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Emily Basham February 19, 2013 Swanky Swamps Science State Standard: 4-2 The student will demonstrate

an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science) Indicator: 4-2.2 Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests, deserts, and the polar regions) influence the variety of organisms in each. Music State Standard: MG4-6 The student will make connections between music, other arts disciplines, other content areas, and the world. Indicator: MG4-6.3 Integrate music into creative writing, storytelling, poetry, visual arts, and other disciplines. Learning Objective: The student will be able to . . . 1) List and describe 3 swamp animals and 1 animal adaptation necessary to live in a swamp. 2) List and describe 3 swamp plants and 1 plant adaptation necessary to live in swamps. 3) Write 1 or more fact(s) about the swamp biome. 4) Move like various swamp animals to music. Essential Question: How do the characteristics of swamps influence the organisms that live there? Assessment: The teacher will collect the biome frayer graphic organizers and check them for the characteristics of swamps, including 3 animals and one adaptation, 3 plants and one adaptation, and 1 general characteristic. The teacher will record results in an anything chart. The teacher will also record student participation in the music integration activity in the anything chart. Activities/Procedures: Opening Hook and EQ: The teacher will have a student read the EQ. The class will discuss how they may answer the EQ. The teacher will ask students what comes to mind when they think of swamps. The teacher will explain that swamps are one of the many different types of environments, or biomes, that exist on the planet. Activities: The students will receive the Biome Chart. The students will take notes in the Biome Chart as the teacher discusses biomes using a PowerPoint. The students will be encouraged to participate in the instruction through note taking, responding to pictures of swamps, and answering questions. The students will watch a 3-minute video about swamps (Essential and Endangered: Wetland Biomes Part 3). The teacher will ask students to look for some of the features of swamps that they just discussed in the PowerPoint. The class will discuss the features seen in the video. The students will listen to a short song (Multiple Jacks by Hans Zimmer). As the students listen to the instrumental piece, they will move to the music in the way a human, plant, or animal may move through a swamp. Students will be allowed to choose different swamp animals, plants, or

humans. The teacher may challenge the students by reminding students of different swamp features. (They may move slowly due to thick mud or faster because alligators are chasing birds.) The students will complete their biome frayer graphic organizer. If students struggle with the graphic organizer or finish and want to check their answers, they may work with a partner. Closure/Answering the EQ: The class will science talk about adaptations. The teacher will ask the students to turn and talk about the EQ with a partner. Then the students will answer the EQ in a whole group discussion.

Accommodations: ESL: Spoken directions; restated and reworded directions as needed; pictures in PowerPoint to illustrate swamps Special Education: Resource and language impaired students may benefit from restated, reworded directions and pictures of swamps. Students with physical disabilities may need extra space on the floor or the option to move around while in the desk. Students who struggle with writing may benefit from drawing the information on their frayer chart (assessment). The teacher will assess accordingly. Early Finishers: Options: 1) Challenge them to think of more animals and adaptations 2) Work on unfinished class work. 3) Check answers with a partner. 4) Science talk with a partner. 5) Read or draw silently. 6) Decorate frayer graphic organizer. Materials: Promethean Board; Biomes PowerPoint (Swamp slides); Essential and Endangered: Wetland Biomes Part 3 Swamps (United Streaming video); one Biome Frayer graphic organizer per student; Biome Notes chart one per student; the song Multiple Jacks by Hans Zimmer (can be found at; computer and speakers to play music Development of Critical Thinking and Problem Solving: 1) What questions do you have about the features of swamps? (Creating) 2) How are animal adaptations related to swamps? (Analysis) 3) What are the differences between swamps and other biomes? (Application)