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STAC
Project MC-Extend: July 1997 Utilizing
NYS STANDARDS in a Curricular Design for Grade 3
3-4
Week Collaborative Introduction to the Study of the
Broad Leaf Forest
Joanne
Barg-Group 9B-1 Technology Ramapo
Central School District Cherry
Lane Elementary School Suffern,
New York
The following
unit has been designed for use in the fall of the third grade school year
as a collaborative effort between a classroom teacher and several supplementary
special teaher projects. Although this is primarily an exploration and
investigation into the life of several local trees it is also the development
of a thinking process of inquiring, gathering, organizing and relating
information for a useful purpose utilizing a variety of technologies and
strategies.
- Commencement
Standard (MST 1)
Students
will use mathematical analysis, scientific inquiry, and engineering design,
as appropriate, to pose questions, seek answers, and develop solutions.
Benchmark Content Standards(Elementary-Grade
4)
Scientific
Inquiry - The central purpose of scientific inquiry is to develop explanations
of natural phenomena in a continuing and creative process
Performance Standard
Students will:
- question the
explanations they hear from others and read about, seeking clarification
and comparing them with their own observations and understandings
- develop relationships
among observations to construct descriptions of objects and to form
their own tentative explanations of what they have observed use of
what they have observed
Commencement
Standard(MST
2)
Students will access, generate, process, and transfer information using
appropriate technologies
Benchmark
Content Standard -(Elementary)
1.
Information technology is used to retrieve, process, and communicate
information and as a tool to enhance learning.
Performance
Standards Students will:
1.1 Use a variety of tools to enter, process, display, and communicate
information in different forms using text tables, pictures, venn diagrams
and sound
1.2 Tele-communicate a message to a distant location with teacher
help
1.3 Access needed information from printed media, electronic data
bases, and community resources
Social
Studies Commencement Standard -Geography
(National Council for the Social Studies)
The study
of geography allows learners to develop understand of the spatial context
of people, places, and environments. It provides knowledge of the Earth’s
physical and human systems and the interdependency of living things and
physical environments.
Benchmark
Content Standard
(Elementary)
Maps and other geographic representations, tools, and technologies are
used to acquire, process, and report information from a spatial perspective.
Students will:
Performance
Standard
1.1 Use simple directional map terms to create a map of a local area where
designated trees are located
Performance
Outcomes --- The students will:
1.
Keep a Field Journal and enter the following information: Cover with
name, team tree, and digital picture of group
3 Reflection pages
6 Observations, a labeled tree, and leaf classifying guide
2 Compare and Contrast worksheets
1 Research Findings worksheet-Hard copy of final presentation
Scavenger Hunt information worksheet
3. Complete
a final presentation project which introduces the TEAM TREE to others
4. Work in a team of 4 students
5. Class Participation Enabling
Activities and Student Outcomes (10 Days)
Support
Staff Involvement
1. Our
librarian will coordinate (2) lessons by reading a related story and conducting
an scavenger hunt using library and location tools
2. Our art teacher will coordinate her lessons(2) on trees
3. Our remedial reading, resource room teachers will reinforce the "tree"
vocabulary and provide at least one reading and writing experience with
students ans possibly a reader's theatre experience
4. BOCES Technology Specialist will assist with Word, and Hyper-Studio
or PowerPoint assignments as well as Email access
5. Our music teacher will coordinate (2) lessons with music and sound
Dat
#1-(Lesson) 30-40 minute segmnet
Establish purpose and motivation for unit: Total class presentation
- Hyper-Studio
Demo Guessing Game...What do you think I am? Why? (A leaf tree)
- What you already
know about trees ... what you want to know (prior knowledge assessment)
- What do you need
to know?-Post these outcomes prominently
- Set parameters
for setting and working in teams of 4(4 computers/room)
Field Journal/pencil(provided)
Email/Word
used as a refelection of classroom activities
Selected Internet Sites-in classroom/library
Resource
People as possible contacts
Collection
Samples Bag and leaf presses
Maps(provided)
Video
Camcorder
Hyper-Studio
applications
Digital
Camera
Magnifying
glass
Students
will be able to:
State what his/her responsbilities will be as a class member, team member
and as an individual-post this list in front of the class
Write what tools he/she will need from home
Write at least one refelection of what he or she has learned today about
trees in the field journal
Day
#2 Field Work/Classroom Work
- Outside in the
school yard: Groups of 4 -each group) will cooperatively select a
team tree (from a simple map) with its given name
- Individually
record as many observations about the team tree
- Collect samples
of leaves as specimens (collection bag and press-1 per child)
- Take photo of
each team and tree with digital camera
- Classroom list
each team's observations and begin noting similarities and differences
- Draw a picture
of "the adopted tree" on the cover of the Field Journal
(include the digital picture too…)
Students
will be able to:
Record at least 3 observations in a Field Journal while outside
Visually depict team tree on the cover of Field Journal
Spatially place team tree on a given map
Write one reflection in Field Jounal
Day#3-Classwork -total class presentation
Model
the COMPARE and CONTRAST strategy for organizing information
Compare and contrast a tree to one student in the class
- Use simple chart
to record infortnation(provided)
- Brainstorm to
find ways in which man and trees help or hinder each other
- Use their gathered
information from direct observations to construct a CHART as to what
a tree looks like with labeled parts -(use vocabulary chart and spelling
words for the week
Students
will be able to:
Complete the compare and contrast chart with the teacher
Describe at least 3 similarities between man and tree
State at least 1 inference about the relationship with man and trees
Label at least 5 parts of a tree
Day#4-Application of model
Use COMPARI
and CONTRAST model to organize leaf samples(I leaf from each team) to
answer questions like ... What does a leaf look like? feel like? smell
like? Why do you think leaves are important to the trees?
Observe the edges, veins, stem, waxy coating ... use a magnifying glass
Record, findings on worksheet provided
Report findings to the entire group
Generalize leaf characteristics by size, shape, texture, color, smell
Infer a many characteristics of leaves as can
Work
at Home: Bring in 4 leaves from trees in your neighborhood (Can you identify
it?)
Students
will be able to:
Apply the compare and contrast strategy to organize thoughts
State at least 3 identifying characteristics of their leaves
Verbally answer at least I of the questions above
Day#5 Field Work: What is soil? (Digital camera and camcorder)
- Share the results
of the Work at Home assignment (earlier in the day)
- Inside-brainstorm
for characteristics of soil
- Outside-gather
(2) soil samples from tree areas (top) and (lower) and examine ...
may need magnifying glasses
- Inside/outside
-write observations in journal about the soil ... looks like, feels
like, smells like etc.
- Compare original
list of what we thought soil should be with the observed one
- Research Teams:
What is the definition of soil (dictionary)
What is soil? (Computer application-Encarta-Explorapedia etc.)
What
kinds of soils are there?
What
may determine the kind of soil in an area?
Students
will be able to:
Collect soil samples
Record at least 3 observations in field journal
Navigate as a team in one research application to locate information about
soil (classroom and library computers)
Write at least 3 generalizations about soil
Day#6 Lab/research(Digital Camera)
- Finish up research
on soil from previous day
Each
team will choose a series of questions(2 each) relating to "What
we wanted to know... i.e.
Possible topics might include the following:
How (do trees get food? What is the name of the food making process?
How old do trees get? How do we tell the age of a tree?
How do I trees manage in the winter?
Why do their leaves often fall in the autumn?
Why d w leaves change their color?
What uses does man have for trees?
What uses do animals have for trees?
What is a forest? Is there a forest close by? In our state? In our country?
Interesting facts about trees ... the tallest, the oldest, the widest
What use are the plants, roots?
Where in the USA could I expect to find maples, oaks, birches, etc????
What are some of the dangers for trees?
What are tree rings?
- Utilize Encarta,Explorapedia,WorldBook,or
Internet sites(depending upon availability)to locate information about
trees given a specific entry
(Distribute)
a template in WORD for each student)
Students
will be able to:
Navigate through the computer applications to locate information
Record at least I finding on WORD template from one resource
Day#7
Sharing Findings from Research
- Finish up
research projects
- Team reports-one
team select a question and another answer it
Students
will be able to:
Locate
information using a computer application
Complete the research task
Clearly state findings
Day#8 Outdoor- Tree Scavenger Hunt (Digital camera/camcorder)
- Review topics
taken from lessons
What
is a tree?
What are the parts of a tree and what purpose (to they serve? How
can you identify a tree"
What is soil?
What does a tree need to live?
How does man help or hinder the life of the tree?
- Tree Scavenger
Tree and Leaf Hunt-using simple map-outside teams
Students
will be able to:
Verbally respond to the topics above
Apply knowledge about trees to be successful in the tree hunt
Day#9-
Begin Presentation Work on your tree for the rest of the class
- Presentation
-Introducing YOUR tree to an audience (5 slides or I stack or 5min
video)
- Brainstorm what
information is needed and which format is best for you
- Select format
and begin work(Hyper-Studio, PowerPoint or Video presentation format)
Which
ever format is used each team member will have a role to play
Day#10-Presentations on Trees(for the class and perhaps even share with
the other 3rd grades)
Culmination
will be the presentations of work on TREES for an audience( the other
teams and possibly for the other third, I grade classes) Extension
for future work
Plan
to plant a tree on the school grounds(next project)
- Discuss what
kind of tree
- Discuss where
to put the tree
- Discuss how to
raise the money to purchase the tree
From
trees transition to the next unit on Broad Leaf Forest (Later in the year
2 maple trees are tapped for a culminating maple syrup pancake breakfast)
Content
Standards assessment for this unit will include a summative assessment
rubric for each team's final presentation and an authentic assessment
problem solving scavenger hunt
Summative
Team Assessment Rubric for 2 Week Unit on Trees
Level
I=Exemplary(explores independently, seeks more information and provides
creative solutions)
Level 2=Proficient (met the standard with confidence and could provide
another application)
Level 3=Acceptable (met the standard with assistance)
Level 4=Unacceptable (did not meet the standard, required continuous assistance
on tasks)
Performance
| Outcomes |
Level
1 |
Level
2 |
Level 3 |
Level
4 |
| This tree team
has met the standard(MST2) and demonstrated learning by their |
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| Use of a media
presentation tool |
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| Following directions |
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| Providing a
clear organized message |
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| Use of accurate
data |
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| Use of graphics
(scanned/digital/paint) |
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| Working together |
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Other
materials to be included:
- Sample final
presentation format(basic slides or cards will be distfibuted by the
teacher)
- Introductory
presentation using Power Point
- Sample Field
Journal with inserted pages for use by the students
- List of appropiate
Internet sites for student us
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