“The Florida Story” - Polk · PDF fileof the fragile Florida habitat. ......
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“The Florida Story” PROGRAM OVERVIEW “The Florida Story” is a six-week interdisciplinary unit that involves students, teachers and the community in a cooperative effort to understand the nature of Florida’s diverse habitat. Upon completion of this hands-on unit, students will increase their: 1. academic skills by incorporating the Sunshine State Standards from the Language Arts, Math, Science, and Geography curriculum into the study of the fragile Florida habitat. 2. interest in environmental issues that focus on greater understanding and awareness of the importance of protecting the environment as a whole (habitat, archeological, historical). 3. technology literacy by becoming actively engaged in the research and development of a product through technology. 4. awareness of the different careers available in their community related to science, technology and environment. During the six weeks, students are taught lessons that allow them to discover their own answers about biodiversity and economic development, and the effect these have on our state’s ecosystems. Students learn about issues such as: the HIPPO dilemma, (Habitat loss, Introduced species, Population growth, Pollution, Over consumption), the importance of watersheds, and what is involved in the making of consumer goods such as eye shadow and Big Macs. The students move through self-directed centers such as: “The Florida Forests” and “The Green Swamp” (interactive computer programs), “River Voices” (a grammar/poetry unit focusing For further information contact Karen Horsting [email protected] Debra Porter [email protected] Southwest Middle School 2815 Eden Parkway Lakeland, Florida 33803 (863) 499-2840 2005-2006 IDEA CATALOG OF EXCELLENCE on water), and “Windows on the Wild” (activities about wild life that promote higher-level thinking). “The Florida Story’s” final culminat- ing activity is to design a neighborhood with city systems and ecosystems that are com- plimentary of each other. Collaborating with their peers in cooperative groups, the students use the information learned from class lessons, the guest speakers, and their own research and apply this knowl- edge to the neighborhood they are to cre- ate. Each group is given $2 million to spend on their neighborhood design. Upon completion of their neighborhood, each group gives an oral presentation, which is assessed by their peers. This program is designed for students, of all ability levels, in the 6 th grade and in class sizes of 25-30. The final activity combines the entire team (consisting of approximately 120 students) working in cooperative groups. Because of the enormous amount of information and material available on this topic, this unit can easily be adapted to any grade level and for any number of students at any skill level. OVERALL VALUE The overall value of this unit is the higher-level thinking that occurs as students are actively engaged in their own learning. The combination of learning modalities complimented by the teams varied styles of teaching accommodate all students, thus creating an environment conducive to learning and minimizing discipline problems. “The Florida Story” does not just teach for today, it is our way of reaching into the future. LESSON PLAN TITLES • Missing Gator of Gumbo Limbo • Biodiversity Centers • Designing a City MATERIALS Materials for each lesson are listed with each lesson plan. Overall materials budget including pricing and vendors follows the lesson plans. ABOUT THE DEVELOPERS Debra Porter has been a teacher for 18 years; 10 years at the elem. level and 8 years at the middle school level. She is currently teaching Language Arts at Southwest Middle School, and serves as the schools model technology teacher. She received her Associate of Arts degree from Polk Comm. College, a Bachelors of Science Degree from FL State Univ., and a Master of Science Degree from NOVA Univ. She has been named Teacher of the Year three times by her colleagues and was selected as a county finalist in 1997. She was inducted into Who’s Who Among America’s Teachers in ’02 & ’04. Debra has won numerous grants that include co- recipient of the Social Inclusion Grant for SW and The Best Buy Teach Award. Karen Horsting has taught in Polk County for the past 17 years; 4 years at the elem. level and 13 years at the middle school level. She is currently teaching Science at Southwest Middle School, in Lakeland. She received her Bachelor of Science degree from the Univ. of South Florida, in Tampa. ■ TT 2 T E A C H E R T O T E A C H E R C O N N E C T I O N
Transcript of “The Florida Story” - Polk · PDF fileof the fragile Florida habitat. ......
“The Florida Story”
PROGRAM OVERVIEW
“The Florida Story” is a six-weekinterdisciplinary unit that involves students,teachers and the community in acooperative effort to understand the natureof Florida’s diverse habitat. Uponcompletion of this hands-on unit, studentswill increase their:
1. academic skills by incorporating theSunshine State Standards from theLanguage Arts, Math, Science, andGeography curriculum into the studyof the fragile Florida habitat.
2. interest in environmental issues thatfocus on greater understanding andawareness of the importance ofprotecting the environment as a whole(habitat, archeological, historical).
3. technology literacy by becomingactively engaged in the research anddevelopment of a product throughtechnology.
4. awareness of the different careersavailable in their community related toscience, technology and environment.
During the six weeks, students aretaught lessons that allow them to discovertheir own answers about biodiversity andeconomic development, and the effectthese have on our state’s ecosystems.Students learn about issues such as: theHIPPO dilemma, (Habitat loss, Introducedspecies, Population growth, Pollution, Overconsumption), the importance ofwatersheds, and what is involved in themaking of consumer goods such as eyeshadow and Big Macs. The students movethrough self-directed centers such as: “TheFlorida Forests” and “The Green Swamp”(interactive computer programs), “RiverVoices” (a grammar/poetry unit focusing
For further information contact
Karen [email protected]
Debra [email protected] Middle School
2815 Eden ParkwayLakeland, Florida 33803
(863) 499-2840
2005-2006 IDEA CATALOG OF EXCELLENCE
on water), and “Windows on the Wild”(activities about wild life that promotehigher-level thinking).
“The Florida Story’s” final culminat-ing activity is to design a neighborhood withcity systems and ecosystems that are com-plimentary of each other. Collaboratingwith their peers in cooperative groups, thestudents use the information learned fromclass lessons, the guest speakers, andtheir own research and apply this knowl-edge to the neighborhood they are to cre-ate. Each group is given $2 million tospend on their neighborhood design.Upon completion of their neighborhood,each group gives an oral presentation,which is assessed by their peers.
This program is designed for students,of all ability levels, in the 6th grade and inclass sizes of 25-30. The final activitycombines the entire team (consisting ofapproximately 120 students) working incooperative groups. Because of theenormous amount of information andmaterial available on this topic, this unit caneasily be adapted to any grade level andfor any number of students at any skill level.
OVERALL VALUE
The overall value of this unit is thehigher-level thinking that occurs asstudents are actively engaged in their ownlearning. The combination of learningmodalities complimented by the teamsvaried styles of teaching accommodate allstudents, thus creating an environmentconducive to learning and minimizingdiscipline problems.
“The Florida Story” does not justteach for today, it is our way of reachinginto the future.
LESSON PLAN TITLES
• Missing Gator of Gumbo Limbo
• Biodiversity Centers
• Designing a City
MATERIALS
Materials for each lesson are listedwith each lesson plan. Overall materialsbudget including pricing and vendorsfollows the lesson plans.
ABOUT THE DEVELOPERS
Debra Porter has been a teacher for18 years; 10 years at the elem. level and8 years at the middle school level. She iscurrently teaching Language Arts atSouthwest Middle School, and serves asthe schools model technology teacher.She received her Associate of Arts degreefrom Polk Comm. College, a Bachelors ofScience Degree from FL State Univ., anda Master of Science Degree from NOVAUniv. She has been named Teacher ofthe Year three times by her colleagues andwas selected as a county finalist in 1997.She was inducted into Who’s Who AmongAmerica’s Teachers in ’02 & ’04. Debrahas won numerous grants that include co-recipient of the Social Inclusion Grant forSW and The Best Buy Teach Award.
Karen Horsting has taught in PolkCounty for the past 17 years; 4 years atthe elem. level and 13 years at the middleschool level. She is currently teachingScience at Southwest Middle School, inLakeland. She received her Bachelor ofScience degree from the Univ. of SouthFlorida, in Tampa.
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“The Florida Story” Karen Horsting & Debra Porter
LESSON PLAN No 1: Missing Gator of Gumbo Limbo
SUBJECTS COVERED
Reading, Writing, Technology
GRADES
This lesson is designed for sixth grade, butit is easily adapted for other grades.
OBJECTIVES
The students will:
• expand their knowledge of Floridabiodiversity
• increase grammar, figurativelanguage, and story developmentskills
• create presentations in MicrosoftPower Point and Microsoft Publisher
SUNSHINE STATE
STANDARDS
Reading
LA.A.1.3.1: The student uses backgroundknowledge of the subject and textstructure knowledge to make complexpredictions of content, purpose, andorganization of the reading selection.
LA.A.2.3.1: The student determines themain idea or essential message in atext and identifies relevant details,facts and patterns of organization.
LA.A.2.3.2: The student identifies theauthor’s purpose and/or point of viewin a variety of texts and uses theinformation to construct meaning.
LA.A.2.3.3: The student recognizes logical,ethical, and emotional appeals intexts.
LA.A.2.3.5: The student locates,organizes, and interprets writteninformation for a variety of purposes,including classroom research,collaborative decision making, andperforming a school or real-world task.
LA.A.2.3.6: The student uses a variety ofreference materials, includingindexes, magazines, newspapers,and journals, and tools, including cardcatalogs and computer catalogs, togather information for research topics.
LA.A.2.3.7: The student synthesizes andseparates collected information into
useful components using a variety oftechniques, such as source cards,note cards, spreadsheets, andoutlines.
Writing
LA.B.1.3.1: The student uses writingprocesses effectively.
LA.B.2.3.1: The student writes tocommunicate ideas and informationeffectively.
LA.B.2.3.3: The student selects and usesappropriate formats for writing,including narrative, persuasive, andexpository formats, according to theintended audience, purpose, andoccasion.
LA.B.2.3.4: The student uses electronictechnology including databases andsoftware to gather information
ISTE/NETS STANDARDS
1. Basic operations and concepts
o Students demonstrate a soundunderstanding of the nature andoperation of technology systems.
o Students are proficient in the useof technology.
2. Social, ethical, and human issues
o Students understand the ethical,cultural, and societal issues relatedto technology.
o Students practice responsible useof technology systems,information, and software.
3. Technology productivity tools
o Students use technology tools toenhance learning, increaseproductivity, and promotecreativity.
o Students use productivity tools tocollaborate in constructingtechnology-enhanced models,prepare publications, and produceother creative works.
o Students develop positive attitudestoward technology uses thatsupport lifelong learning,collaboration, personal pursuits,and productivity.
4. Technology research tools
o Students use technology to locate,evaluate, and collect informationfrom a variety of sources.
o Students use technology tools toprocess data and report results.
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5. Technology problem-solving anddecision-making tools
o Students use technologyresources for solving problems andmaking informed decisions.
o Students employ technology in thedevelopment of strategies forsolving problems in the real world.
MATERIALS (PER GROUP)
• Missing Gator of Gumbo Limbo byJean Craighead George
• use of computer with an internetconnection
• computer paper
• teacher made worksheets
DIRECTIONS
1. To introduce the book, Missing Gator
of Gumbo Limbo, the students will visitthe author ’s website http://www.jeancraigheadgeorge.com andcomplete an activity sheet.
2. Students will visit the site http://www.sdcoe.k12.ca.us/score/gator/gatortg.html. This website has anumber of activities that will aid thestudent’s understanding of the book’ssetting. Students will complete oneof the activities: an Evergladesbrochure, an endangered speciesposter, an Everglades pollution report,or a persuasive advertisement. Theseactivities will be created in MicrosoftPublisher.
3. Students read the story Missing Gatorof Gumbo Limbo, whole group orindependently, and answer a varietyof questions that focus on vocabulary,grammar, and language skills.
EVALUATION/ ASSESSMENT
Students maintained journalsthroughout the lesson. There is acomprehension test that can beadministered at the end of the book. Theweb provides activities that can beevaluated as a final product. Teachersneed to construct their own rubrics or useonline rubrics available based on theevaluations they choose to use and theirown student population.
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SUBJECTS COVERED
Language Arts, Geography, Math,Science, Technology
GRADES
This lesson is designed for sixth grade,but it is easily adapted for other grades.
OBJECTIVES
• increased academic skills byincorporating the Sunshine StateStandards from the Language Arts,Math, Science, and Geographycurriculum into the study of thefragile Florida habitat.
• increased interest in environmentalissues that focus on greaterunderstanding and awareness of theimportance of protecting theenvironment as a whole (habitat,archeological, historical).
• increased technology literacy bybecoming actively engaged in theresearch and development of aproduct through technology.
SUNSHINE STATE
STANDARDS
Science
SC.D.2.3.2: The student knows thepositive and negative consequencesof human action on the Earth’ssystems.
SC.G.1.3: The student understands thecompetitive interdependent, cyclicnature of living things in theenvironment.
SC.G.2.3: The student understands theconsequences of using limited naturalresources.
Writing
LA.B.1.3.1: The student uses writingprocesses effectively.
LA.B.2.3.1: The student writes tocommunicate ideas and informationeffectively.
LA.B.2.3.3: The student selects and usesappropriate formats for writing,including narrative, persuasive, andexpository formats, according to theintended audience, purpose, andoccasion.
LA.B.2.3.4: The student uses electronictechnology including databases andsoftware to gather information
Reading
LA.A.1.3.1: The student uses backgroundknowledge of the subject and textstructure knowledge to make complexpredictions of content, purpose, andorganization of the reading selection.
LA.A.2.3.1: The student determines themain idea or essential message in atext and identifies relevant details,facts and patterns of organization.
LA.A.2.3.2: The student identifies theauthor’s purpose and/or point of viewin a variety of texts and uses theinformation to construct meaning.
LA.A.2.3.3: The student recognizes logical,ethical, and emotional appeals intexts.
LA.A.2.3.5: The student locates,organizes, and interprets writteninformation for a variety of purposes,including classroom research,collaborative decision making, andperforming a school or real-world task.
LA.A.2.3.6: The student uses a variety ofreference materials, includingindexes, magazines, newspapers,and journals, and tools, including cardcatalogs and computer catalogs, togather information for research topics.
LA.A.2.3.7: The student synthesizes andseparates collected information intouseful components using a variety oftechniques, such as source cards,note cards, spreadsheets, andoutlines.
Geography
SS.D.1.3: The student understands howscarcity requires individuals andinstitutions to make choices about howto use resources.
SS.D.2.3: The student understands thecharacteristics of different economicsystems and institutions.
Math
MA.E.1.3: The student understands anduses the tools of data analysis formanaging information.
MA.E.2.3: The student identifies patternsand makes predictions from an orderlydisplay of data using concepts ofprobability and statistics.
MA.E.3.3: The student uses statisticalmethods to make inferences and validarguments about real-world situations.
lication of experiments are essential
“The Florida Story” Karen Horsting & Debra PorterLESSON PLAN No 2: Biodiversity Centers
MATERIALS (PER GROUP)
Teacher made centers (The teacherwill decide what topics to focus on andwhat activities the students will complete.),science board, magazine or computerpictures
DIRECTIONS
1. Students will move through self-directed, teacher-made centers every30 – 45 minutes. These centers focuson biodiversity issues and use avariety of reading, science, math,language arts, and technology skills.Examples of centers are as follows:
• “The Florida Forests” (Interactivecomputer program)
• “The Green Swamp” (Interactivecomputer program)
• “River Voices” (grammar/poetry unitfocusing on water)
• “Water, Water, Everywhere” (writingunit focusing on Florida’s watersheds)
• “The Florida Scrub” (researching theLake Wales Ridge)
• “Endangered Florida Panther”(reviewing facts about the panther)
• “Wildlife Big Books” (variety of animalbooks for students to read)
• “Windows on the Wild” (activitiesabout wild life that promote higherlevel thinking)
EVALUATION/ ASSESSMENT
The students’ work is maintained in afolder throughout the above-mentionedactivities. Once all centers have beencompleted, the folder is checked forcompletion. As the purpose of theseactivities is to develop awareness, they arenot graded for accuracy. They are used infollow up discussions to dispel anypreconceived misconceptions.
ADDL INFORMATION
See Lesson 1 for the ISTE/NETSSTANDARDS
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Example of a centerboard
“The Florida Story” Karen Horsting & Debra PorterLESSON PLAN No 2: Biodiversity CentersT T2T
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The Florida Panther
File folder withcolor sheet of
panther
Centerdirections
Informationabout the Florida
Panther Students draw theFla. Panther’s
habitat on their ownFlorida map.
Studentworksheet
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“The Florida Story” Karen Horsting & Debra PorterLESSON PLAN No 3: The Florida Story
including narrative, persuasive, andexpository formats, according to theintended audience, purpose, andoccasion.
LA.B.2.3.4: The student uses electronictechnology including databases andsoftware to gather information
Listening, Viewing, and Speaking
LA.C.3.3.2: The student usesspeaking strategies effectively
Science
SC.D.2.3.2: The student understandsthe need for protection of the naturalsystems on Earth.
Geography
SS.D.1.3.3: The student understands howscarcity requires individuals andinstitutions to make choices about howto use resources.
ISTE/NETS STANDARDS
1. Basic operations and concepts• Students demonstrate a sound
understanding of the nature andoperation of technology systems.
• Students are proficient in the use oftechnology.
2. Social, ethical, and human issues• Students understand the ethical,
cultural, and societal issues relatedto technology.
• Students practice responsible use oftechnology systems, information, andsoftware.
3. Technology productivity tools• Students use technology tools to
enhance learning, increaseproductivity, and promote creativity.
• Students use productivity tools tocollaborate in constructingtechnology-enhanced models,prepare publications, and produceother creative works.
• Students develop positive attitudestoward technology uses that supportlifelong learning, collaboration,personal pursuits, and productivity.
4. Technology research tools• Students use technology to locate,
evaluate, and collect information froma variety of sources.
• Students use technology tools toprocess data and report results.
5. Technology problem-solving anddecision-making tools
• Students use technology resourcesfor solving problems and makinginformed decisions.
• Students employ technology in thedevelopment of strategies for solvingproblems in the real world.
MATERIALS (PER GROUP)
Refer to attachment for detailed list(Biodiversity: The Florida Story:Boundaries, Issue 2, 1997, Grades 6-8,Office of Environmental Education/Florida Gulf Coast University).
DIRECTIONS
Refer to attachment.
EVALUATION/ ASSESSMENT
Refer to attachment.
ADDL INFORMATION
Biodiversity: The Florida Story:Boundaries, Issue 2, 1997, Grades 6-8, Office of Environmental Education/Florida Gulf Coast University.
River Voices and River Voices II:Publications of Lee County SchoolsRiver Voices Project.
Interactive Green Swamp CD:www.WaterMatters.org: 1-800-423-1476
Florida Forests Forever CD:www.floridaforest.org
Some biodiversity websites:
• http://www.nrcs.usda.gov/feature/education/squirm/skworm.html
• http://www.fws.gov.html
• http://www.epa.gov/Kidshometour
• http://www.worldwildlife.org/toxics
• http://www.worldwildlife.org/oceans
• http://www.mbayaq.org
• http://www.flaquarium.org/
• http://www.biodiversity911.org
• http://www.leonardodicaprio.org/
• http://www.WaterMatters.org
• http://www.worldwildlife.org/climate
• http://www.jeancraigheadgeorge.com
• http://www.sdcoe.k12.ca.us/score/gator/gatortg.html
• http://www.schoolnotes.com/33803/dporter.html
• http://www.fl-ag.com/forest/plt.htm
• http://www.fl-ag.com/forest
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SUBJECTS COVERED:
Reading, Writing, Science, Geography,Technology
GRADES:
This lesson is designed for sixth grade, butit is easily adapted for other grades.
OBJECTIVES
• demonstrate an understanding ofurban systems and ecosystems
• analyze connections within andbetween the systems
• design a neighborhood in a way thatsolves a problem involvingurbanization, economics, andboundaries
• apply new knowledge to revise theirinitial definition of biodiversity
SUNSHINE STATE
STANDARDS
Reading
LA.A.1.3.1: The student uses backgroundknowledge of the subject and textstructure knowledge to make complexpredictions of content, purpose, andorganization of the reading selection.
LA.A.2.3.1: The student determines themain idea or essential message in atext and identifies relevant details,facts and patterns of organization.
LA.A.2.3.5: The student locates,organizes, and interprets writteninformation for a variety of purposes,including classroom research,collaborative decision making, andperforming a school or real-world task.
LA.A.2.3.6: The student uses a variety ofreference materials, includingindexes, magazines, newspapers,and journals, and tools, including cardcatalogs and computer catalogs, togather information for research topics.
LA.A.2.3.7: The student synthesizes andseparates collected information intouseful components using a variety oftechniques, such as source cards,note cards, spreadsheets, andoutlines.
Writing
LA.B.1.3.1: The student uses writingprocesses effectively.
LA.B.2.3.1: The student writes tocommunicate ideas and informationeffectively.
LA.B.2.3.3: The student selects and usesappropriate formats for writing,
Materials BudgetSUPPLIER ITEM DESCRIPTION COST QUANTITY TOTAL COST
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Teacher’s Name __________________________________
School: _________________________________________
________________________________________________
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Subtotal
Tax if applicable
Shipping if applicable
TOTALBUDGETAMOUNT
“The Florida Story” Karen Horsting & Debra PorterLESSON PLANS MATERIALS BUDGETT T2T
EACHER TO TEACHER CONNECTION T T2T
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2005-2006 IDEA CATALOG OF EXCELLENCE
$189.87
$189.87
Karen Horsting &Debra PorterSouthwest Middle School
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(Total Budget Amount: $189.87 plus extra for taxes)
Books-a-Million Missing Gator of Gumbo Limbo by Jean Craighead
George (one to read aloud, or a class set would be
the teachers choice) $5.99 8 copies $47.92
Staples Computer paper $5.00 1 ream $5.00
Staples Ink cartridge if needed (approx price) $25.00 1 cartridge $25.00
Staples Science Boards $7.35 5 boards $36.75
Staples Construction paper for lettering $3.19 1 pkg $3.19
Staples 12 pack Crayola Markers $5.45 3 pkgs $16.35
School Library Bulletin Board Paper
Acorn Naturalists Windows on the Wild: Biodiversity Basics
(Complete Set) $39.95 1 set $39.95
Acorn Naturalists WOW: Biodiversity Primer (for group work) $3.00 5 copies $15.00
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THE MISSING GATOR OF GUMBO LIMBO
COMPREHENSION TEST
CHAPTERS 1-9
True/False (1 point each)
1. _______ Alligators cannot swallow their food.
2. _______ Alligators are warm-blooded animals.
3. _______ A niche is a colorful flower.
4. _______ Phosphates take the oxygen out of water.
5. _______ Dajun was known as the dragon, swampland royalty.
Short answer (5 points each)
Answer each question in complete sentences?
1. Why were the people in the condos afraid? Why did they file a complaint?
2. Describe the theater of horror, suspense, and romance?
3. Liza K and her mother were running away from what?
4. Why did James James call “The Niche” his university?
5. What is meant by the statement, “Bubbles are an alligators footprints?”
6. How does Dajun regulate his temperature?
7. What is the difference between green alga and blue-green alga?
8. Dajun was a substitute __________ for Liza K.
9. The mosquitoes in southern Florida were once kept under control by
__________________________.
10.Liza K. gets an idea about how to find Dajun. Where does she go to find help?
11.What tree forms a barrier between the salt water and the fresh water? (Hint: page 60)
12.What was Priscilla doing with the sugar packets and the mini gin bottles?
13.Who/What helped Liza K. discover Dajun’s hiding place?
14.Why does the armadillo not go into Gumbo Limbo Hammock? (Hint: page 105)
15.Liza K.’s mother gives Dajun credit for helping her get the manager job at the diner. How
does the alligator help her?
16.What kind of job does James James finally get? Is it a job that he will be happy with? Why
or why not?
17.How was the PCP getting into the water?
18.Why does James James tell Liza K. not to go see Caruso’s concert?
19.Describe the changes Liza K. went through while she was living in Gumbo Limbo
Hammock.
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