Life On The Bayou Title: Life On The Bayou
Subject: Science
Grade Level: 5Overview: This lesson provides experiences for identifying animals who are held in captivity. Learners identify captive animals, explore the management of manually-controlled habitats, and other characteristics of these habitats.
Approximate Duration: 3-6 fifty-minute lessons
Content Standards:
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:
LS-M-D1
describing the importance of plant and animal adaptation, including local examples;
LS-M-D2
explaining how some members of a species survive under changed environmental conditions.
Grade-Level Expectations (GLEs):
Adaptations of Organisms
Grade 5
29. Describe adaptations of plants and animals that enable them to thrive in local and other natural environments
(LS-M-D1)
Interdisciplinary Connections:
Social Studies : Geography: Physical and Cultural Systems
Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
Social Studies : History: Time, Continuity, and Change
Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.Educational Technology Standards:
Demonstrate the operations of a computer (e.g., touch-keyboarding skills, save, organize and back-up files) and other peripheral devices (scanner, digital and video cameras, VCR, laser disc player) at an intermediate level.
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 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:
1. TLW define and give examples of "captivity".
2. TLW identify two animals observed at Black Bayou Lake National Wildlife Refuge.
3. TLW describe animals' habitats.
4. TLW identify and list foods the identified animals need for survival.Lesson Materials and Resources:
Comprehensive Curriculum
Markers
Drawing Paper
Venn Diagram
Four-Square Writing Template
Technology Tools and Materials:
Hardware:
Digital Cameras
Computers
Printer
PC to TV Converter
Television Monitor
Software:
Inspiration
PowerPoint
Microsoft Word
Websites:
Black Bayou
http://www.monroe.k12.la.us/mcs/black_bayou_files/index.html
LPB CyberChannel---Endangered Species
http://www.lpb.org/education/cyberchannel.cfm
Background Information:
This mini-unit comes at the conclusion of the study of animals.Lesson Procedures:
Day 1
1. Use transparency to introduce the concept of "captivity" and the meaning of "habitat".
2. Show brief Unitedstreaming footage to further introduce animals in captivity and habitats. As students watch the footage, ask them to give attention specifically to: how the animals live, foods the animals eat, and living environment of the animals.
3. The students will list any animals around their community and describe the animals' habitats.
4. On chart paper, write the students' examples of animals w/brief descriptions of the habitats.
5. Using 4-square writing process, guide the students into listing characteristics of animals' habitats.
6. When the four squares are completed, take the students to the computer lab. While in the lab, students will use MS Word to write a five-paragraph composition using the components of their 4-square template.
Day 2
Field Trip to Black Bayou Lake National Wildlife Refuge
1. At the site, students will observe a presentation by the bayou tour manager. Students will be asked to take notes of any animals listed by the tour manager.
2. On the excursion, students will use digital cameras to take pictures of animals that they would like to further study and feature in their projects. The students will use Activity Sheet #1 - Animal Research Sheet, to take notes of their observations while on the excursion of the bayou.
3. At the conclusion of the trip, the class will return to the school.
Day 3
Computer Lab
** Distribute the rubric that will be used to assess/score the completion of this project.
1. Demonstrate how to upload and save pictures from the digital cameras.
2. Allow students to upload and save their pictures.
3. Students will use World Book Online to locate and gather information about their animal of study.
4. Using Inspiration Software, the students will develop an informational "web" for their respective animal of study. They will upload a picture to include on the web. Provide assistance, as needed.
5. When complete, students will use their rubric to be sure they have included all components that will yield a satisfactory score. They will make adjustments, as needed.
6. After final adjustments are made, the students will share their project with the class by discussing their animal, its habitat, and the food on which the animal survives.
6. The students' work will be displayed on the wall outside the classroom.
Day 4
Computer Lab
1. The students will use MS Word to make postcard using a picture from the excursion to Black Bayou Lake National Wildlife Refuge.
2. Using the projector, display the postcard template. This template will be loaded and on screen when the students enter the lab.
3. Demonstrate how to upload their animal pictures from the digital camera. Provide assistance, as needed.
4. While the teacher models the place of the picture, students will place their pictures on the template, respectively.
5. Guide the students to write (type) a short note on their postcard. The students will include a brief statement about the animal and its habitat. They may address the note to their parents/guardians.
6. Assist the students in using spell checker.
7. Before printing the final product, the students will review each other's postcard (on screen) and give suggestions on picture placement, sentence structure, grammar, and punctuation.
8. When all editing is complete, the postcards may be printed.
9. Assist the students in trimming the postcard for final presentation.
Day 5
1. After compiling each student's picture into a Power Point presentation, the teacher will display one picture at a time. The student(s) who studied each particular animal will come before the class and give a short presentation about their animal.
2. As the students present, the teacher will type notes into the Power Point to complete the visual presentation.
3. After all students have presented, the teacher will "run" the slide show and make comments, where applicable. These comments will include questions, such as: (A) How do you think this animal relates to other animals? (B) What do you think will happen to this animal if it is taken out of its habitat and placed in another animal's habitat? (C) What do you think can be added to this animal's habitat to make its life more productive and enjoyable?
The teacher will entertain all relative responses to determine/assess if the students are understanding the concept of habitats.
4. Students will take individual notes on each animal spotlighted.
5. At the conclusion of the lesson, the teacher will print handouts from the PowerPoint to be distributed to each student. By doing this, all students will have a resource of information for the animals that were studied by their classmates.
6. The students will be encouraged to study each animal, their habitats, and the foods on which the animals survive.
Day 6
1. Use Power Point to review habitats.
2. Using the Venn diagram, list two animals that were studied this week to allow students to identify habitat characteristics of similarities and differences. Discuss students responses.
3. Distribute final assessment. Explain the directions on the assessment.
4. Collect papers when completed.
Assessment Procedures:
Teacher Observation
Rubric
Final Written Assessment
Accommodations/Modifications:
Small Groups
Modified Written Assignments
Direct Teacher or Peer Assistance
Shortened Assignments
Reproducible Materials:
Activity Sheet # 1 - Animal Research Sheet
Activity Sheet #2 - Final Assessment
Transparency - Captivity; Habitat
Postcard Template
Habitat Web Rubric
Habitat PowerPoint
Lesson Development Resources:
Social Studies:
A. Map skills (directions)
B. Geography and Terrain of land within Monroe and the Black Bayou area
C. Climate of the Monroe region
Contact Information:
Anthony L. Turner
anthony.turner@mcschools.net
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