![]() ![]() I can make detailed observations of the desert, grassland, and tundra ecosystems.Ī.I can explain how animators use scientific practices to create convincing animated characters.Since the purpose of this lesson sequence is to launch the module and build student engagement, it does not yet explicitly teach any of the Science and Engineering Practices, Crosscutting Concepts, or Disciplinary Core Ideas. ![]() Long-Term Learning Addressed (Based on NGSS)Ĭonstruct an argument of how the internal and external structures of both plants and animals function together as a system to help them survive well in a given ecosystem. Refer to Grade 4 Life Science Module Overview for additional information. NOTE: Be sure you have prepared the plants at least 1 week in advance of launching this lesson. This challenge is the performance task for the Life Science Module, and students begin to gather information about each ecosystem so they can better design an animal that will realistically live in one of the ecosystems. This makes the students wonder: How does someone imagine an animal that is so realistic that it really might exist? Could I do that? What would I need to know to create a realistic but fictional animal? Students are then challenged to create a realistic yet fictional animal for a movie, which takes place in the tundra, grasslands, or desert. The anchoring phenomenon for this Life Science Module is the "Dim Effect": The phenomenon when something that humans imagine is later found to already exist in nature. Lesson Sequence 1 kicks off the Life Science Module with an anchoring phenomenon-a puzzling or engaging situation that creates a "need to know" for students, in this case, about the internal and external structures in plants and animals and how they function. Total Time: 1.5 hours of instruction (divided into two sections) ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |