Grade Level: 4
Subjects: Science, Language Arts, Technology
Learner
Outcomes:
- The student will describe the different characteristics of plants and
animals which help them to survive in different niches and environments
in the grasslands.
- The student will describe the environments and conditions which are needed
for the survival of living things in the grasslands.
Duration of Lesson: three days
Materials:
*computer
lab with Internet access
*matrix
of ecosystems,
*lab
worksheet
*reference
materials (texts as well as computer sites or software) about grasslands,
*deck
of cards
Technology
Tools/Courseware:
Computer
lab with Internet access
Encyclopedia
sites or software such as Encyclopedia Brittannica,
World Book Encyclopedia, Children's Eyewitness Encyclopedia
Teacher Notes:
Procedures:
Day
One
1.
Teacher passes out internet lab worksheet,
explaining to students that today we will study about the Grasslands ecosystem.
This sheet correlates with the Evergreen
Project website.
2.
Before going to the lab, make sure students take the Ecosystem Matrix we
have been filling out throughout this unit.
3.
Once in the lab, the sheet is self directed. When the sheet is completed,
students may fill out the matrix. Both the worksheet and the matrix
will be discussed on day two.
Day
Two
1.
Lab worksheet answers (from Day One) should be reviewed orally, whole group.
2.
The teacher then divides the class into groups of 2 - 4 students, giving
them reference materials about grasslands. The students are then
directed to find general information and write approximately ten questions
(and answers) about animals, plants, climate, environment, and survival
in the grasslands. The questions can be short answer, T/F, multiple
choice, etc. Advise students that questions are general information,
not meant to be "impossible" to answer. The class should have about
45 minutes to complete this assignment, at which time the teacher must
gather all student work.
3.
That evening, the teacher reviews the Qs and As, deciding which questions
to use in a game played on Day Three.
Day
Three
1.
Divide class into teams of 4 - 6 students. Using the questions compiled
yesterday, we're going to play a game called Twenty-One. In this
game, the teacher has a deck of cards and the questions (and answers) that
will be asked in the game. The teacher approaches the first "team,"
and asks them one of the questions about grasslands. The team then
does a "heads together," quietly consulting one another as a group.
Once the "heads together" is completed, the teacher randomly asks one of
the students on the team for the answer. If he/she gives the correct
answer, the team is given a random card from the deck. The face value
of the card is its point value (i.e., a 3 card = 3 points), and all face
cards (kings, queens, and jacks) are equal to ten points. An ace
may be used as a one or an eleven. The object of the game is for
the team to accumulate 21 points (exactly), or to come as close as they
can get to 21 - without going over. If a team goes over 21 points,
they cannot win. A wrong answer gives zero points. The teacher
continues around to all teams in the same manner, until a team gets 21
points, or until a team chooses to "freeze." A team would choose
to freeze if they have 21 points, or if they're very close and do not want
to go over 21. In order to freeze their points, a team must first
answer their question correctly upon their next turn. When a team
freezes, the teacher then asks questions to all remaining teams still in
play. Once every team is either "frozen" or "busted," teams then
reveal their scores.
Modifications: Students may partner in the computer lab. Research on grasslands may be done with spoken text software. The game is already a group activity, so students receive peer assistance before an answer must be given.
Enrichment Activities: Using questions gathered on Day 2, students may wish to create a Grasslands Game, making a game board, a set of rules, an objective, and "good" and "bad" occurrences that set players ahead or behind on the game board.
Evaluation/Assessment: Internet lab sheet, assess student participation by giving each group one point for each question and answer competed (10 points possible).
West
Virginia Instructional Goals and Objectives
Science: 4.34, 4.35, 4.36,
Language Arts: 4.24, 4.30, 4.31, 4.92
Study Skills: 4.83, 4.86, 4.92
National
Standards:
Language Arts:
References:
The
Evergreen Project
The
Cyber Zoo-What is A Biome?
An
African Adventure-Grasslands
Authors:
Beth Henry
Kathy Kemper
Kim Waggy
Flinn Elementary School
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