FREAKY FROGS

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FREAKY FROGS
                                                
                  

• Frog With Extra Leg
• Many frogs with extra legs and other problems
  have been found since the mid-1990s. Scientists
  dont know what causes these problems, but they
  think pollution might be one of the reasons.

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Rationale

• National Information Literacy Standards-
• AASL/AECT/ISTE
• New York State Learning Standards
• Problem based learning
• Engaged, active learner
• Real world connections
• Authentic process, product
• Outcomes including thinking, information literacy

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New York State Learning Standards

• Early Literacy Guidance
• Read, Write, Listen, and Speak for Information
  and Understanding
• Read from informational texts including
  electronic based texts
• Collect, analyze, and interpret data, facts, and
  ideas
• Locate information in a text that is needed to
  provide evidence or support a statement
• Compare and contrast information on a topic using
  more than one source
• Locate and use library media resources including
  print and electronic sources to acquire
  information

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New York State Learning Standards

• Demonstrate understanding of a topic by writing
  clear, well organized and well developed
  explanations, accounts, reports
• Take notes to record data, facts and ideas
• Use two or more sources of information in writing
  a report
• State a main idea and support it with facts and
  details
• Draw conclusions that summarize main ideas

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NYS Science Standards

• Elementary Science Core Curriculum Grades k-4
• Childrens natural curiosity leads them to
  explore the natural world. They should be
  provided with opportunities to haveexperience
  ..with living things. Good instruction focuses
  on understanding important relationships,
  processes, and applications of concepts. Future
  assessments will test students ability to
  explain, analyze, and interpret phenomena.
• teach for understanding, for interconnected
  concepts

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NYS Science Standards

• Inquiry and Process Skills Based on all Standards
• Gathering and organizing data
• Generalizing
• Interpreting data and facts
• Communicating
• Identifying variables
• Creating models

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Information Systems 2

• Students will access, generate, process and
  transfer information using appropriate
  technologies
• Information technology is used to retrieve,
  process, and communicate information and a tool
  to enhance learning
• Consult several sources of information before
  drawing conclusions
• Use a variety of media to access scientific
  information

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NYS Science Learning Content

• Use scientific inquiry to pose questions, seek
  answers, and develop solutions
• Ask WHY questions to seek greater understanding
  regarding events that they have heard about
• Question explanations they hear from others and
  investigate
• Evaluate explanations
• Use process skills to collect data

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NYS Science Learning Content

• Key Idea 5 Living Environment
• Organisms maintain a dynamic equilibrium that
  sustains life
• Animals respond to changes in their environment
• Particular animal characteristics are influenced
  by changing environmental conditions
• The health, growth, and development of organisms
  are affected by environmental conditions such as
  food, air, water, space, heat, and shelter
• When environment changes, some animals survive
  and some die
• Human decisions have a profound impact on living
  environments, changing them in ways that are
  helpful or hurtful

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NYSTEP MODELNew York StatE Science, technology,
and Society Education project

• Students actively construct meaning for
  themselves as the result of science experiences
  and social interactions with other student or the
  teacher
• Values are an integral part of science teaching
  and learning
• Group or cooperative learning is important
• Worthwhile science begins with engaging
  experience and culminates in informed action or
  product

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Learning Content

• Essential Questions
• What evidence do animals give us that humans have
  caused hurtful change in their environments?
• What facts and data prove connections between man
  and animal health or survival?
• What steps are needed to reverse these hurtful
  changes in environment?
• Essential understanding
• Humans cause hurtful changes in the living
  environment
• Data and facts provide evidence of hurtful
  changes that affect animals
• Steps can be taken to restore the living
  environment

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Process and Procedure

• Teacher/School Library Media Specialist
  Collaboration
• Students acquire background information and BIG
  IDEAS
• Students develop open ended, meaningful questions
  in groups
• Students access information using NOVEL databases
  to find evidence regarding their question
• Students draw conclusions and develop products
  that visually communicate EVIDENCE, DATA,
  CONCLUSIONS and ACTION PLANS.

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Resources

• NOVEL Databases
• Searchasaurus
• Encyclopedia of Animals
• Ebsco Primary Search

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Product/Student Work

• Power Point slides, tri-fold board, posters,
  flyer, display, bulletin board
• Shared with peers and teachers and SLMS in LMC
• Presentations of questions, evidence and data,
  and action plans
• Active listening and involvement in discussion

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Assessment plan

• Process checklist
• Information literacy skills rubric
• Product rubric
• Models for success, coaching toward improvement,
  criteria for quality work, ongoing substantive
  conversation with teachers and peers, time for
  process.