2014 BIE/Thoughtful Classroom Adaptation

Project Overview/Thoughtful Classroom
Step One: Identify the Title and Core Concept
Name of Project: / Project Enrich Green Lakes (Aliens in the backyard, It isn’t easy being Green, Going for the Green, Saving the green,) / Duration: 1 Month
Subject/Course: / Teacher(s): C. Todd, J. Ducharme, C. Allen, K. Lake, M. Currier / Grade Level:5
A Unit in : A Study in ______
(Unit Topic) (core concept)
Step Two: Identifying Standards to Be Addressed
Significant Content
(CCSS and/or others) / NYS Science Intermediate Standard 5-8:
5-LS2-1.Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
Systems and System Models: A system can be described in terms of its components and their interactions.
LS2.A: Interdependent Relationships in Ecosystems  The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)
ESS3.C: Human Impacts on EarthSystems  Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)
COMMON CORE ELA STANDARDS:
Reading for Information:
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1)
Writing:
Speaking & Listening:
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-LS2-1)
(5-LS2-1).
21st Century
Competencies
(to be taught and assessed) / Collaboration / Creativity and Innovation
Communication: BIE Rubric: Communication/Presenting / X / Other:
Critical Thinking: BIE Rubric Critical Thinking / X
Project Summary
(include student role, issue, problem, or challenge, action taken, and purpose/beneficiary) / Students will explore the ecosystem at Green Lakes State Park and determine how to protect and promote it. The focus will be on Invasive Species (plants & insects).
Driving Question

Philosophical or Debatable
Product-Oriented
Role-Oriented

/ How can we, as children protect and promote Green Lakes for our future?
Guiding Questions:
Key Academic Vocabulary:
Project Overview / Thoughtful Classroom
Entry Event
(The Foyer) / Katie Mulverhill will talk to students about the problem of invasive species at Green Lakes and will ask for students help to protect and promote the problem. Her presentation will be embedded in an imovie for the students to watch.
Product(s) and/or Performance(s)
(The Kitchen) / Individual:
Field Journal / Specific content and competencies to be assessed:
Team: / Specific content and competencies to be assessed:
Step Three: Develop Your Learning Window
Knowledge Goals
(Facts, sequences, and vocabulary terms-list terms under “Key Academic Vocabulary) / Behavioral Goals/Habits of Mind
(Habits of mind/attitudes that will foster success in the unit)
Behavioral Goals:
Habits of Mind (p.36 Classroom Curr. Design):
Understanding Goals
(Big ideas, generalizations, principles) / Skill-Acquisition Goals
(Targeted skills and/or Hidden Skills of Academic Literacy)
Reading & Study Skills:
Reasoning & Analysis Skills:
Production & Communication Skills:
Reflection & Relating Skills:
Project Overview / Thoughtful Classroom
Public Audience
(Experts, audiences, or product users students will engage with during/at end of project)
(The Kitchen) / Katie Mulverhill (Park staff), Betsy Knapp (author), Mark Teese (ESF Professor), Parents/community, Graphic artist, Marcia Kelly (public relations/photography), biologists, other school age kids within and out of the district, environmental engineers,
Resources Needed / On-site people, facilities:
Equipment:
Materials:
Community Resources:
Websites/WEB 2.0 Tools:
Reflective Methods
(Individual, Team, and/or Whole Class)
(The Porch) / Journal/Learning Log / Focus Group
Whole-Class Discussion / Fishbowl Discussion
Survey / Other:
Notes:
Project Design: student Learning Guide
Project:
Driving Question:
Final Product(s)
Presentations, Performances, Products and/or Services
(The Kitchen) / Learning Outcomes/Targets
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements) / Checkpoints/Formative Assessments
to check for learning and ensure
students are on track
(The Workshop & Porch) / Instructional Strategies for All Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning outcomes and formative assessments
(The Library & Workshop)
Individual Product:
Field Journal / *I can identify how people impact the environment at Green Lakes (5-ESS3.C)
*I can write a report on what a healthy ecosystem is. / 1. Give baseline: list 10 ways humans impact their environment.
2. T chart (field journal)
3. Draft of report (field journal)
4. Quick write assessment (field journal)
4. Peer/teacher feedback
5. Charette: share out
6. quiz
*I can summarize or paraphrase how invasive species effect the balance of an ecosystem at Green Lakes. (5-LS2-1A) / 1. Field journal
2. Labs (stewardship day)
3. Peer/teacher feedback / *Guest speaker (Katie Mulverhill) video to kick off the driving question to the students.
*I can construct a food web showing the relationship between plants and animals using evidence with facts and details.(5-LS2-1A) / 1. Field journal
2. Peer/teacher feedback
Project Design: student Learning Guide
Project:
Driving Question:
Final Product(s)
Presentations, Performances, Products and/or Services
(The Kitchen) / Learning Outcomes/Targets
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements) / Checkpoints/Formative Assessments
to check for learning and ensure
students are on track
(The Workshop & Porch) / Instructional Strategies for All Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning outcomes and formative assessments
(The Library & Workshop)
(individual and team)

Project Calendar and Day-by-Day Plan

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