Biomes-Danielle

​ = = =Science 2.0 Lesson Idea=

Standard 4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats
B. Expression 1. Select and use technology to express ideas a) Select and use the appropriate multimedia and publishing tools to express original ideas with print, drawings, digital images, video, sounds, and/or personal recording b) Present ideas and information in formats such as electronic presentations, web pages,graphic organizers, or spreadsheets that are appropriate to a specific audience c) Change, edit, and revise graphs, graphics, presentations, and word documents d) Evaluate student-created product design based on purpose, audience, and format

A. Diversity of Life 1. Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all. a. Identify and describe features and behaviors of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment. b. Based on information about the features and behaviors of animals and plants from very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another.

III. Web 2.0 Tools:
Class Wiki Google Maps

III. My Idea:
Collaborative Project Topic: Biomes Product: A class Wiki about the biomes of the world. (This could easily be extended into the Earth and Environmental units as well)

Identify and describe the location and climate of the biome. Identify and describe plants and and animals that live in the biome. Identify and describe features and behaviors of some of the plants and animals living in the biome. Explain how the plants and animals are well suited to their environment.

Students can work in wiki groups, like this one, to compile research. Individuals will be responsible for making a particular amount of contributions within a particular amount of time. I'd also like the students to be responsible for providing feedback to two other groups. (Like we're required to do in this class.) This will provide me with a way to closely monitor their work and thinking.

The end product will be a class wiki and each group will be responsible for teaching the class about their biome.

Possible online resources
[|Blue Planet Biomes] [|The Wild Classroom]


 * Yes, Danielle this is streamlined and reflects you so much better! I responded to your pgcps email to me. Please let me know your decision! **

// Hello Danielle! First of all, please allow me to apologize for having had a super busy week. On my honor, I promise to be a better wikispace member. I am very uncomfortable adding comments to your page, but that is what this type of collaboration is supposed to be, I guess. Also, Linda's email told us to avoid the discussion page and post here instead. Your Life Science plan sounds very interesting. What grade level is it? Would you consider adding a curriculum link to, for example, Reading/Language Arts? My daughter had an assignment once wherein she had to explore the culture, time, environment of a character of a book or story. Also, we always gain a few points when we integrate another subject into our main lesson plan. Food for thought... Your work is admirable! JJefferson // This lesson plan is for fifth grade. Thank you for the food for thought! :)** = I could easily grasp your overall collaborative project. Is the instructional design a class wiki page that identifies and describes different biomes (final product), made up of individual cooperative groups wikis on a single biome. If so, I would like to see how you envision a single day's lesson based on an inquiry based instructional strategy . = = Each of the instructional objectives could form a one to two day lesson. How would you set up and direct the groups to assure an inquiry based instructional style? One suggestion would be to have a road map of questions that lead the students to the desired outcome. For example, for your first objective: identify and describe the location and climate of the biome. Questions: What continent, what country, what are the physical characteristics, what are the waterways, are there mountains, plains, plateaus? = = But more importantly, what would a class lesson based on this design look like for any one of your objectives. This has the makings of a great project, that could have a positive impact on day to day instruction. P. McGowan = Thank you for reminding me to focus on a single day's lesson! Yes, I agree with your suggestion about the road map of questions. I had something like that in mind. I'll have to pick a one lesson focus and get to work!
 * Please don't feel uncomfortable adding comments to my page! I welcome your feedback.

Select and use the appropriate multimedia and publishing tools to express original ideas with print, drawings, digital images, video, sounds, and/or personal recording > This is really interesting and I think your kids will have fun incorporating technology in their project. I am just curious about the readiness of your students as compared to mine.

Are you going to use google map to support the lesson ("I do" part of the lesson) or are you expecting the students to use this as they explore biomes?

-Roan
 * Thank you for your comments Roan. I have not determined how I am going to use google maps yet, but they will definitely be using it to explore their ecosystem.

Readiness on which level?

Most of my students do not have internet access or computers at home. That is one concern that I have because navigating wikis or other online resources is something which they need to learn first before being able to work collaboratively online.

By the way I was watching the travel channel last weekend and I think you can use the google map to show them the deserts of Namibia. Very interesting!

-Roan