Brooke+Donovan

Maryland Voluntary State Curriculum Indicator 3.C.1.c: 3.0 Life Sciences C. Genetics 1.Explain that there are identifiable stages in the life cycles (growth, reproduction, and death) of plants, and animals. c. Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of the stages in the life cycle. || 1.Creativity and innovation4.Critical thinking, problem solving, and decision making 2.Communication and collaboration5.Digitial citizenship 3.Research and information fluency6.Technology operations and concepts Sign out ELMO cart Prepare Petri dishes with eggs, larvae, and pupae Gather male and female mosquito viewing boxes Prepare “Mosquito Metamorphosis” chart ||
 * Daily Lesson GAME Plan ||
 * ** Lesson Title:Metamorphosis of the Mosquito ** |||| ** Related Lessons: ** ||
 * ** Grade Level:2 ** |||| ** Unit:Skeeters ** ||
 * GOALS ||
 * ** Content Standards: **
 * ** ISTE NETS-S **
 * Instructional Objective(s):** Students will read for information in order to identify the characteristics of each of the 4 stages in the mosquito life cycle. ||
 * ACTION ||
 * ** Before-Class Preparation: **
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * One 45 minute class periods. |||| * Students will observe and sketch the organisms in 3 different Petri dishes and 2 viewing boxes that have been projected by using the ELMO.They will include as much detail as possible.
 * They will continue to explore the life cycle of a mosquito by sharing and discussing their illustrations with other classmates.
 * Students will read the article, “Metamorphosis of the Mosquito” in their log books for an explanation of the life cycle.
 * Students will explore the physical properties of mosquito metamorphosis by working in groups to complete the “Mosquito Metamorphosis” chart.
 * Students will work with their teacher to complete a class chart and they may make the necessary changes to their charts. || * Class Mosquito Breeder
 * Petri dishes with organism samples
 * Mosquito Metamorphosis chart
 * Mosquito viewing boxes
 * Hand lenses
 * Student log books ||
 * ** Notes: ** ||
 * MONITOR ||
 * **Ongoing Assessment(s):** Monitor if students are building the necessary knowledge in order to design a “skeeter-free” picnic.Students will record this information on the “Metamorphosis of the Mosquito” section of their “Daily Fact Chart” in their //Skeeters// log book.

Differentiate for special needs and ELL students by: reading “Metamorphosis of the Mosquito” aloud or letting them read it to each other. providing them with typed characteristics that can be cut apart, sorted, and then glued onto the appropriate sections of the chart. allowing them to label the pictures while the other students in the group list the important facts. Provide the following extension: If the ELMO isn’t functioning, I will provide each small group with three Petri dishes, two viewing boxes, and hand lenses for each group member. ||
 * Accommodations and Extensions: **
 * encourage the inquisitive behavior by allowing students to form convergent and divergent questions about their observations.These questions can be recorded on the class chart.
 * Back-up Plan: **
 * EVALUATION ||
 * ** Lesson Reflection and Notes: **
 * Next, time put several samples in each Petri dish ** ||

Maryland Voluntary State Curriculum Indicator 3.D.1.a: 3.0 Life Sciences D. Genetics 1. || 1.Creativity and innovation4.Critical thinking, problem solving, and decision making 2.Communication and collaboration5.Digitial citizenship 3. Research and information fluency6.Technology operations and concepts Students will listen for information to identify the characteristics of a female mosquito. Students will compare and contrast male and female mosquitoes using a Venn Diagram via the interactive whiteboard feature of Safari Montage Live || Day 1 Sign up for Computer lab Day 2 Sign out ELMO/Laptop/Webcam cart Have a class from another school doing the same unit complete everything as you do, except they research female mosquitoes. || Day 2
 * Daily Lesson GAME Plan ||
 * ** Lesson Title:Male and Female Mosquito Comparisons ** |||| ** Related Lessons:Lesson 2 of 3 in Skeeters Unit ** ||
 * ** Grade Level:2 ** |||| ** Unit:Skeeters ** ||
 * GOALS ||
 * ** Content Standards: **
 * ** ISTE NETS-S **
 * Instructional Objective(s):** Students will read for information in order to identify the characteristics of a male mosquito.
 * ACTION ||
 * ** Before-Class Preparation: **
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Two 45 Minute Periods |||| Day 1
 * Have students log onto computers and go to Askforkids.com
 * Have students type in “Male Mosquitoes” in search bar to find facts about male mosquitoes.
 * Students write down 5 interesting facts about male mosquitoes.
 * Students share their facts with their elbow buddy on both sides.
 * Students share their facts with the class, teacher will make a master list to use tomorrow.
 * Review fact list about male mosquitoes.
 * Log onto Safari Montage Live and connect with partner class
 * Have one class share their facts about male mosquitoes and then the other shares facts about female mosquitoes.
 * Both classes will zoom in on master list so their other class can see the characteristics of the sex they did not study.
 * With partners, give students five minutes to find similiarities between both sexes and write them down.
 * Load up the interactive whiteboard feature on Safari Montage Live, open the Venn Diagram for Male and Female Mosquitoes.
 * Each class will take turns filling in one similiarity at a time.
 * Minimize the interactive whiteboard Venn Diagram and zoom in on the master list again.
 * Give partners 5 mintues to write down differences between both sexes.
 * Load up the Venn Diagram again and follow the same procedure for the differences.
 * Print out a copy for each student when Venn Diagram is complete. || * Chart paper for master list of male characteristics
 * Venn Diagram
 * Student log books ||
 * ** Notes: ** ||
 * MONITOR ||
 * **Ongoing Assessment(s):** Monitor if students are building the necessary knowledge in order to design a “skeeter-free” picnic.Students will record this information on the “Comparing Male and Female Mosquitoes” section of their “Daily Fact Chart” in their //Skeeters// log book.

Differentiate for special needs and ELL students by: reading master list and Venn Diagram aloud or letting them read it to each other. allowing them draw pictures while the other students in the group list the important facts. Provide the following extension: **Back-up Plan:** If partner class is not available, have students in class research female mostquitoes and follow the Venn Diagram procedure using ActivInspire software. ||
 * Accommodations and Extensions:**
 * encourage the inquisitive behavior by allowing students to form convergent and divergent questions about their observations.These questions can be recorded on the class chart.
 * EVALUATION ||
 * ** Lesson Reflection and Notes: ** ||

Daily Lesson GAME Plan  || GOALS || Maryland Voluntary State Curriculum Indicator 3.F.1.b: 3.0 Life Sciences D. Genetics 1.Explain that organisms can grow and survive in many different habitats Explain that organisms live in habitats that provide their basic needs || 1.Creativity and innovation4.Critical thinking, problem solving, and decision making 2.Communication and collaboration5.Digitial citizenship 3.Research and information fluency6.Technology operations and concepts **Instructional Objective(s):** Students will read for information in order to identify the breeding grounds of mosquitoes. Students will createa presentation on how to have a “skeeter free” picnic on VoiceThread || ACTION  || Day 1 Sign up for Computer lab Day 2 Sign up for Computer lab || During Class  || Time |||| Instructional Activities || Materials and Resources || Three 45 Minute Periods |||| Day 1 Day 2 Day 3 MONITOR || **Ongoing Assessment(s):** Monitor if students are building the necessary knowledge in order to design a “skeeter-free” picnic.Students will record this information on the “Skeeter Free Picnic” section of their “Daily Fact Chart” in their //Skeeters// log book. Differentiate for special needs and ELL students by: reading master list aloud or letting them read it to each other. allowing them draw pictures while the other students in the group list the important facts. Provide the following extension: If computers are not available, have them create a presentation on poster paper and do a gallery walk. || EVALUATION  || || Name: __________________________ Skeeter Prevention Choose one item from our Skeeter Breeding Ground Characteristics chart and write it down on the line below.Think of a way to prevent this characteristic from happening and write it in the box below.Include an illustration of you doing what your are writing about. Breeding Ground Characteristic || || What I can do to stop it || ________________________________________ ________________________________________  ________________________________________  ________________________________________ || Picture of me doing this || || Skeeter Prevention PSA: One thing to do to have a Skeeter Free Picnic
 * Lesson Title:Skeeter Free Picnic PSA ** ||||
 * Related Lessons:Lesson 3 of 3 in Skeeters Unit ** ||
 * Grade Level:2 ** ||||
 * Unit:Skeeters ** ||
 * Grade Level:2 ** ||||
 * Unit:Skeeters ** ||
 * Content Standards: **
 * Content Standards: **
 * ISTE NETS-S **
 * ISTE NETS-S **
 * Before-Class Preparation: **
 * Before-Class Preparation: **
 * Have students log onto computers and go to []
 * Go over where mosquitoes breed
 * Discuss as a class ways to prevent mosquito breeding
 * Record their ideas on chart paper
 * Have students select one thing to do to help prevent “skeeters” from populating an area and write down what they will personally do on “Skeeter Prevention” worksheet.
 * Have students open up “Skeeter Prevention PSA Announcment” in PowerPoint.
 * Show students how to put their name on the file and save as a PDF file.
 * Have give student usernames and passwords and show students how to log onto VoiceThread.com
 * Show students how to create a basic VoiceThread.
 * Show how to upload “Skeeter Prevention PSA Announcement” file.
 * Show students how to record their voice so students can read text on the file for the presntatoin.
 * Show students how to save audio file to the slide.
 * Tell students that for the next slide, they will create a slide on the one thing they will personally do to prevent the skeeter population.
 * Students will find an image from Google images that represents what they will do and will save it to their computer.
 * Students will upload that image to the next slide
 * Students will record their voice reading what they wrote down yesterday to accompany the image.
 * Give students until the end of class to complete this.
 * Bring up master account on Voicethread
 * Share each student’s VoiceThread via master account.
 * Have students record at least three ideas their students came up with to have a Skeeter Free picninc.
 * Students will hand in their ideas for evaluation. || * Chart paper for master list of male characteristics
 * Skeeter Prevention PSA Announcement PowerPoint File
 * Skeeter Prevention Worksheet
 * Student log books ||
 * Notes: ** ||
 * Notes: ** ||
 * Accommodations and Extensions: **
 * encourage the inquisitive behavior by allowing students to form convergent and divergent questions about their observations.These questions can be recorded on the class chart.
 * Back-up Plan: **
 * Lesson Reflection and Notes: **
 * Lesson Reflection and Notes: **

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