Day+3+-+Florida+Ecosystems

Teacher(s) Name: __Kristine Cervero__ __ Thematic Unit Theme/Title/Grade Level: ___Florida Geography – Grade 4 __ Wiki space address: ___ http://ucf4flgeographysp10t.wikispaces.com/ = __Daily Lesson Plan Day/Title:__ _Day 3 - ecosystems   =

The student will be able to list animals that live in each ecosystem in Florida. The student will be able to give characteristics of each ecosystem in Florida. The student will be able to locate where the ecosystems are on a state map of Florida. || || SS.4.G.1.1: Identify physical features of Florida. SS.4.G.1.2: Locate and label cultural features on a Florida map.  SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude) . SC.4.E.6.6: Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). LA.4.1.6.1: The student will use new vocabulary that is introduced and taught directly || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || Florida Ecosystem Centers
 * =Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** || The student will be able to list 5 main ecosystems in Florida.
 *  **NCSS Theme/Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education []. //
 * Student Activities & Procedures

Students will complete the first part of their KWL chart with what they already know about Florida’s ecosystems and what they want to learn about them.

Groups of 5 students will circulate the classroom to ecosystem centers. Each center will have a printable map posted with where each ecosystem is located in Florida, along with the following activities. // Center 1 – Coral Reef // - Students will play coral reef jeopardy. They will be provided with a game board and will be challenged to compose the correct question when an answer is given on topics such as coral reef biodiversity, reproduction, zonation, threats, and facts about Florida’s coral reefs. - After the game is done, the students will fill out the “Did you know…” cards with information they learned in the game. - The “Did you know…” card will be placed in their final portfolio for the unit. // Center 2 – Swamps- the everglades // - Students will be at the computer station and will watch a video where they will take an airboat adventure through the everglades. [] - Students will cut out and assemble the Everglades Mobile - The Everglades Mobile will be hung in the classroom and then taken home in the final portfolio for the unit. // Center 3 – Dunes // - Students will sit in their center and each read the information on the folders. - One side of folder shows picture of sand dunes at New Smyrna Beach, FL and the other side has printed information about sand dunes. // Center 4 – Hardwood Hammocks // - Students will learn about the animals which live in the hardwood hammocks: tree frogs, Florida panther, and bobcats - At the center the students will see pictures of the above animals. - The students will draw and color a picture of the hardwood hammocks and draw the animals living inside. - The picture will be placed in their final portfolio for the unit. // Center 5 – Mangroves // - Students will read “Mysteries of the Mangroves”. - On writing paper, students will write 5 facts they learned about mangroves. - This will be placed in their final portfolio for the unit.

Students will complete the KWL chart with what they learned from the centers. ||  || - “Did you know…” printable cards [] - Coral Reef Jeopardy game board [] - Printable map that shows coral reefs in florida [|http://www.southeastfloridareefs.net/images/CRI05-005C_FL_Map_Sm[3.jpg]] - Cut-outs for Everglades mobile [] - Scissors - Yarn - Paperclips - Printable map of the everglades in florida [] - Link for airboat adventure through the everglades [] - Printable map of Florida that shows coastline. Will need to highlight coastline to show 90% of coastline is made of dunes [] - Printable picture of sand dunes at New Smyrna Beach [] - Printable information “Sand Dunes, More Than Just Sand Piles” [] - Printable picture of Hardwood Hammocks [] - White paper to color on. - Crayons - Printable pictures of Florida panthers, tree frog, and bobcats [], [], and [] - Printable article “Mysteries of the Mangroves” [] - Printable map that shows where Mangroves are located [] - Printable map that shows where Hardwood Hammocks are located [] || · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Are you using a rubric? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: 'Times','serif'; font-size: 90%;">Pre-Assessment: KWL chart
 * == Resources/Materials ==
 * **<span style="font-family: 'Times','serif'; font-size: 90%;">Assessment **

Post-Assessment: Teacher observation. Final Portfolio. Completed KWL chart. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || <span style="font-family: 'Times','serif'; font-size: 90%;">ESOL/SLD: Printable maps at each station Pictures of animals Personal copies of articles Group work in each station Gifted/Talented: ||
 * == Exceptionalities ==
 * == Discussion Notes == || <span style="font-family: 'Times','serif'; font-size: 90%;">Send home weekly newsletter to inform parents of newsletter and encourage them to have their children share the information they bring home in their final portfolio.

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