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Mangroves: The Tree of Life

Mangroves: The Tree of Life

Stephanie BryantTiffany GreenCletra Peters

Stephanie BryantTiffany GreenCletra Peters

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What is a Mangrove?What is a Mangrove?

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StandardsStandards– NCTM

• Process Standards: communication • Content Standards: data analysis and probability

– NAEP• Scientific Inquiry: S4.4 Use empirical evidence to

validate or criticize conclusions about explanations and predictions

• Technology: T4.3 Apply science principles or data to anticipate effects of technological design

– ISTE– 3. Research and Information Fluency

» Students apply digital tools to gather, evaluate, and use information. Students:

» locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

– NCTM• Process Standards: communication • Content Standards: data analysis and probability

– NAEP• Scientific Inquiry: S4.4 Use empirical evidence to

validate or criticize conclusions about explanations and predictions

• Technology: T4.3 Apply science principles or data to anticipate effects of technological design

– ISTE– 3. Research and Information Fluency

» Students apply digital tools to gather, evaluate, and use information. Students:

» locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

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ProcedureProcedure

• Is this a plant? Why or why not?

• This is a plant called a Mangrove. Mangroves are special because they provide food and shelter for many species.

• Is this a plant? Why or why not?

• This is a plant called a Mangrove. Mangroves are special because they provide food and shelter for many species.

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Sound Clip of Mangrove Habitat

Sound Clip of Mangrove Habitat

• The following link will provide you with the sounds heard in three different Mangrove habitats:– Mangrove Habitats

• After listening to the link, create a sound map of all the sounds you heard.

• The following link will provide you with the sounds heard in three different Mangrove habitats:– Mangrove Habitats

• After listening to the link, create a sound map of all the sounds you heard.

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Sound MappingSound Mapping

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Graph the Sounds Heard Graph the Sounds Heard

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Mangroves as a Community: Species

Mangroves as a Community: Species

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StandardsStandards• NCTM Math Skills:

– Process Standards: representation– Content Standards: numbers and operations

• NAEP• Scientific Inquiry: S4.1 Design and critique aspects of

scientific investigations (e.g., involvement of control groups, adequacy of sample).

• Technology: T4.2 Identify scientific tradeoffs in design decisions and choose among alternative solutions.

• ISTE– 3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

Students :d) process data and report results.

• NCTM Math Skills:– Process Standards: representation– Content Standards: numbers and operations

• NAEP• Scientific Inquiry: S4.1 Design and critique aspects of

scientific investigations (e.g., involvement of control groups, adequacy of sample).

• Technology: T4.2 Identify scientific tradeoffs in design decisions and choose among alternative solutions.

• ISTE– 3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

Students :d) process data and report results.

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ProcedureProcedure

• Teacher will direct students to the Salted Carrot Activity from the previous day.

• Students will each measure their carrots and chart any changes that might have occurred.

• Students will write in their science notebooks why they believe this change occurred.

• Teacher will direct students to the Salted Carrot Activity from the previous day.

• Students will each measure their carrots and chart any changes that might have occurred.

• Students will write in their science notebooks why they believe this change occurred.

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Materials Materials • Carrot

• Salt

• Container with Water

• Carrot

• Salt

• Container with Water

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Results of Salted Carrot Activity

Results of Salted Carrot Activity

• Based upon our data, we can see that the carrot shrunk in every category over the twenty four hour period. The length decreased by 1.5 inches, the diameter by 3 inches, and the weight decreased by.5 pounds. We believe that these decreases show the effect that salted water has on plants that rely on the Mangrove tree.

• Based upon our data, we can see that the carrot shrunk in every category over the twenty four hour period. The length decreased by 1.5 inches, the diameter by 3 inches, and the weight decreased by.5 pounds. We believe that these decreases show the effect that salted water has on plants that rely on the Mangrove tree.

Salted Carrot Activity

0

1

2

3

4

5

6

7

Length Diameter Weight

Carrot Data

Ch

ang

es i

n D

ata

Day 1

Day 2

  Day 1 Day 2

Length 6 inches4.5

inches

Diameter 4 inches 2 inches

Weight1.5

pounds 1 pound

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A Walk through the Mangrove Forrest A Walk through the Mangrove Forrest

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StandardsStandards• NCTM

– Process Standards: Connections

– Content Standards: Geometry • NAEP

• Scientific Inquiry: S4.4 Use empirical evidence to validate or criticize conclusions about explanations and predictions (e.g., check to see that the premises of the argument are explicit, notice when the conclusions do not follow logically from the evidence given).

• Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific constraints;

• ISTE– Creativity and Innovation

• Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

– a. apply existing knowledge to generate new ideas, products, or processes.

• NCTM – Process Standards: Connections

– Content Standards: Geometry • NAEP

• Scientific Inquiry: S4.4 Use empirical evidence to validate or criticize conclusions about explanations and predictions (e.g., check to see that the premises of the argument are explicit, notice when the conclusions do not follow logically from the evidence given).

• Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific constraints;

• ISTE– Creativity and Innovation

• Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

– a. apply existing knowledge to generate new ideas, products, or processes.

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ProcedureProcedure

• Students will participate in an Animal Finder as a motivational activity.

• Students will then create different animals using a geo board and will explore different shapes.

• Students will actively participate in a Mangroves Scavenger Hunt independently.

• Students will research facts about mangroves on five websites that teacher provides– A handout will be completed based upon the sites

visited.

• Students will participate in an Animal Finder as a motivational activity.

• Students will then create different animals using a geo board and will explore different shapes.

• Students will actively participate in a Mangroves Scavenger Hunt independently.

• Students will research facts about mangroves on five websites that teacher provides– A handout will be completed based upon the sites

visited.

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Animal FinderAnimal Finder

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Animal Finder ResultsAnimal Finder ResultsAnimal Location

Near the roots, by the coral reef

In the middle, swimming through the roots

In the back behind the roots & shrubs

At the bottom right behind the roots

At the bottom on the floor on the mangrove

Animal Location Near the roots, by the coral reef

In the middle, swimming through the roots

In the back behind the roots & shrubs

At the bottom right behind the roots

At the bottom on the floor on the mangrove

Scavenger Hunt HandoutScavenger Hunt Handout• Sample Questions:

– Using the previous websites identify two differences between the two previously selected parts of the mangrove.

– After reading and researching the website:  http://www.mangrove.org/video/mri.htm List and describe three ways the mangroves contributes to the world.

• Sample Questions:

– Using the previous websites identify two differences between the two previously selected parts of the mangrove.

– After reading and researching the website:  http://www.mangrove.org/video/mri.htm List and describe three ways the mangroves contributes to the world.

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Filamentality Website for Students

Filamentality Website for Students

• The following is a link to a teacher created site on Mangroves.

• All you ever wanted to know about Mangroves! Filamentality Website

• The site is useful because it presents students with background information on Mangroves.

• It also includes information on preserving the Mangrove habitat.

• The following is a link to a teacher created site on Mangroves.

• All you ever wanted to know about Mangroves! Filamentality Website

• The site is useful because it presents students with background information on Mangroves.

• It also includes information on preserving the Mangrove habitat.

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Save the MangrovesSave the Mangroves

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Mangroves VideoMangroves Video

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ReferencesReferences

• BBC. (2010). Mangroves. Retrieved from http://www.bbc.co.uk/nature/habitats/Mangrove

• Mangrove Action Project.(unknown) Mangrove Action Project. Retrieved from http://mangroveactionproject.org/files/education/mangrove-curriculum/Section%204%20activity.pdf

• Globio. (2007). Mangroves. Retrieved from http://info.globio.org/educators/lag/GLOBIO_LAG_Mangroves.pdf

• National Environment & Planning Agency. (unknown). I am a tree. Retrieved from http://www.nrca.org/publications/poems/Poem-IAmaTree.htm

• BBC. (2010). Mangroves. Retrieved from http://www.bbc.co.uk/nature/habitats/Mangrove

• Mangrove Action Project.(unknown) Mangrove Action Project. Retrieved from http://mangroveactionproject.org/files/education/mangrove-curriculum/Section%204%20activity.pdf

• Globio. (2007). Mangroves. Retrieved from http://info.globio.org/educators/lag/GLOBIO_LAG_Mangroves.pdf

• National Environment & Planning Agency. (unknown). I am a tree. Retrieved from http://www.nrca.org/publications/poems/Poem-IAmaTree.htm