The curriculum web is designed to serve as a way for students to recognize, evaluate, and make responsible choices in their own lives regarding habitats and natural resources while reflecting on the knowledge and skills they have previously acquired. This ecological knowledge curriculum web focuses on how students and others can take action on behalf of wildlife and the environment. This curriculum web engages students in higher-level thinking skills as well as takes the students from the process of understanding to action.
The ecological knowledge curriculum web aims to promote understanding of different species of bears among elementary students, specifically second graders, by sending them on a mission to search the Internet for facts and details on one species of bears. The module especially stresses the relationship between specific bear species and their natural habitat.
New York State Grade Two Science Standards 2, 4 and 6.
A high-impact introductory task on specific animals and their habitat is the core of all science knowledgeable students. One of the prevailing goals of science teaching today should be to help our young people become scientifically literate. The purpose of this curriculum web task is for the students to develop an understanding for the characteristics of various bear species ad identify between three different species of bears. Identifying the given bear species is an essential learning goal of this task and therefore a direct connection should be made to this prior knowledge about living things and their habitats.
The purpose of this task is for students to identify different species of bears and their habitats or environments. At the close of this curriculum web task every student will be enabled to use appropriate scientific processes and principles in making decisions and reaching conclusions regarding this scientific knowledge. Students will enlarge an understanding of the different species of bears as well as the environments and habitats that the bears occupy. Students will continue to expand their knowledge on a specific bear species habitat, diet and physical features. Students will then be able to comprehend how bears function accordingly in their habitat or environment. This knowledge is essential to student growth in collecting information and examining animal life because they will begin to make comparisons between types of living things and their different habitats in order to develop a sense of classification based on different animal species, especially that of bears.
This task is designed to serve as a way for students to recognize, evaluate, and make responsible choices in their own lives regarding habitats and natural resources while reflecting on the knowledge and skills they have previously acquired. At the close of this task, students will acquire the skills and knowledge base for understanding science and the natural world. This task will allow students to experience the richness and excitement of observing and understanding the natural world. This ecological knowledge curriculum web focuses on how students and others can take action on behalf of wildlife and the environment. The task engages the students in higher-level thinking skills and takes the students from understanding to action. Students will become skilled regarding the different bear species and their habitat through active engagement in standards-based inquiries.
The activities in this web are designed specifically for elementary students (grades one to three). However, it can be used with younger, motivated students, or older students who have yet to develop a further understanding of the ecology.
Before completing this ecological curriculum web, students should be able to:
Read at least a first grade level
Use a browser to move between web pages
Be able to "copy and paste" text from web pages to a word processor
Be able to work cooperatively in teams to accomplish shared goals. (Students who do not have experience with cooperative learning may need additional supervision or preparation.)
This curriculum is centered on subject matter relevant to the relationship between various species of bears and their habitats, diet and physical features. Topics will include:
Identifying three different species of bears (Black Bears, Polar Bears, Panda Bears)
Recognizing and identifying the differences in natural habitat among the three different species of bears
Distinguishing between the different physical features among the different species of bears.
Associating the different ear species with their special diet
An elementary school teacher originally developed this ecology curriculum web. The teacher was concerned that her students did not have sufficient understanding of ecology, specifically having to do with an animal's habitat. This concern was echoed by a report that emerged in 2010 about the poor ecological understanding of American schoolchildren. In addition, the teacher was already focusing on the ecology because of general expectations about what would be covered in their grades. The teacher also wanted to introduce the students to using the Internet to conduct research.
Students will be able to identify different species of bears and their habitats or environments
Students will develop an understanding for the characteristics of various bear species and identify between these species.
Students will expand their knowledge on a specific bear species habitat, diet and physical features.
Students will enlarge an understanding of the different species of bears as well as the environments and habitats that the bears occupy
Students will utilize the Internet to conduct research on their specific bear species
Students will create a PowerPoint slideshow based on their Internet research
1. Show the students pictures of the three different species of bears found in North America. Name the three bears. Ask the students to discuss the similarities and differences between the bears.
2. Ask the students to imagine that place where each species of bear exists. Talk about the similarities and differences of these regions. Ask the students to think about how each bear look and whether its features help it to live where it lives. Briefly discuss different adaptations and habitat of each of the bear species.
3. Divide the students into three groups. Give each group will be given a different bear species to research in the computer lab.
4. Have the students research the bear's species, habitat, diet, physical features and any other aspect of the bear that the student's feel is important. The teacher will provide students with a list of educational and resourceful websites. (See below for list of websites.)
5. The research note taking will take place over the course of two days. Students will first be giving a list of useful websites, which they will visit in order to take notes on their specific bear species.
6. Once groups have gathered all their research on their specific bear species the group will put together a PowerPoint slide on their bear species. (See below for PowerPoint and Note-taking Grading Rubric. If time allows, the students will present to the rest of the class.
Assessment and Evaluation
Name_________________________ Date __________________
Working in a cooperative group (approximately 6-7 students) your task is to gather research from the Internet on one of the following bear species: Polar Bears, Black Bears, or Panda Bears. You will be asked to include the bear species' habitat, physical features, diet and any facts about the species you find interesting. Once your entire group has gather all the necessary information about your bear species, your group will be creating a PowerPoint presentation in which you will present to the class. Create one slide on each of the following:
Interesting facts slide
Your group will be assessed on both your note taking skills, as well as the final PowerPoint presentation. Please refer to the grading rubric for specific details regarding the how you will be graded on note taking as well as the PowerPoint presentation. Remember, have fun and be creati
Bill Nye the Science Guy
Magic School Bus
Education Place Science
Science on the Learning Site http://www.harcourtschool.com/menus/science/index_oh.html
National Geographic for Kids
PowerPoint and Internet Note Taking
Research and Note taking
Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view.
Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.
Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments.
Note cards show you recorded information from four or less resources, did not find graphics or sounds, and ignored alternative points of view.
Preproduction Plan -- Storyboard
The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.
The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.
The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.
There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.
The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.
The introduction is clear and coherent and relates to the topic.
The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.
The introduction does not orient the audience to what will follow.
The sequencing is unclear and does not appear interesting or relevant to the audience.
The content is written clearly and concisely with a logical progression of ideas and supporting information.
The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Information is accurate, current and comes mainly from primary sources.
The content is written with a logical progression of ideas and supporting information.
Includes persuasive information from reliable sources.
The content is vague in conveying a point of view and does not create a strong sense of purpose.
Includes some persuasive information with few facts.
Some of the information may not seem to fit.
Sources used appear unreliable.
The content lacks a clear point of view and logical sequence of information.
Includes little persuasive information and only one or two facts about the topic.
Information is incomplete, out of date and/or incorrect.
Sequencing of ideas is unclear.
The fonts are easy-to-read and point size varies appropriately for headings and text.
Use of italics, bold, and indentations enhances readability.
Text is appropriate in length for the target audience and to the point.
The background and colors enhance the readability of text.
Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.
Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.
The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.
The layout uses horizontal and vertical white space appropriately.
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.
The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.
Graphics, Sound and/or Animation
The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships.
Original images are created using proper size and resolution, and all images enhance the content.
There is a consistent visual theme.
The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content.
Original images are used.
Images are proper size, resolution.
Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts.
Most images are clipart or recycled from the WWW.
Images are too large/small in size.
Images are poorly cropped or the color/resolution is fuzzy.
The graphics, sounds, and/or animations are unrelated to the content.
Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
The text is written with no errors in grammar, capitalization, punctuation, and spelling.
The text is clearly written with little or no editing required for grammar, punctuation, and spelling.
Spelling, punctuation, and grammar errors distract or impair readability.
(3 or more errors)
Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required (more than 5 errors.)
Bill Nye the Science Guy
Magic School Bus
Education Place Science
Science on the Learning Site
National Geographic for Kids
Ecology- The scientific study of the distributions, abundance, share affects, and relations of organism and their interactions with each other in a common environment
Habitat- An ecological or environmental area that is inhabited by a particular species of animal, plant or other type of organism. Habitats provide food, water, and shelter, which animals need to survive.
Species- An individual belonging to a group of organisms (or the entire group itself) having common characteristics and (usually) are capable of mating with one another.
Polar bear - A bear native largely within the Arctic circle encompassing the Arctic Ocean, its surrounding seas and surrounding land masses.
Black bear - North America's smallest and most common species of bear.
Panda bear - A bear native to central-western and south western China
Physical Features - Also known as looks, or appearance are believed to be an important factor in the development of personality and social relations.