lesson_ecosystems

=Names:= Selina Rosario Sagrario De La Rosa Shaquana Frazier

Standards:
( S1.b know and use a variety of sources for developing and conveying ideas, images, themes, symbols, and events in their creation of art. S1.c use the elements and principles of art to communicate specific meanings to others in their art work. S1.e identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works and discuss ways to improve them)


 * **New York State** – [S1.b S1.c S1.e]
 * **New York City** – [insert text here]
 * **National** – [insert text here]

[upload lesson plan here]
 * Uploaded Lesson Plan:**

[insert text here]
 * Lesson Plan Summary:**

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 * Videos:**

Lesson Plan Template Source:
[insert text here] > [insert text here]
 * Why did your group choose this specific format for your template?

> **Article Summary:** This site is really good because it discusses the different ways students could look at art. They will learn through visual experience and hands on. > **Article Summary:** This web site is helpful because it brings the best practice approach for integrating art with curriculum in kindergarten. > **Article Summary:** This article speaks about the importance of having Art as a curriculum in elementary schools.]
 * 1) **ERIC article summaries and APA Citation:** APA Citation: **International Journal of Education & the Arts, EJ859057]**
 * 1) **APA Citation:** Blended- Art  at the Kindergarten Level [ED504546 ]
 * 1) **APA Citation:**Re-Placing the Arts in Elementary School  Curricula: An Interdisciplinary, Collaborative Action Research Project EJ869340]

**Lesson Plans: I would use these lessons when I am teaching about Nature, Geography, History, zoology and Holiday.**
> **Lesson Plan Summary:** > **Lesson Lesson Plan Summary:** > **Lesson Plan Summary:** This is a fun art project, and a great holiday decoration, which is edible and delicious. Kids will learn how to use everyday edible objects to create a house. They will use their imagination to create what they think is the perfect house to live in. > **Lesson Plan Summary:** This lesson teaches students the basics of species interdependency within an ecosystem or habitat. Students will perform a simple simulation to see how one species can affect many others, and gain a basic understanding of the importance of biodiversity. > **Lesson Plan Summary:** Students will
 * 1) **Lesson Plan Link**: Crayola Aquarium Acrobats
 * Students research how marine life differs from and is similar to land life. What kinds of species live in each environment? How do animals adapt to different living conditions? What characteristics do marine animals have for them survive?
 * Children create imaginary sea creatures. Then write about their creature-where will it live, how does it survive, what adaptations does it make for its environment?
 * Select a specific ocean depth, lake, or river habitat. Find out what life is found in this watery environment. Create a room-size aquarium with replicas of creatures that hang from the ceiling and plants that grow from the walls and floor. Design all life to scale.
 * 1) **Lesson Plan Link**: Crayola's Changes in the Artic Ecosystem
 * Research the history of igloos. How are igloos insulated? What are the differences between the three types of igloos? Build an authentic replica igloo with blocks of Model Magic compound.
 * Find out about other polar wildlife and plants that are affected by climate change. What can humans do to reduce our carbon footprint?
 * Read Winter Woes by Marty Kelley. Talk about how weather affects humans. What can people do in cold weather to lift their spirits?
 * Assessment. Did students gather accurate information about the current status of polar bears? Can they locate polar bear habitats on a world map? Do sculptures accurately depict polar bears in their natural surroundings? Were recycled materials used to make a more Earth-friendly project?
 * 1) **Lesson Plan Link**: Graham Cracker Cabin
 * 1) **Lesson Plan Link**: Elementary Ecosystems
 * 1) **Lesson Plan Link**: Animal Color and Shapes
 * Understand that animals come in different colors and shapes.
 * Describe the purposes of color in the animal world.
 * Use different colors and shapes to create pictures of animals.

**Assessment Questions**
**28. **The diagram below shows the life cycle of a mealworm. The stages in its life cycle are labeled //W //, //X //<span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt; line-height: 115%;">, //<span style="font-family: 'NewCenturySchlbk-Italic','serif'; font-size: 14pt; line-height: 115%;">Y //<span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt; line-height: 115%;">, and //<span style="font-family: 'NewCenturySchlbk-Italic','serif'; font-size: 14pt; line-height: 115%;">Z //<span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt; line-height: 115%;">. <span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt;">Which stage is shown at //<span style="font-family: 'NewCenturySchlbk-Italic','serif'; font-size: 14pt;">Y //<span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt;">? A adult B egg C larva D pupa **<span style="font-family: 'NewCenturySchlbk-Bold','serif'; font-size: 14pt; line-height: 115%;">39. **<span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt; line-height: 115%;">The diagrams below show a dog and a fish. <span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt;">Identify **<span style="font-family: 'NewCenturySchlbk-Bold','serif'; font-size: 14pt;">two **<span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt;">body structures the fish has that the dog does **//<span style="font-family: 'NewCenturySchlbk-BoldItalic','serif'; font-size: 14pt;">not //**<span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt;">have. [ <span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 10pt;">2 <span style="font-family: 'NewCenturySchlbk-Roman','serif'; font-size: 14pt;">] (1) (2)

Datamentor

**Group Definition of Educational Blogs:**
[Insert text here]

Edublogs
Selina Rosario
 * Name & Web Address:The New York Times http://learning.blogs.nytimes.com/
 * Article #1: [insert text here]
 * Article #2: [insert text here]

Sagrario De La Rosa
 * Name & Web Address:
 * Article #1: [insert text here]
 * Article #2: [insert text here]


 * Group Definition of educational Wikis:**

Shaquana Frazier
 * Name Web Address: The New York Time [|www.nytime.com]
 * Example #2: <span class="wiki_link_ext">[insert text here ]
 * Example #3: [insert text here]

**How does your group envision incorporating educational technologies in your classrooms?**
As we learn more on the uses of educating our students through technology, we find ourselves more prepared and advanced in what the students are interested in. We will capture their attention and enthusiasm through the computer. As the children get more advanced in this world of technology, we feel more confident using and teaching different educational tools. Technology is a great addition to teaching and a great help for teachers specially new one. I believe that through technology we can interact with the students through visual simulation and get them more involve in the classroom. As our technology advance, I feel that we as teacher need to prepare our children for their future, by providing them with all the tools that they would use in their work environment.

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