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UbD (Unit by Design). This integrated unit is designed to teach a third grade class about three biomes, Wetlands, Temperate Forest, and Mountains. It is filled with diverse learning activities that ...

UbD (Unit by Design). This integrated unit is designed to teach a third grade class about three biomes, Wetlands, Temperate Forest, and Mountains. It is filled with diverse learning activities that will offer students hands-on experiences as they explore these biomes. The students will have an opportunity to express what they learned in writing, using technology, and creating works of art. They will also be using many different resources such as a field trip, the Internet and books. The unit is designed across the curriculum so the students will have a rich learning experience and walk away with a vast knowledge of the biomes. The final project, our ‘museum’ allows students to showcase their work, while teaching other students about what they’ve learned.

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    UbD UbD Presentation Transcript

    • Museum of Biomes Enduring Understanding Allison Meyer Blair Thallmayer Daphne Francois Kasey Nieves Jessica Pell Kelly Ruddick Melissa Schmitt Cohort 2 November 6, 2007
    • OVERVIEW 1. List Subject Area Topics & Key Vocabulary for the Integrated Unit a. Subject Area Topics i. Science ii. Social Studies iii. Reading iv. Art b. Key Vocabulary Adapt, Climate, Drought, Ecology, Elevation, Evolve, Fauna, Fertile, Flood, Flora, Forest, Groundwater, Habitat, Mountain, Nutrient, Organism, Pollution, Precipitation, Soil, Structure, Temperate, Vegetation, Water table, Wetland 2. List Pennsylvania State Standards that are related to the Learning Goals for each Topic Area a. Science i. 3.1.4 A, B,C. ii. 3.4.4 A iii. 3.5.4 A, B b. Social Studies i. People, Places, Environment C, H, J ii. Science, Technology & Society B,C,D c. Reading & Writing i. 1.1.3 G ii. 1.2.3 A, B iii. 1.3.3 A iv. 1.4.3 B,C v. 1.5.3 G vi. 1.8.3 B, C d. Visual Arts i. 9.1.3 A
    • 3. Describe the Learners and possible Modifications that will need to be considered This unit was developed for a regular fourth grade classroom setting. These are a list of modifications that should be considered during each lesson in the unit. The student will write a paragraph for the written report instead of a full page. The student will have a picture aid to help them create the diorama. Instead of having to search for the websites for the web quest, the student will be given websites to help them find information. Have a picture aid of what the student is mapping and an example of a map for the student to refer to. 4. Provide a brief Summary of the Integrated Unit This integrated unit is designed to teach a third grade class about three biomes, Wetlands, Temperate Forest, and Mountains. It is filled with diverse learning activities that will offer students hands-on experiences as they explore these biomes. The students will have an opportunity to express what they learned in writing, using technology, and creating works of art. They will also be using many different resources such as a field trip, the Internet and books. The unit is designed across the curriculum so the students will have a rich learning experience and walk away with a vast knowledge of the biomes. The final project, our ‘museum’ allows students to showcase their work, while teaching other students about what they’ve learned. STAGE 1- IDENTIFYING DESIRED RESULTS Cohort #2: Wetlands, Temperate Forests, Mountains Big Idea: Structure Grade level: Third Essential Questions: How do humans positively and negatively impact a biome, art, language and society? How does the biome influence living things? How do life forms differ in each biome based on their structure? Are there common characteristics among structures (e.g. biome, art, society, language)? How does change modify structures in nature, art, language and society? Enduring Understanding: A biome is a natural interactive structure that influences and is influenced by living thing just like language, society and visual arts. Science Social Studies Reading & Writing Visual Arts Students will The learner will: Students will Students will (9.1.3A): 1. Recognize and identify the system 1. Construct the appropriate resources 1. Describe the characteristics of each 1. Identify the effects of
    • of parts that a biome consists of including maps, charts, graphs and biome by creating a brochure. (1.1.3 changing positive and which influence the variety of living geographic tools to interpret G, 1.5.3.G - Knowledge) negative space in a things they contain. (3.1.4 A) information (PPE – c). 2. Compare and contrast each biome composition 2. Identify the parts of a wetland, 2. Investigate the positive and using a Venn Diagram (1.1.3 G – 2. Discover how different temperate forest, and mountains negative interactions of human Analysis) color schemes affect the (3.1.4 A). beings and their physical 3. Read books that feature composition of a work 3. Identify and apply models as tools environment (PPE – h). characteristics of each biome (ex: of art. for prediction and insight (3.1.4 B). 3. Identify crisis resulting from “Little Red Riding Hood” going 3. Develop an 4. Illustrate patterns that regularly phenomena such as floods, storms, through a temperate forest). (1.3.3. understanding of the occur and reoccur in nature within and droughts A., 1.2.3.A) importance of balance each biome (3.1.4 C). 1. (PPE – j). • Draw conclusions from in a visual composition 5. Compare & contrast similarities and 4. Evaluate examples of science and the texts selected. 4. Explore the use of differences of living things in each technology that have led to changes (Analysis) different types of area (3.3.4 A). in the physical environment (STS – • Make responsible balance in a 6. Describe the different b). assertions about the text composition characteristics of a wetland, 5. Connect the effects of harmful by citing evidence from 5. Compare the use of and temperate forest, and mountain chemicals to life and the the text. (Analysis) effect of line in (3.5.4 A). environment (STS – c). 4. Examine which type of biome they compositions 7. identify the compositions of soil as 6. Inspire change to protect the live in by writing and sharing an weathered rock and decomposed environment such as conservation informative report. (1.4.3 B – organic remains in a wetland, of resources. (STS – d). Application) temperate forest and mountain 5. use the Internet to research each (3.5.4 A). National Standards: III People, Places, biome. (1,2,3 B, 1.8.3.B, 1.8.3.C) 8. identify and sort earth materials and Environments • organize and summarize the main according to a classification key ideas from their research in (3.5.4 B). c. Use appropriate resources, data writing. (Synthesis) 9. Assess the impact of human actions sources, and geographic tools such as 6. Select a biome in which they would on each biome atlases, data bases, grid systems, charts, like to live, (1.4.3.C) graphs, and maps to generate, • form an opinion PA Academic Standards for Science manipulate, and interpret information. • support their reasons in a & Technology persuasive paragraph.(Synthesis) h. Examine the interaction of human I. 3.1 Unifying Themes beings and their physical environment, the use of land, building of cities, and
    • a. 3.1.4 A- Know that natural and ecosystem changes in selected locales human-made objects are made up of and regions. parts i. Identify and describe what parts make j. Observe and speculate about social up a system and economic effects of environmental b. 3.1.4 B- Know models as useful changes and crises resulting from simplifications of objects or processes phenomena such as floods, storms, and i. Identify different types of models. drought. iii Identify and apply models as tools for prediction and insight. VIII Science, Technology, and Society c. 3.1.4 C- Illustrate patterns that regularly occur and reoccur in nature. b. Identify and describe examples in which science and technology have led II. 3.3 Biological Sciences to changes in the physical environment, a.3.3.4 A- Know the similarities and such as building of damns, levees, differences of living things. offshore oil drilling, medicine from rain forests, and loss of rain forests due to III. 3.4 Physical Science, Chemistry & extraction of resources or alternative Physics uses. a.3.4.4 A- Recognize basic concepts about the structure and properties of c. Describe instances in which changes matter. in values, beliefs, and attitudes have i. Know different material resulted from new scientific and characteristics (e.g., texture, state of technological knowledge, such as matter, solubility) conservation of resources and awareness of chemicals harmful to life IV. 3.5 Earth Science and the environment. a. 3.5.4 A- Know basic landforms and earth history. d. Identify examples of law and policies i. Identify the composition of soil as that govern scientific and technological weathered rock and decomposed applications, such as the Endangered organic remains. Species Act and environmental b. 3.5.4 B- Know types and uses of protection policies. earth materials
    • i. Identify and sort earth materials according to a classification key (e.g., soil/rock type). STAGE 2- DETERMINE ACCEPTABLE EVIDENCE 1. Summative Assessment Name: ________________________ Date: __________________ Summative Assessment: Museum 5 Points 3 Points 1 Point Grammar & Spelling Great work without any A few mistakes or errors. Too many mistakes. mistakes. Explanations Clear, detailed, organized Good, clear explanations with Explanations do not match explanations. a few details/organization the picture. missing. Projects Completed and on time, Completed projects but handed Projects were turned in, not reflect the knowledge of in late, reflections could have completed and reflections research. shown more. were missing. Working as Curators Enthusiastic, knowledgeable Positive attitude and Lack of knowledge and and helpful to all knowledgeable but were not negative attitudes. Did not helpful to all. help visitors. Room Design Content knowledge of A few good aspects but things There was no order or this museums and applied it. would have been better design, it was confusing for elsewhere. many. Collaboration with Team Excellent demonstration of Good demonstration of Students did not work well teamwork. teamwork with a few minor together. conflicts. Research Content Research reflected and Research needed more insight Lack of research content.
    • displayed. to display corrections. Total Points Earned: ____ 35 2. Diagnostic Assessments KWL Chart of Students/ Group Name of Students: ___________________________________________________________________________ Group #:______________ Date: __________________ Diagnostic Assessment: Museum K W L
    • What do we know? What do you want to know? What have you learned? What is a biome? A biome is a major regional or global biotic community, such as a grassland or desert, characterized by the forms of plant life and the prevailing climate. How many known biomes are there? There are eight What do you know about Museums and how they are constructed? Museum are constructed to give information about history and research material and art 3. Formative Assessments  Science Learning Goal Assessments • Students will recognize and identify the system of parts that a biome consists of which influence the variety of living things they contain. Method: WebQuest Tool: Checklist • Students will identify the parts of a wetland, temperate forest and mountains. Method: Diorama. Tool: Rubric • Student will identify & apply models as tools for prediction and insight. Method: Brief Report Tool: Rubric • Students will illustrate patterns that regularly and reoccur in nature. Method: Map Tool: Rubric
    • • Students will compare and contrast similarities and differences of living things in each area. Students will describe the different characteristics of a wetland, temperate forest and mountain Method: Diorama Tool: Rubric • Students will identify the compositions of soil as wetland rock and decomposed organic remains in a wetland, temperate forest and mountain. Method: Field Trip Tool: Checklist • Students will identify and sort earth materials according to a classification key. Method: Field Trip Tool: Checklist • Students will assess impact that humans have on each biome. Method: PowerPoint Presentations Tool: Rubric  Social Studies Learning Goal Assessments • Students will… o Construct the appropriate resources including maps, charts, graphs and geographic tools to interpret information. Method: Construction topographical map Tool: Checklist o Investigate the positive/negative interactions of human beings and their physical environment. Method: Venn Diagram Tool: Answer Key o Identify crises of biomes under various extreme conditions. Method: Talking Book Tool: Rubric o Evaluate examples of science & technology that have led to changes in physical environment. Method: KWL Chart Tool: Checklist o Inspire change to protect the environment such as conservation resources. Method: Persuasive Poster o Analyze the Endangered Species Act and other environmental protection policies. Method: PowerPoint Presentation Tool: Rubric  Language Arts Learning Goal Assessments • Students will… o Describe the characteristics of each biome by creating a brochure. Method: Brochure Tool: Rubric o Compare &contrast each biome using a Venn diagram. Method: Venn diagram Tool: Checklist o Research the feature characteristics of each biome draw conclusions from the texts selected and make responsible assertions about the text by citing evidence. Method: APA Style Paper Tool: Checklist o Examine what type of biome they live in by writing and sharing an informative report. Method: Informative Report using Multimedia Tool: Rubric o Use the internet to research each biome. Method: APA Style Paper Tool: Checklist o Select a biome in which they would like to live in, form an opinion, and support their reasons in a persuasive essay. Method: Persuasive Essay Tool: Rubric  Art Learning Goal Assessments • Students will… o Identify the effects of changing positive/negative space in a composition. Method: Diorama Tool: Rubric
    • o Discover how different color scheme affect the composition of a visual art. Method: Landscape Painting Tool: Rubric o Develop an understanding of the importance of balance in visual art composition. Method: Written response Tool: Rubric o Explore the use of different types of balance in various compositions. Method: PowerPoint Presentation of Reflections Tool: Rubric o Compare the use of and effects of lines in various compositions. Method: Venn Diagram Tool: Checklist o Compare the use of and effects of shapes in various compositions. Method: Venn Diagram Tool: Checklist STAGE 3- PLAN LEARNING EXPERIENCES & INSTRUCTION SS/Science Topic Reading/Writing Topic Visual Arts Topic Field Trip to the Monroe County Conservation Center to Awareness get a first hand look at the biomes. Create dioramas of each biome identifying its parts, Read books that feature characteristics of each biome Critically observe different artists’ Exploration characteristics, and its earth materials, making sure to (ex: “Little Red Riding Hood” going through a works on biomes for their use of show similarities and differences of each biome. temperate forest). balance, line and color. • Create a Venn diagram comparing and contrasting the biomes. • From the Venn diagram, write an informative report on the biomes. Elaboration Create of map of Pennsylvania, noting where each biome Research each biome on the Internet. Describe the Illustrate and identify negative and is located and its possible environmental effects from characteristics of each biome by creating an positive space of biomes by organizing people, crisis phenomena, and technology that have informative brochure. the biomes as per the effects of human affected it. Include a brief report offering ways to change intervention vs. non human intervention. in order to protect it. Utilization Create an interactive web quest illustrating patterns that Select a biome in which they would like to live. Create artwork of each biome using regularly occur and reoccur in nature within each biome • form an opinion materials in that biome. and how that influences the variety of living things they • support their reasons in a persuasive paragraph contain, making predictions about the future of the comparing and contrasting each biome. biome. STAGE 4- PREPARE THE LEARNING ENVIRONMENT 1. Draw the Classroom Environment with the evidence of your Unit in operation. Table
    • Research Center/ Web Quest Book Shelf/ Library Area Chalk Board/ Interactive White Board Sculptures Art Work Display Art Work Display Teacher’s Desk Dioramas Maps, Brochures, Resources of MA PS the Classroom Museum Art Display Art Center 2. Describe/Draw the Research Center and the Art Center. DOOR Sink and Counter Top CLOSET
    • Because our enduring understanding states that a biome is a natural interactive structure we wanted to transform our classroom into an interactive museum. We wanted to do this by sustaining the evidence that we have gathered during our unit study of wetlands, temperate forests and mountain biomes and arrange our classroom to fit this need. The children will be performing many observations and experiments during an intense field trip to Monroe County Conservation Center to experience biomes first hand. They will also be investigating, predicting, measuring, classifying and learning how to communicate their findings in many ways. Along with this process, the children will be constructing and developing many projects which will become the foundation of our museum. Our classroom will be arranged in a way so that the patrons will be guided through one way only so that it can run smoothly. As the guests enter the “museum” they will be given a brochure describing the process that they went through to get the classroom to this point. Also at the door is an interactive map that the students have designed to display the three types of biomes that they have learned about. Here, our guests can test their knowledge on Pennsylvania biomes by choosing the three biomes that are in Pennsylvania and picking facts that relate to each biome. As the guests move forward they will be enlightened by our many displays of works of art all done by the students. The students will be researching what happens to a biome during exposure to extreme weather and then documenting this through paintings. The guests will be able to re-arrange these paintings from before, during and after the extreme weather hit the biome. They will also be able to choose the correct explanation of how this has an impact on the society. The students will be stationed around the room in certain areas helping our guests and telling them if they were correct. Also along with the art-work displays, there will be art designed by the students using materials only found in a certain biome. The patrons will be able to label each piece of art with the correct biome name. As the guests keep walking through our museum the next station they come to will be the area of dioramas. In order to make this interactive, the students will write up rationalizations of the dioramas and the guests will be matching the rationalizations to the correct dioramas. Also in this section will be a giant sized venn-diagram with nothing on it. On each side of the diagram will be words that compare and contrast two of the three biomes. The patrons will be able to place the corresponding words in their places on the venn- diagram. Along the next wall will be our computers. The children and teachers will be designing web-quests for two different age-groups on the biomes. This will also serve as part of our research center. The students will have opportunities to do a web-quest designed by the classroom teacher and then they will be designing two of their own to be done by the museum goers. As another assignment, the children will be picking a biome in which they would like to live and writing a persuasive essay on why this biome is a great place to live. The patrons will be asked to read the persuasive essays and vote on which biome they were most persuaded to live in. On display, which will be the only non-interactive section, will be all the books that we have read throughout this unit which we used to learn about the biomes. We will be portraying art works done by famous artists to show how we critically observed and critiqued the artworks. Also included in this section will be literature that the students have created explaining ways to protect the biomes and reasons why it is important to protect them and the impact this can have on human kind.
    • RESOURCES 1. Supplies: All Materials, and Artifacts a. Sculpt Clay b. Water c. Glue Scissors d. Tape e. Cardboard f. Tri-fold board g. Maps h. Journals i. Brochure samples j. Paper k. Pencils l. Sand m. Dirt/ Soil n. Art Work from artist o. Books on Biomes p. Computer q. Data Sheet r. Data samples from field trip 2. Children’s Books Allaby, Michael. (2006). Deserts- Biomes of the Earth. New York: Chelsea House Publications. Allaby, Michael (2006). Grasslands- Biomes of the Earth. New York: Chelsea House Publications. Allaby, Michael. (2006). Tropical Rain Forests- Biomes of the Earth. New York: Chelsea House Publications. Brimmer, Larry. (2000). Mountains. CT: Children’s Press. Davis, Barbara J. (2007). Biomes and Ecosystems. Ohio: Gareth Stevens Publishing. Day, Trevor. (2006). Oceans- Biomes of the Earth. New York: Chelsea House Publications. Day, Trevor. (2006). Lakes and Rivers- Biomes of the Earth. New York: Chelsea House Publications.
    • Day, Trevor. (2006.) Taiga- Biomes of the Earth. New York: Chelsea House Publications. Johnson, Rebecca. (2000). A Walk in the Boreal Forest- Biomes of North American. Minnesota: Carolrhoda. Johnson, Rebecca. (2000). A Walk in the Deciduous Forest- Biomes of North American. Minnesota: Carolrhoda. Johnson, Rebecca. (2000). A Walk in the Prairie- Biomes of North American. Minnesota: Carolrhoda. Johnson, Rebecca. (2000). A Walk in the Rain Forest- Biomes of North American. Minnesota: Carolrhoda. Johnson, Rebecca. (2000). A Walk in the Tundra- Biomes of North American. Minnesota: Carolrhoda. Kalman, Boobie. (2005). Que Son Los Biomas?/ What is a biome? New York: Crabtree Publishing Company. Kaplan, Elizabeth. (1996 ). Taiga-Biomes of the World. New York: Benchmark Books. Kaplan, Elizabeth. (1996). Temperate Forest- Biomes of the World. New York: Benchmark Books. Kirchner, Renne. (2006). The KidHaven Science Library- Biomes. IL: KidHaven Press. Moore, Peter. (2006). Wetlands- Biomes of the Earth. New York: Chelsea House Publications. Ricciuit, Edward. (1996). Rainforest- Biomes of the World. New York: Benchmarks Books. Stille, Darlene. (2000). Deserts. CT: Children’s Press. Stille, Darlene (2000). Grasslands. CT: Children’s Press. Stille, Darlene (2000). Wetlands. CT: Children’s Press. Tagliaferro, Linda. (2006). Explore the Deciduous Forest. MN: Capstone Press. Tagliaferro, Linda. (2006). Explore the Desert. MN: Capstone Press. Tagliaferro, Linda. (2006). Explore the Grasslands. MN: Capstone Press. Tagliaferro, Linda. (2006). Explore the Ocean. MN: Capstone Press. Tagliaferro, Linda. (2006). Explore the Rain Forest. MN: Capstone Press. Tagliaferro, Linda. (2006). Explore the Tundra. MN: Capstone Press. VanCleave, Janice. (2004). Janice VanCleave’s Science Around the World: Activities on Biomes from Pole to Pole. New Jersey: John Wiley &Sons, Inc. Watts, Franklin. (2001). The Dictionary of the Environment and Its Biomes. London: Franklin Watts. 3. Internet Resources (2004).World biomes. Retrieved October 31, 2007, from Kids Do Ecology
    • Web site: http://www.nceas.ucsb.edu/nceas-web/kids/ (2005). Biomes of the world. Retrieved October 31, 2007, from Missouri Botanical Garden Web site: http://www.mbgnet.net/ Belzer, J. (2007). Biomes. Retrieved October 31, 2007, from Kids Konnect Web site: http://www.kidskonnect.com/content/view/62/27/ Radar, A. (2007). 360-degree panoramas. Retrieved October 31, 2007, from Geography 4 Kids Web site: http://www.geography4kids.com/ extras/panoramas/yosemite_mariposa.html Stohr-Hunt, Dr. P. (2002). Biome basics. Retrieved October 31, 2007, from University of Richmond Web site: http://oncampus.richmond.edu/academics/education/projects/ webunits/ biomes/biomes.html Wetland, forest, other biomes. Retrieved October 31, 2007, from Educational Images Ltd. Web site: http://www.educationalimages.com/cg040001.htm 4. Other Resources: (Teacher Books) a. Books Carnagie, Julie L. (1999). Encyclopedia of Biomes. Gale Group. Jennett, Pamela. Power Practice-Life Science (grades 5-8). Johansson, Philip. (2004). The Temperate Forest: A Web of Life .Enslow Publishers, Inc. Macmillan McGraw-Hill. (2008). Science – A Closer Look (Teacher’s Edition, Grade 4). New York. Author. Moore, Peter D. Wetlands (Biomes of the Earth). VanCleave, Janice. (2004). Science Around the World: Activities on Biomes from Pole to Pole. New Jersey: John Wiley & Sons, Inc. Woodward, Susan L. (2003). Biomes of Earth: Terrestrial, Aquatic, and Human-Dominated. Greenwood Publishing Group, Inc. b. Posters Creative Teaching Press. (2000). (set of 6 posters for each biome). Fischman, Shelly. (2004). Life at the Top - Rocky Mountain Ecosystems. Department of the Interior, Bureau of Land Management. United States Environmental Protection Agency (EPA). (1988). Wetlands – Freshwater Marsh. Author.