Teachers Network
Translate Translate English to Chinese Translate English to French
  Translate English to German Translate English to Italian Translate English to Japan
  Translate English to Korean Russian Translate English to Spanish
Lesson Plan Search
Our Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Popular Teacher Designed Activities
TeachNet NYC Directory of Lesson Plans TeachNet NYC Dirctory of Lesson Plans

VIDEOS FOR TEACHERS
RESOURCES
Teachers Network Leadership Institute
How-To Articles
Videos About Teaching
Effective Teachers Website
Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Teacher Research
For NYC Teachers
For New Teachers
HOW-TO ARTICLES
TEACHER RESEARCH
LINKS

GRANT WINNERS
TeachNet Grant:
Lesson Plans
2010
TeachNet Grant Winners
2009
TeachNet Grant Winners
Adaptor Grant Winners
2008
TeachNet Grant Winners
Adaptor Grant Winners
2007
TeachNet Grant Winners
Adaptor Grant Winners
Other Grant Winners
Power-to-Learn
Math and Science Learning
Ready-Set-Tech
Impact II
Grant Resources
Grant How-To's
Free Resources for Teachers
ABOUT
Our Mission
Funders
   Pacesetters
   Benefactors
   Donors
   Sponsors
   Contributors
   Friends
Press
   Articles
   Press Releases
Awards
   Cine
   Silver Reel
   2002 Educational Publishers Award

Sitemap

Ready-Set-Tech: Got Biodiversity?

Got Biodiversity?
A Multidisciplinary Unit

Project URL:
http://teachersnetwork.org/
readysettech/seymour/biodiversity1.htm


How it works:
Biodiversity is a highly enjoyable interdisciplinary program that helps elementary-level students achieve performance standards in Science, Social Studies, Art, Language Arts, Geography, and Technology. The class completes research online, engages in web-based activities and uses interactive material online using educational content from the American Museum of Natural History, among others.  
     Once ample research has been done, the class is ready for the hands-on portion of the unit. Students demonstrate knowledge and mastery of science concepts through presentations and visual art designs. Students create a class book, design murals, construct dioramas, record field journals during trips, and cook foods related to the study of biodiversity. These projects not only demonstrate learning, but also serve as educative displays for the class to refer to, as well as for the enjoyment of other students and school administrators.

Standards addressed:  
Students will be able to demonstrate understanding of characteristics of organisms; life cycles of organisms; organisms and their environment; the properties of Earth materials and organisms. Students will be able to demonstrate understanding of big ideas and unifying concepts; an understanding of the designed world; and an understanding of science as a human endeavor. Students will ask questions about natural phenomena; objects and organisms; and events and discoveries. Students will use evidence from reliable sources to construct explanations. Students will work individually and in teams to collect and share information and ideas. Students will use technology and tools to gather data and extend the senses. Students will acquire information from multiple sources, such as experimentation and print and non-print resources. Students will represent data and results in multiple ways. Students will use facts to support conclusions. Students will communicate in a form suited to the purpose and the audience. Students will demonstrate scientific competance by completing a design, and completing non-experimental research using print and electronic information.

Materials used: 
A computer with an LCD projector, 3-4 computers with Internet connection, books and magazines, art supplies, drawing paper, class bulletin board, world maps, book-making supplies, student journals, and a digital camera would be helpful to document student work.

Overall value:
Instead of learning from a static textbook, students are engaged in hands-on learning through use of the Internet. Students are working in cooperative groups for much of the lessons, as both Internet researchers and while working on group projects and presentations. Students get to blend the study of art and science; creating attractive and educative class materials which can be shared with other classes and the entire school population.  
 

About the Author:
Phillip Seymour is a nationally recognized education trainer and consultant on visual perception and arts/media curriculum integration. He has taught in the New York City public schools and teaches and trains at national universities and educational institutions. Presently, Phillip is an instructor at New York University and the City University of New York.

E-mail:
pip2@aol.com

Subject Areas: 
Science
Art
Social Studies
Language Arts
Geography
Technology

Grade Levels: 
3-6

 

 

Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.

 

Journey Back to the Great Before