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Save Plants And Animals
Stacey Hirschon 24 April 2010
Transcript of Save Plants And Animals
By Stacey Hirsch Performance Indicator 2: Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1,3,4)
My students would be divided up into small groups.
They would conduct research using internet resources like google and wikipedia to collect data on their topic.
All groups would be assigned a topic that has to do with how environmental factors like pollution or global warming is effecting plants and animals.
They would be assigned to focus on a specific plant or animal and determine a feasable solution.
Performance Indicator 3: Engage In Learning Activities with learners from multiple cultures through email and other electronic means. (2,6)
*Each group of students would be assigned to another group of students from another class of the same grade. The other teacher and I would make sure that each group was divided up with children of varying cultural backgrounds becasue it is important for children to work with others with varying backgrounds so they appreciate everyone's differences.
*The two groups would not only meet and work together in person, but also communicate through email or other type of online communication program. Performance Indicator 4:
In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1,2,6)
The two groups of students would be assigned to collaborate together after they have done their research and make an slideshow presentation. They would be responsible for divideing up the duties between the two groups.
They must include in their presentation real life pictures that they have taken of their environmental factor and show how it effects the plant or animal they were assigned.
Performance Indicator 6: Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1,3,4)
*After all the groups have presented each student will work on an assignment by themselves.
*They are to choose either a plant or animal being effected by the environment that either their group or another group presented on and research the lifecyle of that plant or animal.
*Each student will do a bubble map graphic organizer to help organize their thoughts.
*Then, they will make a flyer on the computer that persuades others to not pollute. On the flyer, the student will also show the lifecycle of the plant or animal they chose to do their report on and they will include the effects a polluted environment has on their plant or animal.
*They will also come up with at least one idea on how they can help their plant or animal and they will include that on their flyer as well.