Ecological and Cultural Significance of Local Parks : Unit Plan
Week Two
Essential Questions
What makes a wetland a wetland?
What is the ecological importance of this wetland to our community?
How do scientists conduct research and what media to they use to communicate findings to the public?
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The focus of the second week is on the biological significance of the park, using print media for research, and how scientist use a variety of media formats to communicate their findings to the different audiences. The highlights of this week include a visit from an ecologist, a Bioblitz activity focused on the local park, and an introduction to natural objects and forms in artistic expression.
Lesson 1
Sequence
Wetlands in our World:
Students will learn about food webs, trophic levels, and how we interact with wetlands.
Students will generate questions to ask the Ecologist.
Guest speaker (ecologist) will share how scientists study ecosystems, and why wetlands are important in our community; how we have sustainable impact.
Resources
Reading, videos, diagrams of food webs and ecosystem function
Ecologist guest speaker
Assessment
Worksheets
Submitting questions to ask a scientist
Differentiation
In the beginning of each lesson; new key terms will be defined for the class, specifically targeting ELL students.
In regards to asking a scientist; students who may have anxiety to actually ask the scientist have an opportunity to pose questions beforehand and have volunteers read out the questions so they can still be heard.
Lesson 2
Sequence
Bioblitz:
Students will participate in an inquiry-based Bioblitz activity.
Students will research wetlands/food webs in their local areas.
They will then document the way in which science is communicated; in writing, visuals, data collection, and interpretation.
Resources
Bioblitz materials
Age appropriate journal articles
Research materials; access to internet
Assessment
Inquiry design plan
Scientific Design
Creation of intermediate deliverable on research; blog, brochure, article, etc.
Differentiation
Expression of information about wetlands is given in as many formats as possible to account for many learner styles.
Journal articles will be “age appropriate” but also given in several different reading levels for those with different reading ability.
Lesson 3
Sequence
Artistic Science:
Students practice techniques and artistic practices found in nature.
Students will create artwork based on forms they have seen in nature and the park of interest.
Resources
Journal
Samples of artwork
Art Supplies
Assessment
Artistic Journaling and reflective practice
Differentiation
Although art can be seen as a “gift” that some do or do not have, practicing techniques and journaling progress may give students who spend less time practicing art the confidence to participate and see their improvement over time.