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 Our Community's Story: Exploring the Diversity of Habitats and the Interrelationships Between Humans and Their Environment at Carpenter Park by Joelle Wheeler, Washington Village School Unit Plan: Week to Week Week One – 3/11-3/15 Getting Started with Ecology Introduce the unit and the standards to be addressed during the next 8 weeks. Lay out the foundation and discuss the timeline and final project. Introduce the overriding principles that we will be discussing throughout the unit. Pre-assess students knowledge of basic ecology terms – ecosystems, niche, populations, communities, habitat, biosphere, biotic and abiotic factors, • Intoduce the culminating activities and the timeline of events that will lead us to completing Habitat Guide. • Introduce checklists that students will be required to complete. • Organize students into research groups. • Conduct self-assessments throughout the week: 3.10 – Teamwork; 4.6 Understanding Place; 1.18 Information Technology, 7.2 Investigation; and 7.13 Organisms, Evolution, and Interdependence Week Two and Three – 3/18-3/29 Exploring the Biodiversity of Carpenter Park’s Habitats • Pre-assess leaf identification • Invite a local expert (a father of a 7th grade student) to speak about leaf identification and how to use a leaf press. • Conduct leaf identification at Carpenter Park • Collect and organize leaves for a permanent data collection display. • Post assess leaf identification knowledge • Draw a detailed food web from each habitat and present to class. • Brainstorm richness and equitability (biodiversity)– what do the terms mean and how could we apply these terms to ecology? • Discuss the term dominant species • Pose and address question – Why do you find certain species clumped together? • Pre-assess the link between biodiversity, interdependence, and cycles. • Conduct research at Carpenter Park – students will illustrate the species that they find clumped together at Carpenter Park. • Complete individual food chain and food web and explain difference between the two terms. • Research various habitats in groups. • Post-assessments (question – Why do you find certain species clumped together, link between biodiversity, interdependence, and cycles, leaf identification knowledge. Week Four and Five – 4/1-4/12 How have humans impacted Carpenter Park? • Introduce environmental groups such as Greenpeace. • Brainstorm – how did our ancestors prepare for winter? • Brainstorm – how have humans shaped the land? • Discuss – How does our way of life and relationship to the land compare to our ancestors way of life and relationship to the land? • Introduce - Multiple Intelligence Demonstration and guidelines that students will be responsible for completing after guest speakers and research. • Brainstorm – What do we know and what do we want to learn about our community? • Invite local experts to speak on the natural history of the community. Jo Farnham – Seventy-five year old woman who currently works in the school cafeteria. Connie Donovan – Long time resident of Washington. Mickey Vermette - School custodian and resident of Washington. • Brainstorm – what do we know about sugaring and what do we want to know? • Invite local logger and maple syrup producer into the classroom to discuss changes in sugaring and how technology has changed sugaring and logging. Bob Capabianco • Post Assessment – What impact did our guest speakers have on your view of Washington? Write reflection piece - guest speakers • Discuss criteria and deadline for Multiple Intelligence Demonstrations (5/16/02). • Pre-assess student knowledge of how Carpenter Park has impacted our culture. • Pre-assess how have humans shaped the land. • Discuss habitat restoration plan and recommendations • Conduct debate – Do we manage nature or do we let nature manage us? • Post-assess (student knowledge of how Carpenter Park has impacted our culture and how humans have shaped the land. • Conduct self assessment, peer assessment and teacher assessment - 3.10 Standard Week Six and Seven – 4/15-5/3 (Spring break within that time frame) Student Research and Habitat Guide Completion • Utilize school’s technology lab – computers, color printers, scanners, digital camera etc., in putting together Habitat Guide. • Teach mini-lesson on use of the digital camera. • Download pictures from digital camera and have groups select the pictures to include in Habitat Guide. • Design covers for seventh and eighth grade guides. • Decide on order of Habitats. • Synthesize information into Guide. • Conduct final student self-assessments (1.18 Information Technology, 3.10 Teamwork, 4.6 Understanding Place, 7.2 Investigation, and 7.13 Organisms, Evolution, and Interdependence) • Conduct Self and Peer Assessments of 3.10 Teamwork • Conduct final teacher assessment (1.18 Information Technology, 3.10 • Teamwork, 4.6 Understanding Place, 7.2 Investigation, and 7.13 • Organisms, Evolution, and Interdependence) • Conduct Post Assessment of Ecology Terms Week Eight- 5/6-5/10 Culminating Activity – Present to School • Allow students to set up presentation to school. • Decide on best way to present Habitat Guides • Set up posters • Arrange for PowerPoint to be shown to school during whole school assembly.
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