Black Bayou Lake Refuge: Extra, Extra, Read All About It!
Title: Black Bayou Lake Refuge: Extra, Extra, Read All About It!
Subject: Science
Grade Level: 5
Overview:
Students will observe plant and animal wildlife at Black Bayou Lake National Wildlife Refuge. They will use their observations and photographs to design and publish a class newspaper. This post-visit activity will be used to summarize the class field trip.
Approximate Duration: 2 - 50 minute sessions
Content Standards:
Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
Benchmarks:
SI-M-A7
communicating scientific procedures, information, and explanations; (1,2,3,4)
SI-M-B2
communicating that current scientific knowledge guides scientific investigations; (1,2,3,4)
SI-M-B5
understanding that scientific knowledge is enhanced through peer review, alternative explanations, and constructive criticism; (1,2,3,4,5)
LS-M-C1
constructing and using classification systems based on the structure of organisms; (1,2,3,4,5)
LS-M-C2
modeling and interpreting food chains and food webs; (1,3,4,5)
LS-M-C3
investigating major ecosystems and recognizing physical properties and organisms within each; (1,2,3,4,5)
LS-M-C4
explaining the interaction and interdependence of nonliving and living components within ecosystems. (1,3,4,5)
LS-M-D1
describing the importance of plant and animal adaptation, including local examples; (1,2,3,4,5)
LS-M-D2
explaining how some members of a species survive under changed environmental conditions. (1,2,3,4,5)
SE-M-A1
demonstrating knowledge that an ecosystem includes living and nonliving factors and that humans are an integral part of ecosystems; (1,2,3,4,5)
SE-M-A2
demonstrating an understanding of how carrying capacity and limiting factors affect plant and animal populations; (1,2,4)
SE-M-A3
defining the concept of pollutant and describing the effects of various pollutants on ecosystems; (1,2,3,4,5)
SE-M-A4
understanding that human actions can create risks and consequences in the environment; (1,3)
SE-M-A7
demonstrating knowledge of the natural cycles, such as the carbon cycle, nitrogen cycle, water cycle, and oxygen cycle; (1,3,4)
SE-M-A8
investigating and analyzing how technology affects the physical, chemical, and biological factors in an ecosystem; (1,4,5)
Grade-Level Expectations (GLEs):
Grade 5-8
19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) (SI-M-A7)
21. Distinguish between observations and inferences (SI-M-A7)
34. Recognize the importance of communication among scientists about investigations in progress and the work of others (SI-M-B5)
48. Determine the ability of an ecosystem to support a population (carrying capacity) by identifying the resources needed by that population (SE-M-A2)
49. Identify and give examples of pollutants found in water, air, and soil (SE-M-A3)
50. Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams, regulating hunting, introducing nonnative species)(SE-M-A4)
51. Describe naturally occurring cycles and identify where they are found (e.g., carbon, nitrogen, water, oxygen) (SE-M-A7)
23. Construct food chains that could be found in ponds, marshes, oceans, forests, or meadows (LS-M-C2)
25. Compare food chains and food webs (LS-M-C2)
26. Identify and describe ecosystems of local importance (LS-M-C3)
27. Compare common traits of organisms within major ecosystems (LS-M-C3)
29. Describe adaptations of plants and animals that enable them to thrive in local and other natural environments (LS-M-D1)
Educational Technology Standards:
Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
Objectives:
The learner will describe the importance of a National Wildlife Refuge to local ecosystems.The learner will construct, use, and interpret appropriate graphical representations to record observations.
The learner will design a concept map to explain a naturally occurring cycle.
The learner will use multimedia tools to publish information from field investigation.
Lesson Materials and Resources:
Science Journal
Newspaper Template
Newspaper Rubric
Black Bayou Lake(NWR) pamphlets, posters and brochures
Multi-colored pencils or markers
Scissors
Glue
Technology Tools and Materials:
Hardware:
Computer
Internet
Digital Camera
Presentation stationSoftware:
Microsoft Word
PowerPoint
Inspiration
Websites:
Yahoo Kids
http://kids.yahoo.com/movies
eNature
http://www.enature.com
Black Bayou Lake NWR
http://www.fws.gov/northlouisiana/blackbayoulake/Background Information:
The students should be able to identify characteristics of various plants and animals.
Most students will have experience using a computer.
Lesson Procedures:
After the field trip, have the students complete their "Science Journal".Create a PowerPoint presentation with photographs from the field trip to guide a discussion about the environmental conditions found in each area. Help them draw the connections between the structure of the plants and the types of animals found in different areas.
Create a graphic organizer using Inspiration software to summarize the class field trip experience.
Students will use the PowerPoint slides, science journals and the graphic organizer to write a class newspaper. Allow students to work in groups of three. Student roles will be writer, editor and illustrator.
Students will use the rubric to guide the writing and editing of the newspaper. After groups complete their newspaper draft, provide time for each group to rotate to review each group's draft.
- Students will use the newsletter template to type and publish their newspaper.
Assessment Procedures:
Rubric to assess newspaper
Monitor classroom and field activities
Accommodations/Modifications:
Consult individual IEPs for modifications.
Students of varying abilities will work in groups.
Reproducible Materials:
Newspaper Template- Newspaper Rubric
Explorations and Extensions:
Students can use the same reading comprehension and writing skills across the curriculum.
Lesson Development Resources:
Rhythms of the Refuge Educator's Guide
GLE Related Materials
http://www.louisianaschools.net/lde/saa/1914.html- Student Products:
- Karla Brown's Fifth Grade Class, Lexington Elementary School
Black Bayou Lake Newsletters- Photos of Class Field Trip
Contact Information:
Joyce Tate
joyce.tate@mcschools.net
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