EDU 7204T – Pedagogy and Curriculum IIDr. O’Connor-Petruso, Spring 2011

MST Inquiry Unit PresentationCreated by: Kathleen Fanning & Andrea Krasne

Due: Wednesday, May 11th, 2011

MST Inquiry Unit Presentation

EVOLUTION CONCLUSIONS

Evolution Conclusions: Table of Contents

Area of Focus Section

Targeted Learning – Content Standards 1

Spotlight on Instruction – Lessons Addressed 1

Student Focused – Performance Objectives 2

Student Generated Artifacts – “Target” Work Samples

2

Integrated Curricular Approach - Filamentality

3

Web Resources 3

New York State:Standard 4 – Living Environment

New York City: K-8 Science Scope & SequenceLE 5.2b,d,e,f – Understand that animals respond to change in the environment,S1.1a,b,c - Formulate questions of scientific inquiry with aid of references appropriate for guiding the search for explanations of everyday observationsS1.2a – Identify questions and formulate hypothesisS2.1b,c, S2.2b,c,d,e, S2.3b,c – Design and conduct scientific investigations to answer those questionsS3.2a,b,c – Use data to construct reasonable explanations and evaluate your hypothesis.

Lesson 2 – Butterfly Fly Away

Bloom’s Taxonomy: Comprehension, application

Gardner’s Multiple Intelligences:Visual- Spatial, Bodily-Kinesthetic, Interpersonal, Logical-Mathematical

Game play – student made objects, gather and collect data

Mathematical Representation of Data Excel spreadsheet & time series graph

Lesson 3 – Pass the Beans Please!

Bloom’s Taxonomy: Application, Analysis *Challenge Opportunity – Synthesis*

Gardner’s Multiple Intelligences: Visual- Spatial, Bodily-kinesthetic, Interpersonal, Logical-Mathematical

Experimental Testing – Bean Experiment

Graphic Organizer – Web DiagramMathematical Representation of Data – Excel Spreadsheet & Bar Graph

Lesson 6 – From Our Street to Wall Street

Bloom’s Taxonomy: Analysis, Evaluation, Synthesis

Gardner’s Multiple Intelligences:Visual-Spatial, Interpersonal, Linguistic, Logical-Mathematical

Mathematical Representation of Data – line graph

Lesson 2: Butterfly Fly AwayPerformance Objectives1. To demonstrate understanding of natural selection through game play and work with partner to make predictions. 2. To collect data each round of game and display in a table.3. To plot data points and generate time series graph that is properly labeled

Student Predictions:The next round the birds will eat the last of the red butterfly population. The birds will also have to eat some of the brown butterfly population to get enough food. They eat the red butterflies first because they are easier to see and they don’t blend in. The red butterfly population will no longer live, and the brown butterfly population will also decrease because the birds still need food

Lesson 3: Pass the Beans Please!Performance Objectives1. To use beans to demonstrate the process of natural selection while cooperatively working in pairs.2. To collect data by counting the different types of beans and creating a table.3. To generate bar graph with collected data.4. To identify the different stages in the scientific method.

The conclusions that can be made from this graph is that Lentils were more likely to fall through the holes at the bottom of the bowl. This means that if the Lentil bean was a representation of a species they would most likely be extinct first. The other beans population continued to grow as the lentil population decreased. What if the hole was larger than each bean? If the hole was larger than each bean, all beans would fall through the first round and we would not have any more beans in the bowl. If the beans represented a population, all populations in this environment would not survive. What if the hole was smaller than each bean? If the hole was smaller than each bean, no beans would fall through and the bowl would be over flowing with beans. If beans represented a population then populations may over grow their environment. Beans falling through, or some populations dying out is a characteristic of a natural environment.

Lesson 6: From Our Street to Wall Street Performance Objectives

1. To be able to develop and analyze a line graph2. To be able to work effectively with partner

The two stocks we tracked for five days were Alexion Pharmaceuticals and Exxon Mobile. These two stocks varied daily but their prices did not really shift price wise all that much. Alexion Pharmaceuticals never left ninety dollars and Exxon Mobile never left eighty dollars. The average of Alexion for five days was $97.96 and the average for Exxon Mobile was $85.33. The mean or average of the two stocks over five days was $91.64. The range, between the highest price and lowest price was $14.59. The median for the two stocks was $98.11. We did not feel as if it were necessary to include the mode because no two prices would have been exactly the same, and it has little to do with the analysis of this graph.

Average of Alexion Pharmaceuticals: $97.96 Average of Exxon Mobile: $85.33Mean: $91.64Range: $14.59 Median: $84.80, 85.03, $85.18, $85.70, $85.95, $96.28, $97.03, $98.49, $98.59, $99.39($85.95+ $96.28)/ 2 = $98.11

Evolution Conclusions

• The students will be using the Filamentality during the Scavenger Hunt Lesson– During the lesson students will be working in small groups,

no more than three students– As a group students will be working on a Evolution

Worksheet• At the completion of the Scavenger Hunt students will be able to

answer questions such as:– How does Natural Selection and Survival of the fittest effect

species?– How are scientists still learning about prehistoric animals and

humans?– Write in your own words what Evolution is.– Explain Natural Selection.

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Evolution Conclusions

WEB RESOURCES:•http://www.sheppardsoftware.com/content/animals/articles/%28r%29evolutionarytheory.htm

•http://dictionary.kids.net.au/word/evolution•http://www.fossilsforkids.com/Website_Directory.html•http://humanorigins.si.edu/evidence/behavior•http://www.brainpop.com/science/populationsandecosystems/naturalselection/preview.weml

•http://science.discovery.com/interactives/literacy/darwin/darwin.html

•http://www.pbs.org/wgbh/aso/tryit/evolution/•http://www.bradshawfoundation.com/journey/•http://www.sdnhm.org/kids/fossils/index.html•http://www.pbs.org/wgbh/evolution/extinction/dinosaurs/

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Evolution Conclusions

WEB RESOURCES CONTINUED:

•http://www2.scholastic.com/browse/article.jsp?id=11048&FullBreadCrumb=%3Ca+href%3D%22http%3A%2F%2Fwww2.scholastic.com%2Fbrowse%2Fsearch%2F%3FNtx%3Dmode%2Bmatchallpartial%26_N%3Dfff%26Ntk%3DSCHL30_SI%26query%3Devolution%26Nr%3DAND%2528Collection_ID%253AAR%252CSource_Name%253AScholastic%2BNews%2BOnlin•http://www.ecokids.ca/pub/eco_info/topics/energy/ecostats/index.cfm• http://www.mnh.si.edu/mammals/pages/how/index.htm• http://www.wellcometreeoflife.org/interactive/•http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html•http://www.pbs.org/teachers/connect/resources/7692/preview/• http://www.bbc.co.uk/sn/prehistoric_life/games/cavemen/•http://www.pbs.org/wgbh/nova/neanderthals/dig.html• http://www.super-science-fair-projects.com/scientific-methodfor-kids.html•http://www.brainpopjr.com/science/scienceskills/scientificmethod/preview.weml

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“Young people must develop an understanding for the complexities of modern life and be able to grapple with new ethical and practical issues. We must educate our

young so they can participate as responsible members in contemporary society.” – Concept to Classroom Online

Workshop THE END