientific Knowledge)MCF II, CS 1, E 5 (Using resources)MCF III, CS 2, E 2 (Classify organisms)

Lesson Objective:

For students to be able to classify what types of animals live in a swamp and where in the swamp they live.

http://www.uen.org/utahlink/pond/

http://www.enchantedlearning.com/biomes/swamp/printout.shtml


Key Question: What types of animals live in a swamp and what types of habitats do the animals live in?

Common Misconceptions: That most animals have the same growth and movement. Eggs are not considered to be living things. Found at: http://departments.weber.edu/sciencecenter/LS1370/2004/elementary_life_science_core_obj.htm

Set up Prior to Lesson: Prior to lesson, the worksheet of the different swamp animals should be printed out for the students and the TPQDAC for should also be created and printed for each student. The book “Bayou Lullaby,” should be bought or checked out at the school or public community library. Have each student assigned to a group so that the groups can work on the habitat of the animal that they choose, there should be five groups, each group evenly distributed with students. Materials to build the habitats with should also be ready prior to the lesson. Grass, sticks, mud, dirt, rocks, anything that would be found in a swamp should be organized and presented at a table in the room so that they are easily accessible to the students. Some sort of containers, half cut 2liter bottles, or cardboard boxes to display the habitat in should also be organized prior to lesson. The directions and the rubric for the individual assignment should be created and printed for each student.

http://departments.weber.edu/sciencecenter/LS1370/2004/elementary_life_science_core_obj.htm

Task Description Theories/MethodsEngage Activity

*To first engage students, introduce the book “Bayou Lullaby”*Write the words and definitions on the board students may not know*Review words*Read book*Ask students what animals they saw in book*Discuss what the students saw

As we discussed yesterday, animals have camouflage. Today, we will explore animals who camouflage themselves and what habitats they live in that help them camouflage themselves so well.

To first engage the students in the activity, the book “Bayou Lullaby” should be presented to the students. Ask the students what they think a bayou is. Allow for as much discussion as possible. The students may not know some of the words in the book, so they should be defined prior to reading; the words that should be introduced are bayou, chocolat, fais dodo, ma petite, petite cherie, and pirogue. So the students remember these particular words, the words and their definitions should be written on the board. The words can be found after the title page in the book. Once the words are defined and the discussion of what a bayou is completed, proceed with reading the book.

Summary of book: “It's soft and sleepy on the bayou tonight. If you listen closely, you can hear the great bullfrog, King Armand, crooning a lullaby. Alligators drift, herons doze, and the tree frogs chorus "fais dodo, fais dodo." In this starry nightsong, Kathi Appelt spins her words from the rhythms of Cajun speech, while Neil Waldman's shimmering images weave a spell of pure enchantment.” Summary from: http://www.kathiappelt.com/books/picturebooks/bayoululaby.html

Once the book is read ask the students what type of animals they saw in the book. Allow for discussion; ask students if they have ever seen such animals. Ask the students if they could think of any other type of animals that live in swamps. Allow for discussion.

*Constructivism: Students are capable of stating what they saw in the book and constructing the meaning on their own that similar animals found in a swamp could also be found in a pond/wetland nearby.*Learning modalities: Students will be hearing the reading of the book, so there will be auditory hearing taking place.*Brain based learning: Students will be relaxed while listening to the book; therefore, the highest quality observations will be able to take place.


*Have students visit a wetland/pond if applicable*If not applicable, have students visit the virtual pond: http://www.uen.org/utahlink/pond/*Have students,

Once the book has been read and opening discussions have been discussed have the students visit a wetland/pond if applicable, as a class. If it is not possible for the students to visit a wetland or pond then have the students visit the virtual pond: http://www.uen.org/utahlink/pond/. If students do not have access to the website, pass out the animal handouts found on the website: http://www.enchantedlearning.com/biomes/swamp/printout.shtml.As the teacher, these handouts should already be printed out prior to presenting the website to the students. Once the students have visited a wetland/pond or have visited the virtual pond, ask the students what types of animals they saw in the pond. Allow for discussion.

*Learning modalities: Students will visually see the pond and the animals, even if they visit the virtual pond.*Integrated Curriculum: Students are integrating curriculum through the TQPDAC because they are incorporating science curriculum, as well as English and writing curriculum.*Brian based learning: Students are in the active process of this theory because they are actively






http://www.kathiappelt.com/books/picturebooks/bayoululaby.html

http://www.kathiappelt.com/books/picturebooks/bayoululaby.html

individually chose an animal they would like to further explore*Tell to discuss what animal they would like to further explore*Ask question: “Where in the swamp would this animal live?”*Tell students to draw the habitat

Pass out TQPDAC.

From there students will individually pick an animal that they have seen from the pond/or virtual pond they would like to further explore on. Once the students have picked which animal from the swamp they would like to explore, pass out white drawing paper for the students.

Once the students have decided which animal to further explore; ask the question: “Where in the swamp would this animal live?” Allow students to discuss with their groups to come up with an answer. Tell the students to show their answer through drawing the habitat of that animal. With the paper provided the students will then draw the habitat that the animal they chose would live in. The habitats have to be somewhere near a swamp, due to the fact that the animals presented reside in a swamp.

involved in the drawing of the habitat and completing the TQPDAC.

Processing Activity

*Presentations*Journal question: “Why did you choose this animal to have this type of habitat in your drawing?”

Once the habitats have been drawn, have each student present their habitat to the class. The students should present the animal that they chose and the habitat to the class they drew.

Once the presentations have been completed, the students will each individually record their reasons for why they chose this animal to have this particular habitat in their journals.

*Learning modalities: Students will be learning visually through the drawings of the habitats. Students will also be learning through auditory through the presentations.*Choice theory: Students have the choice to choose whatever animal they wish to draw and the animal’s habitat.*Higher Order Thinking: Students have to think about what type of food that animal eats, etc. in order to draw the most factual habitat.


*Write in journals*Ask question: “Why do you think this animal lives in this particular area of the swamp?”

Have students to continue writing in their journals individually. Propose another question to them: “Why do you think this animal lives in this particular area of the swamp?”

Once students have written in their journals, have the students share with one another their answers.

For more activity for the students to interact in, have the students act out their animals and what they think they would be doing in their habitat. Take volunteers for this, not all students may be willing to act in front of the class.

*Integrated Curriculum: Students are integrating science and writing together.*Multiple Intelligences: Students are using kinetics and arts by acting out the animal in the habitat where it lives.*Learning Modalities: Students are learning through visual, auditory, and kinesthetic.

Applications

*Assign group project/report*Have students

For students to apply the new skills, assign a group project. This project will not have to be due until a week and a half after the lesson. Project: Have students break into groups; roughly five groups with students distributed evenly. Students in the group will

*Control/Choice theory: Students are placed in groups so everyone has a sense of belonging. Also, the groups get to choose which

break into groups, five groups, students distributed evenly*Pass out the instructions for the assignment*”Why do different animals need different habitats?”

discuss out of the animals that they drew what animal they as a group would like to elaborate on. Once the group has made the decision, pass out the instructions. Have students research that animal on their own and create that habitat. Strongly suggest that students should try to visit the pond/visit the website/see the handouts again. Have students, as a group, write a report of their animal, its facts, and about that habitat that the animal lives in. Students will construct the habitats in class, thus, the materials should be provided. Have one member from each group retrieve the materials necessary for that animal. Students will report to the class what animal they had and present the habitat they constructed.

Students should be able to connect that different swamp animals need different types of habitats to live in, including temperature, climate, etc.

Have students answer the question in their report: “Why do different animals need different habitats?”

animal/habitat they would like to construct.*Learning Modalities: Students are learning through the use of visual by constructing the habitats.*Brain Based Learning: Students are learning actively by communicating, interacting with one another and using their hands.*Constructivism: Students are constructing their own ideas on where they believe that particular animal’s habitat would look like.

Assessment To assess the students, have them turn in their journals and TPQDAC. The journal and the TPQDAC form will be a credit, no credit assessment. If the students turn the two papers in then they are given credit. If the students do not turn the papers in the students will not receive credit. Also, have the students turn in the group part of this lesson, the report and the habitat that they constructed. The report will be worth 20 points, the construction of the habitat will be worth 20 points, and the presentation will be work 5 points; totaling 45 points for the group assignment. See handout for group instructions for further assessment. The TQPDAC, the journals, and the group assignment should evaluate the students’ understanding if they know what types of animals are found in a swamp and where the animals live in the swamp.


For this lesson, the book “Bayou Lullaby,” is needed, as well as the handouts from the website: http://www.enchantedlearning.com/biomes/swamp/printout.shtml. Along with the animal handouts, the journals should be typed and copied for each student, having the questions printed on each journal page. A TQPDAC should be typed and a rubric should also be used to grade the individual project.

Mysterious Swamp Animal Homes

Think First!: A habitat is __________________________________________________________

QUESTION: What types of animals live in a swamp and what types of habitats do the animals live in?



PROCEDURE:

1. Pick an animal that you saw when we visited the pond. (For those who were unable to visit the pond, choose an animal that you saw on the virtual tour of the pond).

2. Think about what that animal’s habitat would look like. 3. Draw the habitat of the animal. Make sure you think about what type of food the animal eats, etc.

DATA: List the different components that the habitat you drew has.

ANALYSIS: Why did you draw your animal’s habitat this way?

CONCLUSION: Why would this particular animal reside in this part of the swamp?

Journal

Why did you choose this animal to have this type of habitat?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________

Why do you think this animal lives in this particular area of the swamp?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________

Group Assignment

As a group, pick an animal that was seen at the pond/wetland. Research the animal and create that habitat that the animal lives in. I strongly suggest that you try to visit a pond, stream, or some type of natural science center once again to gain more information on that animal. If you are unable to visit a swamp or pond, then you may visit the website: http://www.uen.org/utahlink/pond/, and pick an animal that you see on that website. Once you have found an animal, you are to research that animal and write a report about the animal, the facts of the animal, and where that animal lives. You are to also construct the actual habitat of that animal! As a group, you will report to the class what animal you researched and present the habitat that you constructed. The rubrics are listed below:

Paper:

Must include:1. Animal you researched2. Facts about the animal3. Description about where that animal lives4. In your report you must answer the question: “Why do different animals need different habitats?”

Habitat:

Must include: 1. A somewhat realistic representation of the habitat your animal lives in2. Detailed construction of habitat3. Habitat must be no bigger than a shoebox and no smaller than half of a two liter pop bottle

Scoring:

Paper 20 Points Habitat Construction 20 Points Presentation to class 5 Points

Total: 45 Points


Name: Sarah Dorland

Type of Lesson: Technology

Lesson Title: Mud, Mud Everywhere

Grade Level: 4

Materials: “Settle Down” worksheet, pail of sand and soil, clock with second hand, glass of water, tablespoon, cookie sheet, bowl, sponges, video “The Magic School Bus Gets Swamped,” copies of the web quest, supplies for creating the brochure, and the news article “Bridge stirs troubled waters.”

References: 1. Bookmarked web sites for web quest:

www.nhptv.org/natureworks/nwep7i.htmwww.epa.gov/owow/wetlands/types/swamp.htmlwww.okefenokee.com

2. “The Magic School Bus Gets Swamped” (video) and www.scholastic.com/magicschoolbus/games/teacher/wetlands/index.htm3. “Bridge stirs troubled waters” by Sammy Fretwell, posted on March 7, 2006 at www.thestate.com

Science Process Skills: Observing, classifying, communicating, measuring, predicting, inferring, identifying and controlling variables, forming a hypothesis, and experimenting


Lesson Objectives: 1. The learner will discover the soil conditions necessary for a swamp to form.2. The learner will explore the way the earth around a swamp changes over time.3. The learner will discover how swamps and/or wetlands help the environment.

Key Question: If I tunneled under a swamp what would I encounter?

Set up Prior to Lesson: 1. Get VCR and put in tape. Make sure tape is rewound.2. Have all copies ready.3. Set out supplies from the experiment box.

http://www.thestate.com/

http://www.scholastic.com/magicschoolbus/games/teacher/wetlands/index.htm

http://www.okefenokee.com/

http://www.epa.gov/owow/wetlands/types/swamp.html

http://www.nhptv.org/natureworks/nwep7i.htm


Engage Activity

First half of the Magic School Bus video

*If the video doesn’t work, read the story to

the students instead

Show the first half of “The Magic School Bus Gets Swamped.” Stop the video just after the problem has been presented and before the students begin to set up an experiment to determine a solution. After stopping the video ask students to make predictions about how Ms Frizzle’s students will solve the problem.

Multiple Intelligences

(visual learners)

Higher Order Thinking (forming

hypothesis)

Use of technology


Complete the Magic School Bus worksheet “Settle Down”

Show the second half of the video

Divide the students into groups of four. Give each group a copy of “Settle Down” and ask them to read it over carefully. Then instruct the oldest student in each group to collect the water and soil and the youngest to collect the tablespoon, sponges, cookie sheets, a bowl, and a clock with a second hand.

As the students follow the instructions on the worksheet one group member needs to be in charge of measuring and distributing supplies, two students will actually “race,” and the fourth student will be responsible for timing and recording the experiment.

When all groups have completed this experiment, show the rest of “The Magic School Bus Gets Swamped.”

Cooperative Learning through

group work

Constructivism (hands-on activity)


(kinesthetic and visual learners)


Complete web quest in pairs

*Use hard copy references in the library if the computers are not working

Move the class to the computer lab to complete the web quest entitled “Tromping Through the Swamp.” Allow them to work together, breaking their groups into pairs. Remind them of the school’s polices regarding internet use before they begin working. Carefully supervise the students as they work.

Cooperative Learning (working

in pairs)

Use of technology

Further Investigation Give each student a copy of the article “Bridge Community Based

News article

stirs troubled waters” by Sammy Fretwell. Use the “popcorn” method to choose students to take turns reading the article aloud. Discuss with the class what the problem in the article is and how they could use what they now know about swamps to solve this problem.

Learning (article could affect their

community)


(natural)

Application

Students create a brochure advertising swamps

Have the students create a brochure for a swamp of their choosing. They can choose one that the class has talked about, or invent one of their own. The brochure should highlight the main features of the swamp and why swamps are important ecosystems. It should be creative and colorful.

Multiple intelligences

(visual/kinesthetic)

Assessment

“Settle Down,” web quest, and self-designed TQPDAC

Students will receive 20 points for completing the “Settle Down” activity, 25 points for answering at least 80% of the web quest questions correctly, and 15 points for designing a brochure advertising a swamp.

Learning Modalities (several

addressed)


(several addressed)


“Settle Down” worksheet (TQPDAC), pail of sand and soil, clock with second hand, glass of water, tablespoon, cookie sheet, bowl, sponges, video “The Magic School Bus Gets Swamped,” copies of the web quest, construction paper and markers, and the news article “Bridge stirs troubled waters.”

Settle Down (additional handout)TQPDAC

Think First! Swamps can be helpful to _________.

Question: Can a wetland soak up a flood of muddy water?

Procedure: Dirt Drop1. Make muddy water. Stir 1 tablespoon of dirt into a glass of water.

Predict: If you stop stirring, what will happen to the dirt? Stop stirring. Wait 10 minutes. Observe: What happens to the dirt and water?

2. Stir the water to get it moving. Observe: What happens to the dirt and water?

Data:

Step #1: Prediction Observation

Step #2: Prediction Observation

Analysis: How might swamps help clean dirty flood waters? Record your ideas here.

Conclusion:

Video Summary: The Magic School Bus Gets Swamped

The debate is intense: Should Walkerville get rid of the swamp by the river and replace it

with a fantastic new shopping mall, or build the mall somewhere else? Carlos, representing his

class, is given the thankless task of persuading the town council to keep the smelly old swamp.

And if he looses the debate, he loose to . . . Janet! The kids discover that the swamp is an

important habitat and a natural water filter. Carlos presents a report to the council that describes

how wetlands sock a “one-two punch” to polluted water. He tells how water spreads out and

slows down in wetlands. Dirt in the water drops to the bottom. Then plants act like a giant

sponge to trap oil, gunk, and other stuff. Finally, tiny bacteria deliver the knockout. They eat

some of the pollution gunk and make it harmless. Sadly, the council is not convinced to keep it

until . . . FLOOD

Tromping Through the Swamp:A Web Quest

Instructions:Explore the following web sites to learn more about the soil composition, formation, and destruction of swamps. Use the information you find to answer the questions below. All three of these sites have been bookmarked on your computer.

www.nhptv.org/natureworks/nwep7i.htmwww.epa.gov/owow/wetlands/types/swamp.htmlwww.okefenokee.com home page as well as the “swamp gas” link)

1. How are swamps classified into different types?By the type of plants that grow in them

2. Name a least three types of swamps?Conifer, shrub, and cypress

3. Most swamps were not always swamps. What does a swamp begin as?Most begin as a lake, pond, or other small body of water

4. What makes he Great Dismal Swamp of the eastern United States different from most swamps?

Unlike most swamps it was not formed along a river and is classified as a coastal swamp

5. What is the name of the largest swamp in North America and how many square miles does it cover?

The Okefenokee Swamp, which covers 700 square miles

6. Swamps have a very important role in the environment. What are two things swamps do to help us?

Aid in flood protection and help with nutrient removal

7. True of False: There are not very many types of plants and animals that are able to live in swamps.

False! The swamp is one of the areas that holds the greatest diversity of plant and animal life on the planet

8. Swamps are able to sustain many different types of plants because they allow plants to grow in layers. What are the three basic plant layers in a swamp?

Shrubs, saplings, and herbaceous plants

http://www.okefenokee.com/

http://www.epa.gov/owow/wetlands/types/swamp.html

http://www.nhptv.org/natureworks/nwep7i.htm

9. Name one plant that can only be found in the swamp.The button blush

10. What does the name “Okefenokee” mean? Why was it called this?It means “land of the trembling earth” because if you stomp on the ground you can make the trees shake

11. What causes swamp gas?The natural process of decaying plant matter sometimes transforming

into the gaseous state and possibly even illuminating slightly

12. What are some other names for swamp gas?Will-o-the wisp, foxfire, or wetland flatulence

13. What Indian tribe originally inhabited the Okefenokee Swamp?The Seminole Indians

-----

Name at least two other interesting things you learned through your Internet investigation.

1.

2.

List at least two questions you now have that you would like to answer.

1.

2.

3.

Name: Julie ButzierType of Lesson: Centers Lesson Plan

Lesson Title: The Solution for Soils Grade: 2nd

Materials: Book, Diary of a Worm Table #1

o Pudding in a red bowlo Crushed Oreos in a blue bowlo Gummy Wormso “Dirt Pudding” Handouto Spoonso Paper Cups

Table #2o Plastic bottle with the tops cut offo Bag of Soilo Grasso Clayo Sando Rockso TQPDACo “Soils are made of Layers” handout

Table #3o Papero Pencilso Crayons

Table #4o TQPDCo Newspapero White Papero Soilo Magnifying glasso Jarso Water

Baskets for each table Copies of all the handouts for each student

References: Book: Stout, Peter. Science in Elementary Education: Methods, Concepts, and Inquiries.

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

Observation MCF I, CS 1, E 1 (generate -The student will Communication questions) learn about the Predications MCF V, CS 1, E 2 (earth composition of soils Classifying materials) -The student willInferring learn the different Formulating Hypotheses layers of soilsInterpreting DataExperimentingConstructing ModelsFormulating Questions

Key Question: What is soil made of?

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

Set up Prior to Lesson: Push desks together Make sure the tables are all set up with the materials they need (including the handouts) Put a basket on each table so the students can turn in their handouts An example of soil layers on Table #3

Task: Description: Theories/Methods:

Engage Activity:

- Diary of a Worm

Have the students come in and sit on the carpet

Ask the students if they remember what we learned about the ground yesterday. Tell them that today we are going to continue learning about the ground, but a different type.

Read the book, Diary of a Worm

Tell the class that today we are going to explore the worm’s home by using centers

Split the class into 4 groups Tell the students that there

are directions on each table Explain that when I say it is

time to rotate they have to move to the next table

-Multiple Intelligence (Auditory, Visual)

-Learning Modalities (Auditory, Visual)

-Reading Aloud (book)

Exploring Activity:

- Different tables

The students are to do the following tables:Table #1 (Dirt Pudding):

Each student is to get a cup Then, they are to first to fill

it with 2 spoon-fulls of pudding (red bowl)

Next, they are to fill it with 3 spoon-fulls of crushed Oreos (blue bowl)

Next, they are to fill it with 2 gummy worms

Then, they are to fill it with 2 spoon-fulls of pudding (red bowl)

Then, they are to fill it with 2 spoon-fulls of crushed Oreos (blue bowl)

Finally, the students are to complete the handout, “Dirt Pudding” and turn it into the basket on the table

Table #2 (Soil Layers in a Plastic Bottle)

Each student is to follow the TQPDAC that is on the table

When the experiment is done, the students are to clean up their areas and turn in their

-Cognitive Development (Abstract concepts)

-Higher Order Thinking (Evaluation, Application, Analysis)

-Brain Based Learning (Active Processing)

-Multiple Intelligence (Interpersonal, Kinesnetic, Visual)

-Learning Modalities (Visual, Movement)

-Choice Theory (groups-love and belonging, hands on- fun and enjoyment)

-Inquiry (Explore, Explain, Elaborate)

-Integrated Curriculum (art)

-Cooperative Learning (work in groups)

-Centers (the different centers)

-Graphic Organizers (different handouts and directions)

Processing Activity:

- Students in a circle and explain

When all the centers have been done by all students, they will come back and sit in a circle on the carpet

Then, the teacher will go around the circle and ask what the students did at their favorite table and what they learned at that table

-Multiple Intelligence and Learning Modalities (Auditory)

-Choice Theory (pick which one to talk about)

-Cooperative Learning (group)

-Higher Order Thinking (Analysis)

-Constructivism (build own knowledge)

Applications:

- Picture of animals in soil

The students will draw a picture of their favorite animal that lives in or around soil

Make sure in their drawings that they incorporate how the animal is using the soil

Finally, hand out “An animal soil,” and have the students fill it out after they

-Multiple Intelligence and Learning Modalities (Visual)

-Constructivism (know what learned and apply to picture)

-Higher Order Thinking (creating a picture)

Further Investigation:

- Research and own worksheet

When the students are done telling what was their favorite, they will be paired up

The students will then have to research what types of soils are found in swamps

The students can use magazines, website (see book marked sites on class web page), or books

They will fill out and hand in their own worksheet

-Brain-Based Learning (experiments and orchestrated immersion)

-Choice Theory (Freedom)

-Cognitive Development (group work and tapping into prior knowledge)

-Higher Order Thinking (worksheet and analyzing)

-Inquiry (Formulating questions)

complete the picture and staple it to the back of the picture

-Inquiry (asking questions)

-Choice Theory (Freedom, creativity)



Assessment: Picture of animal in soil- Picture- 2 points- “An Animal Soil- 4 points- Total= 6 points

TQPDAC-Credit/No Credit

Own handout-Answer question= 4 points-Good research=4 Points-Total=8 points

“Dirt Pudding” handout-Completed Picture=2 points-Answered questions=3 points-Total=5 points

“Soils are made of Layers…” handout

-Answered all questions=4 points-Answered the last question=3point- Total= 7 Points

-Constructivism (TQPDAC)

-Multiple Intelligence and Learning Modalities (Visual)

-Higher Order Thinking (Creating a picture, Evaluation)

Handouts and Visual Aids:

“Dirt Pudding” handout “Soils are made of

Layers…” handout “An Animal Soil” handout Book, Diary of a Worm Layers of Soil visual for

table #3

Name________________________________ Date_____________________

Here is your dirt cup, color and label what you put in it.

What does each label represent?

Food Product: Soil Product:

What is your favorite layer?

Name_________________________________ Date________________

What is in the bottom layer?

Why is ______________________ in the bottom layer?

What is in the top layer?

Why is ______________________ in the top layer?

What creates the different layers?

Name________________________________________ Date___________________

In the space provided, explain why you drew what you did…

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name______________________________________________ Date________________

Think First: I see ___________________________________________________ in soils.

Question: What are soils made of?

Procedure: (write the answers in the data section) Spread out newspaper. Put a piece of white paper on top of the newspaper Pour some soil on top of the white paper. Answer question #1 Look at the soil with the magnifying glass. Answer question #2 Feel the soil. Answer question #3 Rougher soil is full of rocks and rock particles. Fill the glass jar half full of soil and add some water to it. Cap the jar and shake it.

Answer question #4 Throw the soil away and clean up the center

Data:Answers the questions (you may use pictures if you need to describe it better)…

#1 What color is it? ____________

#2 Are there any animals in it? _____ If so, what is it? _________________

#3 What does this soil feel like? _________________

#4 What is happening to the soil? _______________

Analysis: What does the data tell you?


Name______________________________________________ Date________________

Think First: Soils are made of Layers!

Question: What are soils made of?

Procedure: Get a bottle Take one small scoop of soil and pack it into the bottom of the bottle Take one small handful of rocks and put it in the bottle Take one handful of clay and pack it into the bottle Take one handful of sand and pack it into the bottle Take one handful of soil and put it into the bottle, don’t pack it in there Put grass on the top Clean up any mess that is made

Data:What are the different layers? Draw a diagram of your bottle.



Name______________________________________________ Date________________

Question: What soils are found in Swamps?

Procedure:

Data:



Name: Ashley L. Rhodes

Type of Lesson: Centers

Lesson Title: Rockin’ Around the Cycle Grade Level: 3rd-5th Grade

Materials:

Wax Crayons, about 8-10 of them Aluminum foil Ice Cubes Ice Water Warm/Hot Water 3 Bowls for ice cubes, ice water, and warm/hot water Rock Cycle Song Lyrics Handout for simulation chart TQPDAC Trays for number of groups with 12 rocks, 4 from each rock type with answer key Vocabulary words and definitions (see handout) Rock Cycle with missing blanks/forms for students to fill out Dice and Stations printed out Journey Chart Instructions for Travel Brochure

References:

Rock Cycle Song: http://www.chariho.k12.ri.us/curriculum/MISmart/ocean/rocksong.htm http://geologyonline.museum.state.il.us/tools/lessons/6.4/lesson.pdf http://www.scienceteachingideas.com/rocks.htm

http://www.scienceteachingideas.com/rocks.htm

http://geologyonline.museum.state.il.us/tools/lessons/6.4/lesson.pdf

http://www.chariho.k12.ri.us/curriculum/MISmart/ocean/rocksong.htm

Science Process Skills: The science skills used in this lesson are classification, observation, communication, and constructing models.

MCF and Science Topics: MCF I, CS 1, E 1 (Scientific Knowledge)MCF II, CS 1, E 5 (Using Resources) MCF V, CS 1, E 2 (Earth Materials)Lesson Objective:

Students will be able to construct and understand the rock cycle and the different classifications of rocks.

Key Question: What are the different types of rocks and what is the rock cycle?

Common Misconceptions: Rocks are found underground and have been there for a long time without changing.

Set up Prior to Lesson: Prior to the lesson, all of the handouts should be printed and copied for the students. The first handout used in the lesson is the handout that follows the simulation. Every student in the classroom should receive their own copy of this handout. The song lyrics to the Rock Cycle song should be printed and copied for each student in the classroom as well. The next handout that should be printed and copied for each student in the classroom is the TQPDAC. Prior to the lesson, the vocabulary words and definitions should be printed for the number of groups that the students will be divided into, along with the rock cycle that has specific parts of it left blank due to the task the students have to complete. Also prior to the lesson, the different areas and dice should be printed and displayed in different areas of the room so that the students can have more activity within the lesson. The journey charts should also be printed and copied for each student so that the students can participate thoroughly in the Rock the Cycle game. Finally, the instructions to the travel brochure assignment that will be completed in the students’ assigned groups need to be printed and copied for the number of groups in the classroom.

Task Description Theory/MethodEngage Activity

*Have students go outside and pick a rock*Students will write a detailed and informative paragraph on the rock using all five of their senses*Have students volunteer to read their paragraph to the class*Sing the Rock Cycle Song to the students; lyrics should be printed and copied for each student in the class

Yesterday we learned about soil and the different layers and components of it. Today we will look deeper into that soil we learned about and will begin learning about rocks that are found in a swamp.

Students will go outside and select a rock that they would like to write about. If the weather does not permit, the teacher should have rocks available for the students prior to this activity. Students will use their five senses to create a short informative paragraph about the rock they chose. Allow the students to share their stories with the class if they would like to volunteer.

Students will then separate into equal groups that are already assigned for the centers. The groups are assigned so students can communicate within their group and there is not much commotion in classroom, which will allow students to be completely active in the different centers. (omitted information)

(omitted original activity/replaced with a new activity)

Have students place their completed paragraphs where finished work belongs.

Once the students have finished the rock cycle handout and have turned it in, pass out the Rock Cycle Song lyrics to each student in the class. Have students sing the song along with the teacher. The teacher may want to sing the song first so the students know the rhythm of the song. The lyrics to the song are found here: http://www.chariho.k12.ri.us/curriculum/MISmart/ocean/rocksong.htm

*Control/Choice Theory: Students are assigned groups to travel in throughout the different centers. This allows so no students are felt left out and everyone is belonging to a group. Students also have the opportunity to choose to read their paragraph or not.

*Integrated Curriculum: Students are learning science and language arts through the writing/describing the rock the students chose.

*Mulitple Intelligences: Students who have strengths in different areas of intelligence will excel at writing, and arts through the use of song.


*Students move to The Rock Lab*Pass out TQPDAC*Pass out trays that contain 12 rocks, four from each rock type*Have students complete the rock lab and the TQPDAC*Have groups combine to discuss and compare their

Once the simulation, observation, and discussion of the simulation have been completed, students will now advance to the next center within in their groups. (omitted information) The teacher will tell where each group to begin. From there the groups will rotate clockwise around the room. Students will be instructed when they are allowed to move to the next center. From here on out, the students will complete the centers and the teacher will act as a facilitator.

This center is called: The Rock Lab

Pass out the TQPDAC to each student.

Give each group of students a tray with 12 rocks, four from each rock type. Each rock will have a number on them. Have the names of the rocks on an answer sheet. Instruct the students to not look at the

*Brain-Based Learning: Students learn actively by actively interacting with the tray of rocks and group members.

*Learning Modalities: Students are learning visually by actively working with the rocks and their group members. Students are also actively involved in learning by


observations with one another

names of the rocks until they have completed the experiment.

Have the students complete the Think First! and the question on the TQPDAC and then to continue completing the handout and the rock lab. For each rock, have the students record the rocks’ characteristics, such as color, lust, hardness, shine, etc. The students should also include if the rock is Metamorphic, Sedimentary, or Igneous.

Once the students have completed the rock lab and the TQPDAC, they are then allowed to see the rock key to see what name the rock is and to check if they classified the rock correctly.

Once the rock lab is completed and the TQPDAC is as well, two groups will join in order to discuss the tray of rocks. Each tray of rocks has the same type of rocks and the rocks are numbered the same. Have the combined groups discuss and compare their data from their TQPDAC.

Allow approximately forty-five minutes for this activity.

physically touching the rocks.

*Higher Order Thinking: Students must apply what they learned through the rock cycle simulation to decide what rock belongs to what classification: Metamorphic, Sedimentary, or Igneous.

Processing Activity

*Have students move onto the next center which is the Cut, Paste, and Fill*Vocabulary words and definitions will be provided for each individual group

(omitted information)

*In the same center, have the students complete the Rock Cycle Diagram*Allow twenty five minutes for groups to complete this activity*Total amount of time spent at this center is forty-five minutes

Once the students have shared their observations and have discussed with another group, other than their own, the students will now move onto the next center. Students will move to the next center. (omitted information)

This center is called: Cut, Paste, and Fill The materials needed for this center can be found at:http://www.scienceteachingideas.com/rocks.htmhttp://geologyonline.museum.state.il.us/tools/lessons/6.4/lesson.pdf

Vocabulary words and definitions will be provided for each group.

(omitted information) Students within in their group will now complete the cycle vocabulary activity. Each group will receive their own pieces of the activity. As a group, the students will complete the activity by matching up the definitions to the words weathering, erosion, deposition, Metamorphic, Sedimentary, or Igneous. The definitions and the vocabulary from the simulation will be provided to each group. An answer sheet will be provided once the group has completed. The teacher will be facilitating the center and will notice when a group has finished. Once a group has finished, the answer key will then be given. Once students have completed the vocabulary and definition activity which is in the same center, students will then move on to the rock cycle puzzle which will allow students to process the actual rock cycle through a puzzle activity.

On a large piece of paper create the rock cycle that shows the different formation processes, arrows, types of rocks, and different characteristics of different rock types. Have certain places on this

*Control/Choice Theory: Students will be working in their assigned groups, which allows for every student to have a sense of belonging.

*Brain-Based Learning: Students are learning through being active with interaction with the activities and with communicating with one another.

*Learning Modalities: Students are learning with a visual activity of the rock cycle and are learning through kinesthetic action by having hands on approach.


http://www.scienceteachingideas.com/rocks.htm

sheet blank, allowing for the students to complete it on their own processing the information and knowledge that the students have gained through the simulation and rock lab. Have the individual of groups assemble the Rock Cycle Diagram with arrows showing formation processes and characteristics match to proper rock types. **Each team will receive their own individual Rock Cycle Diagram, therefore students will be able to communicate and interact with their assigned groups more.**

Total time spent at this center is forty-five minutes.Further Investigation

*Students will move onto the next center, which is called Rock the Cycle*Here, students will be playing the game as a whole class rather than in their individual groups*Have areas in the classroom setup for at which a change in the rock cycle occurs*Have signs and dice at each of the eight areas*Remind students to record what they would be seeing in each of the areas of where a change in the rock cycle occurs*Allow forty-five minutes for this game to be played, which includes time for the students to write in their journey chart

The next center for further investigating is called Rock the Cycle.

(omit information)

Materials needed for this game can be found at:http://geologyonline.museum.state.il.us/tools/lessons/6.4/lesson.pdf

Instructions for game: *Set up your classroom with the areas at which a change in the rock cycle occurs; earth’s interior, soil, river, ocean, clouds, mountains, and volcano*Classroom can be decorated as a swamp, so that students understand that the rocks around a swamp have gone through the rock cycle. *Each student starts at one area. Since this game will be played with the whole classroom, several students will be at each area.*Each area contains a die that the student should role. The students at each area will take turns rolling the die. The die determines which path the students will take. Once the students’ role the die they will follow the directions on the die. **It is possible that the students may remain at the same area for a long time. Therefore, a student is only allowed to stay at one station for three turns, and then the student must go to another location.*While at each area and while moving to different areas the students must record what is happening on their journey chart. You can find the journey chart here: http://geologyonline.museum.state.il.us/tools/lessons/6.4/lesson.pdf (omit information)

Allow forty-five minutes for this game to be played. The forty-five minutes include an ample amount of time for the students to write in their journey charts.

*Multiple Intelligences: Students that have strengths in various other intelligences will excel at this game due to the journey charts. Students with strengths in writing will able to excel, along with students who learn through kinesthetic learning.

*Higher Order Thinking: Students will use higher order thinking to record what is going throughout the game and apply it to the rock cycle.

*Learning Modalities: In this game, students are learning through visual, auditory, and kinesthetic.

*Brain-Based Learning: Students are active in the game by interacting with other students, rolling the dice, and recording their journeys.

*Control/Choice Theory: By playing a game, the



students are having fun!

Applications

*Students move onto the Trip on the Rocks center*Have markers and paper provided for students*Have instructions for the brochure printed out for each group *Allow students to work on this for forty-five minutes

(omitted information)

Once the game is completed, students will then be moving on to the final center for this lesson plan. This center is called: Trip on the Rocks.

Here, students will apply what they learned through the rock lab, cut, paste, and fill, and rock the cycle centers.

From the students’ new gained knowledge about the rock cycle and the journey chart that the students completed, students will create their own travel brochure about their time on the rocks. Each group will create their own brochure, which will then be presented to the class.

Students will go to this center in their groups and will then discuss how they would want their brochure to be created and displayed.

The instructions are attached to lesson plan about the brochure and its requirements.

In the brochure, students are to be creative while keeping the theme of the rock cycle obvious in their brochure. Groups will be allowed forty-five minutes to create their brochure. (omitted information)

*Control/Choice Theory: Students are having fun while creating their brochure. They are allowed to choose how they want to create their brochure; however, the students must follow a guideline for the brochure.

*Multiple Intelligences: Students who have different strengths are capable of excelling because writing, visual, and arts are used in this center.

*Higher Order Thinking: Students will have to use prior knowledge and newly acquired knowledge to create a travel brochure that represents the rock cycle.

Assessment Simulation Chart = 5 pointsTQPDAC = 5 pointsVocab. Words and definitions = 5 pointsRock Cycle Diagram completed = credit/no creditJourney Charts = 10 pointsTravel Brochure = 25 points (every student in group will receive that many points) See handout attached to the lesson plan.

Through the centers, students should have a better understanding of the different forms of rocks, what they undergo, and how to classify rocks.

Total amount of points = 50 PointsHandouts and Visual Aids

For this lesson, which incorporates the use of centers, the lyrics to the Rock Cycle Song needs to printed out for every student. The lyrics can be found at: http://www.chariho.k12.ri.us/curriculum/MISmart/ocean/rocksong.htm.The chart for the simulation activity, Rock Crayons, needs to be


printed and copied for each student in the class. The TQPDAC also needs to be printed and copied for each student in the class. The vocabulary and definition activity has to be created for the number of groups in the class, along with the rock cycle diagram, for the Rock Lab. The Rock the Cycle game needs to be created and posted before the students play the game, along with the dice. Each student has to have their own Journey Chart printed for themselves so they can record the journey of the rock cycle. Instructions for the travel brochure for the Trip on the Rocks, also has to be printed out for each assigned group in the class.

Rock Cycle Song

SEDIMENTARY rock Has been formed in layers

Often found near water sources With fossils from decayers

Then there's IGNEOUS rock Here since Earth was born

Molten Lava, cooled and hardened That's how it is formed

These two types of rocks Can also be transformed

With pressure, heat and chemicals METAMORPHIC they'll become.

The Rock Lab

Think First!: A rock is __________________________________________________

QUESTION: What different types of rocks are there and how are they classified?

PROCEDURE:

1. Within your assigned group, go through the rocks that are labeled with numbers.2. Record the characteristics of each of the twelve rocks, such as color, lust, hardness, etc.3. Decide which of the rocks are Metamorphic, Sedimentary, or Igneous.4. Discuss with your group your observations.

DATA: Make a table and record your observations and decide which of the rocks are Metamorphic, Sedimentary, or Igneous.

ANALYSIS: Why did you classify the rocks the way that you did?

CONCLUSION: Did you classify the rocks correctly?

Instructions for Travel Brochure

Wow! You’ve seen the rock cycle and now you’re back! Welcome home! Create a travel brochure explaining to all your friends and family everything that you have seen. Use your

journey chart for remembrance of what you saw!

In your assigned group create a travel brochure that others can look at so they too can see the rock cycle and see how your time on the rocks were!

Be creative! Make sure your travel brochure has a title, a “hotel” for hospitability, restaurant, and a recreational area

Include pictures and a map (a good idea for the map is to create your recreational area into the form of the rock cycle)

Use color and imagination!

This assignment is worth 25 points and that is a collective score for all group members, so make sure everyone participates! The presentation aspect will receive credit or no credit.

You will be graded on effort and how much information of the rock cycle you incorporate into your travel brochure!

Good Luck and Have Fun!

Name: Candell DickersonType of Lesson: Technology and Earth ScienceLesson Title: Wonderful Worldly Weather!Grade Level: 4th GradeMaterials:

(A black or white board with writing utensils-OMIT, repetition) Lined paper Computers White or Black board with writing utensils A plastic grocery bag for every student Different types of weather maps Resources explaining types of weather maps

Science Process Skills: MCF and Science Topic:*Observing MCF V, CS3, E2-Conditions and*Classifying Climate (OMIT- Students*Communicating will be learning about weather*Predicting conditions and climate.)*Inferring*Formulating Questions MCF V, CS3, E3-Seasonal Changes(OMIT-

Students willlook at seasonal changes.

MCF V, CS3, E1-Atmosphere and Wind (OMIT-Students will study the atmosphere such as air and wind.)

References: Satterfield, Dan. "Dan's Wild Wild Weather Page." News Channel 19. 1995. American

Meteorology Society. 22 Mar. 2006 <http://www.wildwildweather.com/>.

Lesson Objective: Students will explore the earth’s weather and observe its effects on the environment!!

Key Question: What is weather and what are different things that make up weather?!

Common Misconceptions: *Raindrops are shaped like teardrops.* The reason clouds form when air cools is that cold air cannot hold as much water vapor as warm air.*Clouds are made of white, fluffy stuff, cotton, wool or smoke.*Air has negative weight or not weight.*Rain water should be neutral in pH.*Acid rain, ozone depletion and greenhouse effect are thought to be caused by same things and produce the same changes in the environment.

ENGAGE

*Show the class many pictures that have to do with the weather.

-The teacher will call the students to the back of the room to gather around their rocking chair for a short activity.-The students will be informed that there will be a lot of student participation so they will have to be respectful of their classmates and teacher during the activity.-If students get too rowdy the teacher will pass around a small ball which represents one person talking at a time, being the person who is holding it.-The teacher will engage the students by showing them many interesting pictures.-Some pictures will be similar but others will be completely different. Ex: Pictures of objects that measure weather, effects on the environment from weather, scenery, seasons, etc.-Each picture is attached.-As the teacher goes through each picture they will ask the students what they think the picture is.-Then the teacher will ask the students to turn to the person closest to them and brainstorm what the pictures as a whole could represent.

*Constructivism-Students will be building their own ideas from each others thoughts.*Brain-based- Personal connections with memory recall.*Inquiry-Students will discover more ideas from their classmates’ guesses and asking each other different questions.*Memory Recall-Students will be using their personal experiences and prior knowledge to guess what each picture is.*Integrated Curriculum-Some of the pictures are from different fields of study and professions than just science.*Cooperative Learning-The students will have to work together to figure out how the pictures are related; love and belonging.

EXPLORE

*Write on the board the conclusions that the students have.

(OMIT-*Cross out the ideas that are heading in the wrong direction.)

-The students will be given about one minute to brainstorm ideas. -The teacher will ask each pair to present their prediction/(s) by choosing one student to represent their pair.-The students that are speaking will have to stand up and speak clearly as the teacher writes down their prediction/(s) on the board.(OMIT-When the students are done the teacher will guide their thinking more by crossing off the ideas that are heading in the wrong direction.)(OMIT-Even though someone’s idea may get crossed off the teacher will let the students know that every guess is important and that this will help the class discover what the pictures represent by process of elimination.)

*Constructivism-Students will be listening to their peers talk as they build ideas of what the pictures could represent.

*Inquiry- Students will discover more ideas from their classmates guesses; individual responsibility.

Summary of “Dan’s Wild Wild Weather Page”:Chief Meteorologist Dan Satterfield prepared and organized a very resourceful webpage. “Dan’s Wild Wild Weather Page” is teacher and student friendly and provides many useful links and information. While exploring the site the user can go on virtual tours, play games, listen to the weather, take virtual tours and construct fun activities to investigate weather further!! Dan’s site has won many prestigious awards and presents great lesson plan ideas for teachers. An attached copy the homepage is attached.

Summary of back-up plan for technology: If the technology does not function then students will work with six types of weather maps. Students will get to explore in groups Satellite, Radar, Precipitation, Temperature, Wind Speed, and Frontal Maps. In each group there will be different examples of the map and resources to briefly research how to use it and what it is. Then each group will present the important information that they should know about their type of map. When the class is finished with their presentations the students will write a two paragraph response about the type of map they presented. The grading rubric is attached and the instructions for the map activity are in further investigations and application levels. Students will be using cooperative learning during this activity as they interact with their peers. This activity also reflects the Brain-based theory because students will be learn a lot from this hands-on activity.

_______________________________________________Grading Rubric for Poem: Weather Unit

___/5 Correct spelling and grammar (--.5 for every mistake)

___/5 Writing is clear and presentable (Penmanship is neat and work is not sloppy)

____/10 Poem contains at least seven lines

____/5 The poem relates to weather

Total___/25

Comments:

Grading Rubric for Internet Response

___/2 Student includes clear information about their topic/clearly relates to weather

___/2 Student demonstrates effort (work is not done carelessly)

___/2 Student writes at least four sentences (--.5 for each sentence less than four)

Total___/6________________________________________________

Grading Rubric for the Letter

___/1 Date is in the corner___/1 Signature on bottom___/1 Proper name is used to address the reader___/1 There are at least two paragraphs in the letter

___/2 Letter contains words of thanks___/2 Letter contains one thing the students learned about Weather(such as its effects on the environment and Etc.)___/2 Letter contains no spelling or punctuation errors (-.5 for every mistake)___/2 Letter is clear to understand

Total___/12 **You may now make the corrections to your letters and hand them into me as we do lunch count tomorrow morning!**Capture The Wind!!!!!

Think First! You can not physically see wind and air but you can capture it!Question: Can you capture the wind?

Procedure: What did you do to capture the wind?

Data: Diagram the bag before and after you captured the wind.

Describe the stuff inside your bag as best as you can without opening it?

Analysis: What was easy and hard about capturing the wind? What does the bag look like?

Conclusion: How did you know it was wind that was captured in your bag?

Name: Ashley Rhodes

Type of Lesson: Technology

Lesson Title: Ms. Frizzle’s Drip Trip Grade Level: 3rd Grade

Materials: The Magic School Bus – Wet All Over episode Small jar lids or soda-bottle caps Zip-lock baggies Masking tape Bowl of water Eyedroppers Coloring utensils (for backup plan and for water cycle drawing) Construction Paper (for backup plan) TQPDAC printed and copied for each student (2 of them) Journal sheets printed and copied for each student (2 sets of journals) Directions and Rubric for paper

References: Scholastic Kids website, Magic School Bus section: http://www.scholastic.com/magicschoolbus/home_2.htm

http://www.scholastic.com/magicschoolbus/home_2.htm

Science Process Skills: The actual science skills students will use during the lesson are observing, communicating, and predicting.

MCF and Science Topic: MCF I, CS 1, E 1 (Scientific Knowledge through observation)MCF IV, CS 2, E 1, 2 (Physical Changes of Water)MCF V, CS 2, E 2 (Stages of Water)

Lesson Objectives: The students will discover a swamp’s water cycle through experimentation and observation.

Key Question: Where does rain come from?

Common Misconceptions: Fluid pressure only acts downward. The earth is leaking or crying.

Set up Prior to Lesson: Prior to lesson, make sure the video “Wet All Over” is checked out at the nearest video store or is purchased. Video should be watched and evaluated prior to lesson so that it is suitable to show in the classroom. Once previewed, the video should be rewound and ready for viewing. Have all materials laid out in back of classroom so that they are of easy access to the students. For the materials, make sure there is enough for each group in the classroom. The students will be divided into groups of four. Have TQPDAC printed and copied for the total number of students. The journal page should also be printed and copied for the total number of students prior to the lesson. The directions and rubric for the paper should also be printed and copied for the total number of students prior to the lesson.

Task Description Theories/MethodsEngage Activity

*Show video, only first half of video*Ask students what they saw in the video when the school bus became a water drop*Allow for discussion to follow*Record all observations on board

*Hand out construction paper/markers*Instruct students to draw rain drops, water droplets, and or cloud*Allow about twenty minutes for this and then proceed to hang students artwork from the ceiling of the classroom*Allow students to volunteer for parts in the water cycle

Yesterday we learned about a swamp’s weather. One portion of weather we learned about was rain. Today we are going to further explore rain and learn about the water cycle.

To first engage the students into the lesson on a swamp’s water cycle the video “The Magic School Bus: Wet All Over” should be shown. The summary of the video is: “In the TV show "WET ALL OVER," Arnold and Wanda are due to give a report on the town waterworks. But Ms. Frizzle thinks its field DRIP time! She turns the bus and class into water drops and the kids evaporate, condense, become rain and rush by river into the ocean. After several trips through the water cycle, they're ready to turn back into regular kids. But the magic key that will get them out of the cycle is locked in the school bathroom! Trying to work their watery way into the bathroom, the kids go through the town waterworks and see how water is purified. Can they get to school through bathroom pipes? Or are they stuck in the water cycle forever? “ The summary was taken from the Scholastic Kids website: http://www.scholastic.com/magicschoolbus/home_2.htm

Only the first part of the video should be shown. The video is too long and informative for engaging the students. From the first part of the video, ask the students what they saw in the video. Allow for students to answer what they saw thoroughly. Record the observations on the chalk/whiteboard.

Back up plan if video does not work: Students will be given construction paper and coloring utensils of a variety of colors. Students will be instructed to create rain drops, water droplets, and clouds. Students work will then be hung from the ceiling of the classroom. (The rest of the back up plan has been moved to a different section.)

*Learning Modalities: The video incorporates the learning modalities theory because includes visual and auditory aspects, which allows visual and auditory learners to learn well. *Brain-based Learning: The video incorporates the brain-based learning theory because the students use two of their senses, sight and hearing, to learn from the video.

*Learning Modalities: The discussion after the video incorporates the learning modalities theory because it has the students visually see the topics on the board and also allows the students to hear, auditory, what is being discussed. *Control/Choice Theory: Students have the choice to participate in what they saw in the video or not.

*Multiple Intelligences: The activity of drawing the rain drops, water drops, and the clouds includes the multiple intelligences theory because it allows the students who are artistic to participate and excel in something they can do.*Learning Modalities: The acting out of the water cycle incorporates visual, auditory, and kinesthetic learning.*Control/Choice Theory: Students can volunteer to be parts in the water cycle.


Exploring Activity

*Have students in groups of four. Have groups already assigned. *Pass out TQPDAC *Read over the Think First! with the students*Have students discuss and record answers*Have students proceed with the experiment*While the bags are in the sunlight or sunlamp, pass out the journal sheet

Once the students have discussed their observations with the class and all observations have been recorded on the board, (or if video did not work and back up plan was completed) students will break into groups of four. The groups will already be assigned for the students.

Pass out TQPDAC.

Ask the students what they think would happen to water when it is heated, which is the Think First! on the TQPDAC. Allow students to discuss amongst themselves in their group their answers.

Once the groups have discussed, allow the students to follow the TQPDAC and the experiment on their own within in their groups.

Have one member of each group retrieve the materials that are displayed in the back of the classroom. Have the students proceed with the experiment. The experiment steps are listed below:

1. Have students place five to eight drops of water in lids.

2. Have students carefully place lids into baggies and seal tightly. Have students choose a window that gets plenty of sun (where students can observe bags easily). Help them tape bags to the inside of the window.

3. Leave bags in the sun for most of the day. If there is no sun, use heat lamps in order for the water to heat up. Much of the water should be gone from lid; top of the bag may look “cloudy” - that’s water vapor. You may also see droplets on sides of bag. *While the bags are in the sun for most of the day, and/or if sunlamps were decided not to be used and may be used in order to speed up the experiment. Pass out the instructions for the water cycle instructions and rubric and discuss assignment with students.*

4. Pass out journal sheet to students. Each student should receive their own.

Steps 1-3 were from the Scholastic Kid website: http://www.scholastic.com/magicschoolbus/home_2.htm

*Control/Choice Theory: Students will already be assigned in the groups, so no students are left behind.*Cooperative Learning: Students will be assigned groups so that students of all levels are evenly distributed throughout each group.

*Integrated Curriculum: Students are integrating curriculum through the TQPDAC because they are incorporating science curriculum, as well as English and writing curriculum. *Learning Modalities: Students are using visual (seeing/hands on experiment), auditory (discussing with one another), and kinesthetic (moving around the classroom, to different parts of the room) learning.*Brain-based Learning: Students are in the active process of this theory because they are actively involved in the experiment.


*Once experiment is through, have

Have students complete the TQPDAC sheet, filling out the analysis and conclusion parts. Allow students to share their observations and discuss with their group members.

Show the second half of the video. Once the video is

*Constructivism: Students are using prior knowledge about water and applying that knowledge to create their own concepts of what happened to the


students complete TQPDAC *Show second half of video*Have students answer journal question: What happened to the water and why do you think that happened to the water?

shown, have students fill out the journal. The question to the journal asks the students what happened to the water and why do you think that happened to the water?

Give the students an ample amount of time to complete the journal question. Once the students have completed the journal question, allow the students to share their answers with one another and then ask volunteers to share their answers with the whole class.

Rest of back up plan : From there students will begin to learn the water cycle which will be displayed on the nearest bulletin board next to the chalk/whiteboard. The water cycle will be displayed with a variety of colored paper and labels so students’ learning is enhanced. As a teacher, instruct students through the water cycle by showing them the bulletin board. To engage the students more in depth, have the students physically act out the water cycle. (Only if the video fails to operate).

water when it was heated. *Learning Modalities: The TQPDAC is a form of a learning modalities, it incorporates students to use visual, auditory, and kinesthetic aspects.*Control/Choice Theory: Students are given the opportunity to participate in sharing their answers with the whole class or not.


*Have the students repeat the experiment, except have the students leave the plastic baggies open*Pass out 2nd journal*While students are waiting for the results of the water have students fill out 2nd journal question*Share answers*Check water and fill out rest of the 2nd TQPDAC

Pass out the second TQPDAC. Have the students repeat the experiment again. Remind the students that there is an adjustment to the experiment. This time, instead of having the bags being closed, the bags will remain open. Steps are shown below:

1. Have students place five to eight drops of water in lids.

2. Have students carefully place lids into baggies and do not seal the bags. Have students choose a window that gets plenty of sun (where students can observe bags easily). Help them tape bags to the inside of the window.

3. Leave bags in the sun for most of the day. If there is no sun, use heat lamps in order for the water to heat up or use a heat lamp/sunlamp for the experiment process to speed up.

Pass out the journals while the students are waiting for the results of the water.

While the water is in the bags and the bags are open, have students fill out the journal. The journal asks the students what they think will happen to the water now that the bags are no longer closed and are open. Allow ample time for the students to fill out the journal question. Allow the students to discuss with one another in their groups. Students may volunteer to share their answers with the rest of the class if they chose to do so.

Once the students have filled out the journal, check the

*Control/Choice Theory: Students will be assigned to the same groups, so no students are left behind.*Cooperative Learning: Students will be assigned groups so that students of all levels are evenly distributed throughout each group.*Constructivism: Students will use their prior knowledge to construct what will happen to the water when the bag is left opened in the sunlight/under a heat/sunlamp.*Integrated Curriculum: Students are integrating curriculum through the TQPDAC because they are incorporating science curriculum, as well as English and writing curriculum. *Learning Modalities: Students are using visual (seeing/hands on experiment), auditory (discussing with one another), and

bags that the lids are in and see what happened. The water will have evaporated. Have students complete the rest of the second TQPDAC.

kinesthetic (moving around the classroom, to different parts of the room) learning.*Brain-based Learning: Students are in the active process of this theory because they are actively involved in the experiment.

Applications Once the TQPDAC has been completed, have students write a one page summary of how the experiments were similar to the water cycle and how that applies to swamp water. The instructions/rubrics were already passed out during the first part of the experiment.

Also have the students draw the water cycle. Have students attach their paper to their drawing of the water cycle and display around the classroom.

If time permits, have students create four symbols for four stages and act the stages of the water cycle out in a team. The creations will then be hung up around the room.. **This part can be done if the video did work accordingly to plan!**

*Integrated Curriculum: Students are integrating English and writing together with science.*Higher Order Thinking: Students are constructing how the water cycle coincides with the experiments that were completed in class.*Brain Based Learning: Students are actively learning through movements and acting out the stages of the water cycle.

Assessment TQPDAC form completed = 5 points each (10 total)Journal 1 completed = 5 pointsJournal 2 completed = 5 points1 page paper = 10 points (See rubric for further details)Drawing of the water cycle = 5 points

Total number of points = 35 points

Through the TQPDAC, journals, and paper, the students should have an understanding of condensation, evaporation, and the different stages of the water cycle.


The Magic School Bus: Wet All Over video 2 TQPDAC’s Journal 1 and Journal 2 Directions and Rubric for paper Paper/coloring utensils for drawing of the water

cycle

Ms. Frizzle’s Drip Trip

Think First!: What do you think happens when water is heated?

Question: What will happen to the water in the bag when the bag is closed and placed under a heat lamp/sunlight?

Procedure:

5. Place five to eight drops of water in lids.6. Carefully place lids into baggies and seal tightly. 7. Choose a window that gets plenty of sun (where students can observe bags easily). Tape bags to

the inside of the window. 8. Leave bags in the sun for most of the day. If there is no sun, use heat lamps in order for the water

to heat up.

Data: List observations of water below:

Analysis: How does this relate to the water cycle that was presented in the Magic School Bus video? Does a swamp have a similar water cycle? Why?

Conclusion:

Ms. Frizzle’s Drip Trip

Think First!: What do you think happens when water is heated and the bags are left opened?

Question: What will happen to the water in the bag when the bag is opened and placed under a heat lamp/sunlight?

Procedure:

9. Place five to eight drops of water in lids.10. Carefully place lids into baggies and DO NOT seal. 11. Choose a window that gets plenty of sun (where students can observe bags easily). Tape bags to

the inside of the window. 12. Leave bags in the sun for most of the day. If there is no sun, use heat lamps in order for the water

to heat up.

Data: List observations of water below:

Analysis: How does this relate to the water cycle that was presented in the Magic School Bus video? Does a swamp have a similar water cycle? Why?

Conclusion:

Journal #1

What happened to the water and why do you think that happened to the water?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______

Journal #2

What do you think will happen to the water now that the bags are no longer closed and are now open?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________

Directions and Rubric for Paper

Now that you have done the two experiments dealing with the water cycle in class and have discussed the observations with your classmates, you will now apply the knowledge that you have gained from the experiment and apply it to a swamp. Does a swamp have the same water cycle? Why does it or why does it not? Explain your reasoning. Write a one page paper. Once your paper is completed, please draw the water cycle on a separate piece of paper. Be creative!

Rubric:

Points for completed paper with all parts completed (Does a swamp have the same water cycle? Why/why not?): 10 points

Drawing of water cyclethat is neat and colorful withlabels that are identifying the parts of the cycle: 5 points

_____________________________________

Total points: 15 points

Name: Candell DickersonType of Lesson: Centers/Stations: PhysicalLesson Title: The salty goodness and freshness!Grade Level: 4th Grade

Materials: ENGAGE

Salt Blue and red food coloring ice spoon three cups

two clear plastic pitchers

tall drinking glass corn syrup cooking oil water food coloring

balsa wood lid to a plastic film

canister piece of hard sugar

or candy penny

STATION 1-Globe Fun: Globe and paper maps

STATION 2-What will happen to Mr. Egg? Raw egg Spoon ½ cup salt

Tap water Two tall plastic containers Measuring cup

STATION 3-Where is my home? Different books, magazines, internet information on animals Sticky tabs to mark information on specific animals

STATION 4-Crazy Currents: Salt Blue and red food coloring Ice

Spoon Two cups Two clear plastic containers

STATION 5- Freezing Point: Fresh Water Sea/salt water 3 Thermometers 3 Large test tubes 3 Pyrex beakers

Ice Gloves Graph Paper

STATION 6-Senses Alert: 2 Clear glass jars Cup of fresh water Cup of Salt Water

Notebook paper Pencil

FURTHER INVESTIGATION and APPLICATION: Empty Tennis Ball Container with

lid 1 cup of Morton’s water softener

pellets Golf Ball Blue Food Coloring

Tap Water Skittles Paper Towel Graphing Paper] Calculator

References:

*Blueford, Joyce, Angela Montez, and Jo Marshall, comps. "Ocean." Water Cycle-the Earth's Gift. 1998. 23 Mar. 2006 <http://www.msnucleus.org/membership/html/k-6/wc/oceans/3/wcoc3_3a.html>.

*Dispezio, Michael. Awesome Experiments in Force and Motion. New York: Sterling Co, 1998.*Mastie, Dave. "Exploring Density and Fresh Water: Part 5." Windows to the Universe.

Univesity of South Carolina. 23 Mar. 2006 <http://www.windows.ucar.edu/tour/link=/teacher_resources/teach_Par5.html>.

*Wallace, Phleger, Charles Wallace, and William Field, comps. "Properties of Fresh and Sea Water." Ocean Planet. Orange County Marine Institute. 23 Mar. 2006 <http://www.bigelow.org/virtual/handson/water_prop.html>.

Science Process Skills:-Observing-Classifying-Communicating-Measuring-Predicting

-Inferring-Formulating Hypotheses-Interpreting Data-Experimenting-Formulating Questions

MCF and Science Topic: MCF IV, CS1, E1-Measuring Density MCF IV, CS2, E1-Freezing Points MCF IV, CS2, E2-Compounds and Mixtures MCF IV, CS3, E2-Motion in Water Currents

Lesson Objective: Students will be able to discuss different properties of salt and fresh water and be able to explain what density is.

Key Question: What are some differences comparing salt and fresh water, specifically looking at density?

Common Misconceptions: Objects float in water because they are lighter than water. Mass/volume/weight/heaviness/size/density may be perceived as equivalent. The density of an object depends on its volume. Density for a given volume is always the same. Salt water is better than fresh water. Fresh water covers a majority of the earth.

Set Up Prior to Lesson:-The teacher will need to set up the “Density in Density” experiment on the front desk and have the further investigation experiment ready to prepare when students are working in their stations.-The desks will be arranged in groups of four with each different station set up on them.-Each grouping of desks will have the needed materials and procedure placed on them.Task Description Theories/MethodsENGAGE *The teacher needs to have the materials

*The teacher will ask the students guiding questions.

*The teacher will conduct the experiment, “Density in Density” found in Force in Motion by Michael DiSpezio.

prepared and be familiar with the experiment “Density in Density”.*An attached copy of the directions is attached for the teacher to read before experiment.

*The students will be sitting on the floor in front of the desk that has the experiment set up on it.*The teacher will start the lesson by asking a students a couple questions: What do you think happens when you pour milk into water? Do you think a penny will float or sink in water?*She/he will explain to the students that they are going to conduct an experiment that tackles the same type of questions.*Using corn syrup, cooking oil and water with a touch of food coloring the students will predict what liquids will float/separate on top of each other.*The teacher will then conduct the experiment.*The step by step instructions are attached.

*Constructivism-Students will be using their prior knowledge to form ideas of what fluids will float on top of each other.

*Problem-based Learning-Students will be trying to solve the mystery of what fluids will float on top of each other.

*Learning Modalities-The students are using their visual and auditory senses to make connections.

EXPLORE

*The teacher will briefly explain each station.

*The rules, procedure, safety and cleanup will all be addressed to the students.

*Each student will be given a TPQDAC as guidance for the stations.

* The teacher will inform the students that they are going to break into groups of thee or four and rotate through six different stations.*The stations will be placed on a set of four desks that are pushed together.*The teacher will ask the students to remain seated as she/he goes around and BRIEFLY explains each station. Explanation includes: The name and use of each tool used in the station? The procedure of each task? What the students are going to find or predict.*Each station will have a procedure or set of instructions to follow.*The teacher will number off the students using numbers one through four *The teacher will explain the rules for working in groups and clean up procedures/expectations.*He/she will also run through the safety precautions and procedures.*If the students do not cooperate the teacher will stop the class and assign them a salt or

*Brain-Based Learning- Stations will give students to use their five senses and get them actively involved in exploring salt and fresh water factors.

*Multiple Intelligences- There are a variety of stations that will give students a different learning style and let groups and

*The students will go through six stations that have to do with fresh and salt water activities/experiments.

*The students will work on the TPQDAC throughout the activities and finish up with their groups in the end if needed.

*Each group of students will make sure their station is cleaned up.

fresh water body of water to research and write a two page report on.*The students will each get a TPQDAC which will help guide their thoughts during each station. (attached)

-------THE STATIONS-------A sheet will be placed at each station that contains the materials, procedure and explanation of the activity. (Each attached)Station 1-Globe Fun: Students are going to use a globe and maps to compare bodies of salt and fresh water.Station2-What will happen to Mr.Egg? Students are going to explore the buoyancy of salt water by using a raw egg and adding salt to water.Station 3-Where is my home? This activity will give students the challenge of grouping animals in their fresh or salt water environments. Students will use provided resources and will make a Venn Diagram to group their predictions.Station 4-Crazy Currents: This experiment is similar to Station 2 but investigates the currents under the ocean’s surface. Density currents develop as loads of salt make the water denser. Station 5-Freezing Point: Students are going to explore the freezing point of fresh and salt water and graph their results.Station 6-Senses Alert: Students will observe a jar of fresh and salt water using all their senses and then write a short poem about it.-When the students are finished with each station and cleaning up they will be asked to finish their TPQDAC with their group members if they have not already.-Since the stations are the desks that are grouped together the students will stay where they are for the following activities.-They will be asked not to touch any of the previous station materials.

students work at their own pace.

*Control/Choice Theory-Students will be working in group settings and conducting experiments on their own.

*Cooperative Learning- Students will have to use their individual skills and be responsible in order to contribute their group.

*Problem-Based Learning- In station 3, students are going to try to decide what water environment each animal lives.

PROCESSING*The group at each station will briefly

-Each group will present their predictions and findings for the last station that they were at or the station they are presently sitting at.

*Cognitive Development-Students went through many

present their predictions and findings for the activity.

*The students will journal about their favorite and least favorite station.

-After each group is done briefly presenting other students can discuss their predictions, observations and findings also.-Students will journal about two things 1) Which station they liked the best, what they learned and why. 2) What stations they liked the least and why.-The journals are checked weekly and will be based on a credit/ no credit grade.

different stages of thinking and now are going to reflect/evaluate what they have learned and liked/disliked.*Brain-Based Learning-By writing in their journals it gives students an emotional connect to the lesson.

FURTHERINVESTIGATION

*The teacher will review the engage experiment and conduct another density experiment using fresh and salt water.

*The students will work together to form different definitions and discover density.

-When the students are done writing in their journals they are going to explore the concept of density.-The teacher will review the engage activity and tie it into another experiment she will conduct regarding density also!-The teacher needs to have the materials prepared and be familiar with the experiment “Exploring Density with Salt and Fresh water”.-An attached copy of the directions is attached for the teacher to read before experiment.

-The teacher will ask the students to develop their own definition for density.-The teacher will define density and then ask the students what they think are some important properties of density.-The teacher will use some of the students’ properties to explain more what density it is.-The teacher will ask students to what they think the definition of weight, mass and size are then ask them to compare those definitions to density.-OMIT- The teacher will finish the discussion by giving one or two more minutes of general information about density and give examples.

*Brain-Based Learning- Students will get to visually experience what the concept of density.

*Cooperative Learning- A general definition for a couple terms will be formed by the class.

*Higher Order Thinking- Students are constructing their own definitions and comparing density to other similar concepts.

APPLICATIONS

*The teacher will help the students

-The teacher will explain that density does not just have to do with science. Ex: Population, density of stitches on a quilt, energy density from different types of food ad the amount of homes in one area.-The teacher will hand out a random color mix of ten skittles to each student along with a

*Higher Order Thinking- Students have to look past just the science setting and review how density applies to the present. They have to work with hypothetical situations

understand density in the real life context.

*Skittles will be passed out for a short activity.

napkin to put them on.-He/she will explain that they are not allowed to eat the skittles until after the activity.-Students will use the skittles to apply density. -What happens when you cut them in half? What color has the biggest density? -Pretend the skittles are a small population.-Each skittle represents 1,000 people. -Again what happens if you cut your pile in half? -If red represents poor families, yellow represents rich families and the other colors represent middle class then what is the density level for each income group in comparison to the population. -Have the students calculate and graph different questions such as the previous. -To refer back to swamps, the students will informally look up different swamp areas in provided books and discuss what the density of animals in the wetlands. -When the students are done discussing and graphing their results they may eat their skittles.

to explore population density.

*Integrated Curriculum- Students will be using story problems using the skittles to calculate and graph population density.

*Brain-Based Learning-Students use many of their senses in this activity.

ASSESSMENT*Students will get 5 points for completing or turning in each station’s work/data.*The TPQDAC will be graded objectively

-Students will get 5 points for attempting each station. Their written work will be stapled to the completed TPQDAC. -OMIT-The TPQDAC needs to be completed in a more professional manner and students will be informed of that.

-Last students are going to write an informal letter to their parents telling them (OMITabout density and using the labs as examples) what they learned about density and how they think it relates to the swamp. At this point they would have had many lessons on swamps therefore they should be able to brainstorm different ideas easily. This will be a credit/no credit assignment.

*Brain-based Learning-By writing a letter to their parents students are writing down information, which will help them remember the information better. They also are making a better personal connection to school since they have to tell their parents what they learned.

HANDOUTS AND VISUAL AIDS

-TPQDAC for the exploratory stations.(attached)-Information and procedure sheet that will be placed at each station.(attached)

*Brain-based Learning-Visual handouts will help the students learn better.

Brief summaries of resources:

*Water Cycles-The Earth’s Gift*This website supplies many different ideas for curriculum in the Science Classroom. When the user clicks on a theme for a lesson, the website submits topics for lessons in the form of chart. The site appears to be geared toward educators and lists the experiments in great detail without fun pictures. Here is an example of the chart that I used to find one of my station ideas:

K 1 2 3 4 5 6

Water (1 week)

States of Matter

Properties of Water

Properties of Water

Chemistry Capillary Action

Densities of Liquids

Ground Water

Oceans (1 week)

Properties of Salt Water

Making Salt Water

Solvents Dissolution of Salt

Electrolytes Ocean Bottoms

Coriolis Motion

*Awesome Experiments in Force and Motion by Michael Dispezio*This book contains many useful experiments regarding force and motion for the elementary classroom. It is made to be a guide and accompany teachers in constructing inquiry within the Science classroom. It has kid friendly experiments that are great for engaging and challenging students to think about different concepts.

*Windows to the Universe*This website was designed to be a resource tool for teachers in providing lesson plans and activities for the classroom. It lesson plans are well organized in that before the actual lesson they include a summary, resources used, grade level, estimated time, objectives, lesson format and standards for which it incorporates. Many of the experiments and activities are appropriate for students and teachers and easy to follow. The website provides a beginner, intermediate and advance option for each science topic!

*Ocean Planet*This website is geared towards educators and many of the experiments and lesson plans require a lot of reading. The lesson plans they provide are in great detail and offer guiding questions and follow up activities.

http://www.msnucleus.org/membership/html/k-6/wc/oceans/6/wcoc6.html










http://www.msnucleus.org/membership/html/k-6/wc/oceans/k/wcock.html



http://www.msnucleus.org/membership/html/k-6/wc/water/6/wcwa6.html











http://www.msnucleus.org/membership/html/k-6/wc/water/k/wcwak.html

http://www.msnucleus.org/membership/html/k-6/wc/water/k/wcwak.html

STATION 1-Globe Fun!!!

(idea from www.msnucleus.org)

While you are looking at the globe or these maps can you tell which bodies of water are fresh and salt water?

Globes and maps usually show water masses as being the same however larger bodies are usually salt while smaller bodies are usually fresh. Salt water is not all the same too; the amount of salt is measured in each body of water by part per thousand of that salt in water. In this station, you and your group mates are going to discuss what category each of these bodies of water belong to. When everyone has come to a conclusion lift the sheets on each column to see where they belong! Discuss for a couple minutes before you write your answers down and then check them. When you are done draw a picture your idea picture of what a fresh and salt body of water may look like. You may use your maps and Globe for this activity!!

S=Salt Water F=Fresh WaterPacific Ocean (S)

Mediterranean Sea (S)

Great Lakes (F)

Indian Ocean (S)

Great Salt Lake (S)

Lake Tahoe (F)

Mississippi River (F)

Salton Sea (S)

Local reservoirs (F)

STATION 2

What will happen to Mr. Egg? The water that fills Salt Lake contains A HUGE amount of dissolved salt. This makes the water very “buoyant” or nearly impossible for anyone to sink in. You get to explore this concept right here in class!!

What will happen to the egg when it is put in a container of water full of salt?

Materials:o Raw eggo Spoono 1/2 Cup salt

o Tap watero Two tall plastic

containerso Measuring cup

Procedure:1) Fill the two plastic containers with water until

the are 3/4 full with water.2) Add about 1/2 cup of the salt into one of the

containers.3) Mix thoroughly until the salt dissolves and

keep adding salt until no more salt can be dissolved.

4) CAREFULLY place a raw egg into the container filled with the tap water.

5) Now remove the egg and put it in the container filled with salt water.

STATION 3 –Where is my home?There are many different animals that live in fresh and saltwater environments. Below is a list of different animals; given the provided resources separate them according to what environment they live in.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Draw two circles overlapping on the back of your TPQDAC labeling one side “Fresh”, the other side “Salt” and the intersection “both”. Take a couple minutes reading the provided resources and then share amongst your group members what you found out!! If you do not have enough time to group each animal just stop where you are and move to the next station.

**LIST**SnailJellyfish Great White Shark pike Roach DolphinsRoundel Skate

Belted kingfisher Crocodile Mountain- chickadee Bass Turtles Rainbow Trout Lobster Catfish

Crazy Currents

STATION 4 How does the dissolved salt cause currents?!

(From Awesome Experiments in Force

and Motion)There are powerful currents below the ocean’s surface and unlike other waves they are not created by the wind. Forces of density, evaporation and then the tramping of salt water effect their movements. You can explore these effects in this experiment!!! Materials:

Salt Blue and red food

coloring Ice

Spoon Two cups Two clear plastic

pitchers

Procedure:1) Fill a cup half way with water and add several drops of blue food coloring.2) Fill the second cup with tap water and dissolve as much salt as possible in it. Add several drops of red food coloring to this water.3) Fill the large pitcher halfway with the tap water. 4) Call the teacher over to pour the dry ice into the pitcher. Make sure you tilt the pitcher so that the ice water runs down its inner side.5) Observe what happens!!6) Fill the second pitcher with tap water. 7) Pour the dyed salt water into the pitcher. Tilt the pitcher so that the salt water runs down the inner side.8) Observe what happens!!

STATION 5-Freezing Point(adapted from www.bigelow.com)

What happens when the fresh and saltwater is in the dry ice?

Materials Distilled

water Salt water 3

Thermometers

3 Large test tubes

3 Pyrex beakers

Dry Ice chunks

Gloves Graph paper

Procedure:1) Fill one test tube with distilled water

and the second with salt water.2) Insert the thermometer through the

rubber stopper and cap of the test tubes. Make sure the thermometer is in the water. Record the temperature.

3) Use gloves or tongs to fill the bottom of the Pyrex beakers with dry ice. DO NOT TOUCH THE DRY ICE. Place each test tube in a beaker of dry ice.

4) Record the temperature for every 30 seconds for 5 minutes.

5) Make a graph of your data and plot the different points.

STATION 6-SENSES ALERT!

Observe the jar of fresh and saltwater using four of your five senses. DO NOT DRINK OUT OF THE JAR!! Write down

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

your observations on a piece of notebook paper. When you are done flip your piece of paper over and write a short poem about it.

HAVE FUN WRITING AND BE CREATIVE!!

Name_______________________________________

Think First! What do you know about slat and fresh water?

Question: What are the similarities and differences between salt and fresh water?

Procedure: The procedure for each experiment/activity is located at each station. In your own words and in summary how did you conduct the experiment?

Data and Analysis: Draw and describe the procedure and the different outcomes to the best of your ability.

Station 1-While you were looking at the globe or these maps can you tell which bodies of water are fresh and salt water?Station 2- What will happen to the egg when it is put in a container of water full of salt?Station 3- Where do these animals belong; salt or fresh water?Station 4- How are crazy currents formed?Station 5- What happens when the fresh and slat water are in dry ice?Station 6- What are the similarities and difference between salt and freshwater using four out of your five senses and not taking into account previous experiments you have conducted?

Conclusion: What is your conclusion for each station or what have you learned?

swamp thing - edzone: mid michigan's internet providerdmcmahon/swamp thing unit by pinky...

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