Lesson Plan Topic: The Tundra Grade level: 4th grade .

I. Reflections objective
SWBAT explain what would happen if the arctic tundra melted by describing what happened during the permafrost activity.

II. Reflection and Social Implications GLCE(s) addressed:

S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities

III. What If? question

What would happen if the temperature rose in the arctic tundra due to global warming and it began to melt? This question is meant to challenge students to consider the implications of their own actions (global warning) as well as recall information they learned in the lesson about the layer of permafrost located in the arctic tundra.

IV. Activity Planned

a. Students will observe the permafrost cup and describe what they see happening as the ice cream melts. Students will record in their journals what they see, as well as their predictions and the results. Students will use their new information about the arctic climate and animals to discuss the repercussions of higher temperatures and form ideas about how animals would need to adapt or migrate. b. Science Process Skills Addressed i. Inferring- Students will infer, based on their prior knowledge, what would happen if the arctic tundra were to melt. ii. Making models- Students will make their permafrost cup to represent the different levels of soil. iii. Investigating- Students will investigate their predictions by making a model and observing what happens. iv. Hypothesizing-students will make educated guesses about how they think a change in the temperature would affect the animal life of the arctic tundra. v. Predicting-students will apply their new knowledge to a situation and state what they think to be a likely outcome based on some change in the environment. vi. Communicating-students will communicate verbally their hypotheses and predictions using information they learned from the EXPLAIN section to support their statements. vii. Observing- Students will observe what they see in their permafrost cup.

V. Materials and Resources used

Permafrost cup: This cup will be used as a visual representation of the layers of Earth in the arctic tundra. The Jell-O represents the non melting layer, while the ice cream layers represent soil and snow. Students will use this to observe what would happen if global warming caused higher temperatures, thus causing the different layers to melt. o Jell-O, chocolate and vanilla ice cream in a clear cup container o Hair dryer (optional, to help speed up the melting) This activity idea was taken from:

Silver, D. M., & Wynne, P. (1994). One small square: arctic tundra. New York, N.Y.: Learning Triangle Press. Investigators journal: This will allow students to record their observations as well as predict what will happen.

VI. Behavior Management Strategy and Science Safety statement:

It will first be explained to the students that they are not to eat the visual representation until instructed to do so. They will also be instructed to follow directions and keep their hands to themselves and to their own permafrost cup. Students will be instructed to be respectful to the instructor and the other students by listening when others are speaking and by taking turns speaking not just shouting out answers, and to also use their indoor voices. It will be reiterated to them that they will be expected to raise their hands when they have a question or comment and to use appropriate volume levels. I will also ask that they keep their eyes on me and not to have side conversations with others around them, unless they are instructed to do so. I will also tell them to use appropriate volume levels and to respect the opinions and ideas of their instructor and peers.

VII. Differentiation:
The elaborate section of this lesson plan will address Gardners category of visual by the observation of the permafrost cup and the melting layers. The interpersonal category will be addressed by the student lead discussion about what happened and the implications of what would happen if global warmer raises temperatures to the melting point in the arctic. The students illustrations will address the intrapersonal category. Lastly, this lesson addresses auditory when students listen and discuss the What if question, and the observations from the elaborate activity. For an English language learner (ELL) I would support them by having a guide for the student to reference. This guide would have the pictures of important key terms and pictures of the tools they will be using with the corresponding English word next to it. The guide would also contain translations of key concepts and vocabulary terms that relate directly to the lesson, into their native language. Also, I would include step by step picture instructions for the student so if they missed or couldnt translate the instructions, they would have a guide to help lead them during the activity. If possible, I would also pair this student with a buddy who either speaks the same language, or another student who would be really supportive in helping the student succeed in this section and the rest of the lesson as well. I would also slow my speech rate down and increase the wait time in between asking a question and expecting an answer. This way the student will be able to translate in their mind easier and the pressure to answer a question quickly will also be decreased. As the instructor, I would also monitor the student and their partner closely and more frequently to the other group to help facilitate or instruct if needed.

VIII.

Time allotted for your Elaborate section

6 minutes will be allotted for the elaborate portion of this lesson

ENGAGE I. I will engage the student by first asking them to find the hidden arctic stuffed animals, all of which live in the Tundra, around the teaching area. Each stuffed animal that they find will have an attached question to it. These questions will be attached to the stuffed animal so that way, students will have some cognitive processing time to help really grasp the question and come up with their answer before asking to share it in a whole group setting. When each student has finished answering the individual questions about their arctic Tundra animals, I will prompt the students as a group to answer more questions, such as Where do you think these animals live and What do you think is special to these animals that helps them survive? The students will be able to use their stuff animals to help them decide what characteristics help those animals survive in the Tundra, or what clues they got that helped them decide which animals belonged in the Tundra.

II. Prior knowledge: To assess students prior knowledge, I will be listening to their answers from their individual stuffed animals. This will help me assess how much they know about the arctic animals. Then, I will ask the students, as a group, to separate their stuffed animals that belong in the same habitat from the ones that do not belong. This way, students can identify which animals live in the arctic Tundra by visually identify characteristics of the animals, and I can assess them by the visual separation of the two groups. Next, I will ask the students to show me what they think the food chain for these Tundra animals is. They can use their animals to show me what they know about the food chain, and which animals are top predators and which animals are omnivores, carnivores, herbivores, or decomposers. Michigan connection To help students make a Michigan connection, I will first explain to them that 15,000 years ago there were ice sheets that extended over Michigan and down into Ohio. These ice sheets enabled animals, such as the arctic animal, the mastodon, to travel into Michigan. I will then show the video found on the Darien Patch website, of a boy who found a mastodon bone buried near a stream in Michigan. This video can be found at: http://darien.patch.com/articles/twomichigan-boys-find-mastodon-bone-near-stream#video-12566977. III. Props and visual aids: I will need two sets of stuffed animals, specifically beanie babies. The first set of animals will include animals that are found in the arctic Tundra. There should be one beanie baby for each student participating in the lesson. These beanie babies can include a polar bear, penguin, killer whale, snow goose, arctic hare, arctic fox, lemming, snowy owl, wolf, reindeer, caribou, ptarmigan, musk ox, etc. Attached to each of the animals found in the arctic Tundra will be a question about that animal on a piece of paper. Students will read this question and answer the question in a whole group setting. The second set of stuffed animals would include those who would not survive in the arctic Tundra. These animals would include a hippo, elephant, lizard, cheetah, lion, etc. The purpose of these animals is to hook and engage the students, while giving the students tools and visuals to help aid learning. The animals will help students visualize characteristics of the animals that help them survive and will also help them establish distinction between other animals and arctic animals. They will also be used to help students during the pre-assessment portion when I ask them to show me what they know about the food chain. I will also be using the online video, taken from the Darien Patch website. This is a 56 second video that shows a boy and the mastodon bone he found buried in Michigan. This will engage the students and help them make the Michigan connection to the arctic Tundra animals. The link I will use is as follows: http://darien.patch.com/articles/two-michiganboys-find-mastodon-bone-near-stream#video-12566977

IV. Behavior Management Strategy and Safety Statement Prior to this activity I will explain to the students that throughout the lesson they are to respect others by listening to what other students, and what I, have to say. I will also tell them that they will be expected to raise their hands when they have a question or comment and to use appropriate volume levels. I will also ask that they keep their eyes on me and not to have side conversations with others around them, unless they are instructed to do so. For the engage portion of the activity I will tell the students that they are expected to be seated the entire time and that the stuffed animals will be used only as learning tools and to respect the stuffed animals; for example, no throwing them or damaging them in any way. V. Differentiation The engage section of this lesson plan will address Gardners categories of visual, auditory, and naturalistic by using the stuffed animals to determine what characteristics of animals help them survive in their environment of the arctic Tundra and answering specific questions about how animals live, survive, and how what specific characteristics an animal may have. The group assembly of the visual food chain will address the interpersonal category. For an English language learner (ELL) I would support them by having a guide for the student to reference. This guide would have the picture of an animal with the corresponding English word next to it. The guide would also contain translations of key concepts and vocabulary terms that relate directly to the lesson, into their native language. If possible, I would also pair this student with a buddy who either speaks the same language, or another student who would be really supportive in helping the student succeed in this section and the rest of the lesson as well. I would also slow my speech rate down and increase the wait time in between asking a question and expecting an answer. This way the student will be able to translate in their mind easier and the pressure to answer a question quickly will also be decreased. VI. Time allotted for your ENGAGE section (out of 60 minutes). [1 pt] 8-10 minutes will be allotted for the engage section.

Explain Objectives: SWBAT identify arctic regions and explain why the arctic tundra is so cold compared to other parts of the world by participating in the demonstration of the Earths movement around and the relation to the sun. SWBAT understand the interrelatedness of the arctic animals by demonstrating a food web. SWBAT describe characteristics of individual organisms that help them survive the arctic tundra. I. Life Science Standard(s) & GLCEs addressed: L.EC.04.11 L.EC. 04.21

II. Concepts, Facts & Details for EXPLAIN section: The Earth revolves around the sun on its axis. An axis is an imaginary line that goes through the center of the Earth from the North Pole to the South Pole. As the Earth spins, it does not spin straight up and down. Rather, it is on a 23.5 tilt. This causes the amount of sun light that areas of the Earth receives to change during the year, and why some places are warmer than others. o When the top half of the Earth is tilted away from the sun, there is no day, just night, in the Arctic tundra. As Earth moves around the sun, day returns to more and more tundra. But for half the year, the North Pole has night without day. The equator is an imaginary line around the Earth forming the great circle that is equidistant (or the same distance) from the north and south poles. It is also the area that receives the most sunlight. Characteristics of animals that help them survive the arctic tundra include: o The long, rounded wings and soft feathers of the snowy owl make hardly a sound as it hunts. o Fur on the bottom of the Arctic foxs paws keeps out frost as it digs up food o Foxes and wolves fluff their fur to trap air and stay warm. o An oxs fur coat has two layers to help keep out wind and water and keep in body heat. o Birds fluff their outer feathers while their inner downy feathers trap air. o Lemmings live underground to keep warm, and also to hidefrom other predators. o Snow protects plants while they are waiting for the warmer days. o Some animals, such as the ground squirrel, hibernate. While it sleeps, the ground squirrel has slower breathing and its body temperature lowers to help it survive. o Plant eating animals, such as caribou, have biting and griding teeth, while predators have long sharp teeth to help them chew their prey. o Flowers, such as the Arctic poppy turns so it always facing the sun. This way, the flower gets as much warmth as possible to make seeds. Definitions need for the food web: i. Food chain - a relationship between species that use each other for food. It is called a chain because nutrients are passed from one organism to another ii. Producers - plants; they are named "producers" because they are autotrophic and produce their own food iii. Consumers - animals that get all of their nutrients by eating (or consuming) other organisms iv. Herbivores - these animals only eat plants to get their nutrients v. Carnivores - these are the animals that eat other animals (like the herbivores) for food vi. Omnivores - 0mnivores will eat plants or animals. vii. Food web - a group of food chains linked together viii. Predators - animals that eat other animals for food; also known as a carnivore ix. Prey - animals that are eaten by predators

III. Summary of interaction during EXPLAIN

1. Students will be asked to raise their hands to discuss as a group why they think blubber is necessary for animals. Then they will be asked why they believe the tundra is so cold. A small, brief, brainstorm should be allowed. 2. Next, the instructor will demonstrate the Earth, the tilt of the Earth on its axis, and its path and relation to the sun. The demonstration will use a Styrofoam ball, a pencil, and a light source. a. To create the Earth and its axis, take the Styrofoam ball and push a pencil through it from the top to the bottom. The ball is now Earth with the North Pole at the top. Next, draw a circle about inch from the top. Then tilt the ball to represent the 23.5 tilt of the Earth. Then use a flashlight to represent the sun. Have one student hold the flashlight (or other light source, i.e. lamp), while the instructor walks slowly around without changing the tilt of the ball, rotating as they go. 3. Have the students observe how much light shines above the line as the instructor walks and record it in their Investigators Journal. 4. Next, discuss what the students observe. Then, explain to them that the top half of the Earth is tilted away from the sun. This is the cause for the colder temperatures, and how the North Pole has night without day for half the year. 5. Show the students a map of the world with the diagram of the map on page 4 of the What is a Biome? book written by Bobbie Kalman. Show them where the Arctic tundra is, and have them fill in their map in their Investigators Journal. 6. Next, give each student one of the beanie babies from the engage section of the lesson. Give them one minute to think about a characteristic that the animal may have that helps them survive the tundra. Students are allowed to discuss with other students if they need help or ideas. 7. Have the students share the characteristics briefly and add any additional characteristics listed above in the concepts and definition section above. 8. Next, the students will be shown pictures Pictures of food webs from the book Tunda Food Chains by Bobbie Kalman (pages 5,9, & 27). It will be explain what a food web is, and how it works. Definitions of consumers, producers, carnivores, omnivores, herbivores, predators, and prey. 9. Have the students complete the food chain matching activity in their Investigators Journal. 10. Lastly, have the students create their own food web. Give each student a beanie baby. Then, have them use yarn to create a food web between their animals. Help the students by asking questions to help them create their web such as, where does the energy start? Who is a producer? Who is a consumer? Who is a herbivore? Who is a carnivore? etc. IV. Graphic Organizer, Thinking Map or Worksheet Attachment: The worksheet for the explain section will be an addition to their already created Investigators Journal where they have already completed portions for the engage and explore sections of the lesson. For the explain section, there will be three activities in their journal. Activity 1: Students will draw what they see during the Earths rotation demonstration. They will draw in the light they see being shone on the Styrofoam ball. This will help reinforce the concept of the difference in light and temperature on different parts of the world.

Activity 2: Students will complete a matching activity that matches the main vocabulary words to their definition. This will help reinforce the vocabulary words as well as give them a reference in the future. Students will be able to fill this out after the definitions are presented to them by the instructor. Activity 3 (IF TIME ALLOWS): Students will color the parts of the world where the arctic tundra biome is found. This well help students visual the parts of the world where the arctic tundra is located. They will be able to fill this out by observing the visual presented to them from the What is a Biome book written by Kalman.

V. Visual Aids: 3-D Model of Earths rotation around the sun: This will help children visualize the Earths rotation on its tilted axis. Thus, they will be able to show and understand where the arctic tundra is located, and why it is the coldest region on Earth. Pictures of food webs from the book Tunda Food Chains by Bobbie Kalman (pages 5,9, & 27): These pictures will help the students get familiar with what a food web is, what it looks like, and what it represents. Diagram of the locations of the arctic tundra from the book What is a Biome by Bobbie Kalman (page 4). 3-D Model of a food chain: Students will create their own food chain to help reinforce the energy flow of a food web to help students retain the information. Beanie babies: These visuals will help kids observe the characteristics that help each animal survive in the tundra. These beanie babies will also help during the model of the food chain to help represent animals in the self created model of the food chain.

VI. Bibliography Silver, D. M., & Wynne, P. (1994). One small square: arctic tundra. New York, N.Y.: Learning Triangle Press. MacAulay, K., & Kalman, B. (2005). Tundra food chains. New York: Crabtree Pub. Co.. The Arctic Wolf- Food Web. (n.d.). Sonic.net Broadband ISP, Phone, TV & Hosting DSL, Fusion, FlexLink Ethernet & T1. Retrieved February 14, 2013, from http://www.sonic.net/~birdman/arctic/foodweb.htm Ippolito, F. (n.d.). The Fraying Arctic Food Web OnEarth Magazine. Green News, Commentary, and Longform Environmental Reporting OnEarth Magazine. Retrieved February 16, 2013, from http://www.onearth.org/media/the-frayingarctic-food-web Kalman, B. (1998). What is a biome?. New York: Crabtree Pub. Co.. PDF from Google after searching for Food Web Activity: http://eequalsmcq.com/food%20web%20activity.pdf

VII.

Behavior Management Strategy and Science Safety statement: [2 pts]

Students will be instructed to be respectful to the instructor and the other students by listening when others are speaking and by taking turns speaking not just shouting out answers. It will be

reiterated to them that they will be expected to raise their hands when they have a question or comment and to use appropriate volume levels. I will also ask that they keep their eyes on me and not to have side conversations with others around them, unless they are instructed to do so. I will tell the students that they are expected to be seated the entire time and that the stuffed animals will be used only as learning tools and to respect the stuffed animals; for example, no throwing them or damaging them in any way. I will also briefly cover what activities we have left to do so they remain focused and excited.

VIII. Differentiation: The explain section of this lesson plan will address Gardners categories of visual and auditory. Viewing the demonstration of the Earth rotating on its tilted axis around the sun will address the visual category, along with observing characteristics of animals using pictures and the beanie babies. Lastly, the visual category will be addressed when students observe the food chain theyve created. The auditory category will be addressed while students listen to the explanations that the teacher gives them. This lesson also addresses the kinesthetic category when students get up and create their own food chain. For an English language learner (ELL) I would support them by having a guide for the student to reference. This guide would have the pictures of important key terms and pictures of the tools they will be using with the corresponding English word next to it. The guide would also contain translations of key concepts and vocabulary terms that relate directly to the lesson, into their native language. Also, I would include step by step picture instructions for the student so if they missed or couldnt translate the instructions, they would have a guide to help lead them during the activity. If possible, I would also pair this student with a buddy who either speaks the same language, or another student who would be really supportive in helping the student succeed in this section and the rest of the lesson as well. I would also slow my speech rate down and increase the wait time in between asking a question and expecting an answer. This way the student will be able to translate in their mind easier and the pressure to answer a question quickly will also be decreased. As the instructor, I would also monitor the student and their partner closely and more frequently to the other group to help facilitate or instruct if needed. IX. Time allotted for your Explain activity. [1 pt] 20 inutes will be allotted for the Explain portion of this lesson

Explore Objectives: SWBAT determine the difference fat makes by accurately using thermometers to measure temperature. SWBAT explore the effect that blubber has on arctic animals by timing how long they can hold an ice cube with and without a blubber glove.

I. GLCE(s) that support Explore Section Objective: a. S.IP.04.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker). b. S.IA.04.15 Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences. II. Description of Explore activity: 1. Students will be asked get in pairs to time how long they can hold ice with barehanded, and how long they can hold it with a Blubber Hand (a medical glove filled with Crisco). They will, as a pair, create a hypothesis on which bag will be easier to hold, if any, and why. Then they will carry out the experiment. For example; if the ice is surrounded by Crisco, then it will be warmer. Students will be given a demonstration as to how they are to conduct the data collection. Students will carry out the data collection and record their findings in their Investigators Journal (See attached). 2. Students will be asked to take two temperature measurements. The first measurement will be the temperature of a bag of ice. The second measurement will be the temperature of a second bag of ice that is surrounded by a bag of Crisco. Before students are given the opportunity to measure the temperature of the ice bags, a demonstration will be given to show where to put the thermometer to get the most accurate reading and how to read the thermometer and record the data, in Fahrenheit, into their Investigators Journals. During the data collection of temperature, students will be asked to measure the temperature in pairs. Before observing and recording the temperature, students will be asked to make and record their pair predictions. Students will be asked Which bag will be cooler? Warmer? Or will both bags be around the same temperature? Once they have recorded their predictions, students will observe and record temperatures. They will then go back to their predictions and record if their predictions were correct or incorrect and why they think the temperatures were different. b. DATA 1. Student will be paired into groups of two. Each pair of students will then be given one timer, a bag of ice, and a Blubber hand. The pairs will choose which student will be an A and which will be the B. The A student will be the first recorder. Both A and B students will record their predictions that were created as a pair, for which bag they will be able to hold onto the longest. 2. First the teacher will demonstrate the data collection activity. 3. Next, the pairs will perform the activity. The B student will first pick up a handful of ice. The A student will begin timing when the ice is in the hand of the B student. The B student will hold onto the ice for as long as they can. The A student will either stop the time when the ice is put down, or once 2 minutes has elapsed. Both students will record the time in minutes and seconds, and the level of difficulty in their Investigators Journal. (See attached) 4. The B student will then pick up the Blubber Hand. The A student will again, begin timing when the ice is on top of Blubber Hand and the Blubber Hand is in the hand of the B student. The B student will hold onto the Blubber Hand and ice for as long as they can. The A student will either stop the time when the Blubber Hand and ice are put down, or once 2 minutes has

elapsed. Both students will record the time in minutes and seconds, and level of difficulty in their Investigators Journal. 5. Next, the students will switch jobs. The B student will become the timer and the A will hold the ice with and without the Blubber Hand and repeat steps 5 and 6. 6. Students will respond to their previous predictions by simply checking whether their hypothesis were correct or incorrect in their Investigators Journal. 7. Teacher will conduct a brief discussion on each of the pairs results for comparative purposes. 8. Next, the pairs will create and record a hypothesis for the temperatures of the bags. For example; if the ice is surrounded by Crisco, then it will be warmer. 9. Once the students can correctly read the temperature in Fahrenheit, the students will be given a thermometer. The students will record the actual temperatures of both the ice bag and the ice bag with Crisco by recording the temperature and labeling their thermometer in their Investigators Journal. (See attached) 10. Students will then respond to their previous predictions by simply checking whether their hypothesis was correct or incorrect in their Investigators Journal. c. Science Process Skills i. Observing students will observe the differences in temperature between just the bag of ice and the bag of ice with Crisco and how long they can hold onto the bag and how difficult to it was. ii. Communicating students will communicate their findings by charting the temperatures and times, then comparing their findings with their peers. iii. Measuring students will be measuring the temperature of both bags of ice, how long they can hold onto each bag and how difficult it was to do so. iv. Collecting data students will record the temperature of both bags of ice, how long they can hold onto each bag and how difficult it was to do so in their Investigators Journal. v. Predicting students will predict which bag of ice will be easier to hold and will also predict which bag is cooler and which is warmer, or if they are the same temperature. vi. Interpreting Data students will discuss the data they have collected to determine which bag was easier to hold and why. vii. Make a graph or table students will create a table to organize the results of the holding time and temperatures of the bags. Students will be able to explain the findings of the table viii. Hypothesizing students will hypothesize the effect that the Crisco has on the temperature of the bag. For example; if the ice is surrounded by Crisco, then it will be warmer. ix. Investigating students will investigate the effects of fat, or blubber, has on temperatures of animals.

III. EXPLORE Materials List: Each pair of students should have the following; o One bag of ice o One bag of ice surrounded by a bag of Crisco o One Blubber Hand (medical glove filled with Crisco) o One timer o Two Investigators Journal (one per student) o Two thermometers For my group I will have 8 students which will mean 4 pairs of students. Therefore I will need; o 4 bags of ice o 4 bags of ice surrounded by a bag of Crisco o 4 Blubber Hands (medical glove filled with Crisco) o 4 timers o 8 Investigators Journals o 8 thermometers

This explore activity was modified from the following published activity:

Silver, D. M., & Wynne, P. (1994). One small square: arctic tundra. New York, N.Y.: Learning Triangle Press. IV. Behavior Management Strategy and Safety Statement It will be explained to students that they must listen carefully to instructions on how to record data correctly and raise their hand to be called on if they have any questions. Before the timing activity students will be reminded that, although we are trying to see how long they can hold the ice, they should not push themselves and should put the ice down as soon as they have any discomfort to avoid pain and other issues. Students will be instructed to use their indoor voices and to use the tools (the timers, thermometers, bags of ice, and Blubber Hand) respectfully. Students will be reminded to be respectful the other person in their pair, other nearby groups, and the instructor. Students will be reminded to always keep their eyes on their teacher or their own activities rather than the other groups. V. Differentiation for student learning during Explore: The explore section of this lesson plan will address Gardners category of visual by the tables the students create showing the time difference in the ability to hold the ice barehanded and with the Blubber Glove. It is also addressed when students record and observe the differences of the temperatures of the ice with and without Crisco. The kinesthetic category will be addressed by the being able to actually hold and feel the temperature of the ice. The creation of the table using their own and their partners holding time will address the interpersonal category. The logical/mathematical category will be addressed when students are asked to read and record the temperatures on the thermometers in degrees of Fahrenheit and when they explore the relationship between the temperature and time differences. Auditory intelligence will be used when students discuss their findings with each other.

For an English language learner (ELL) I would support them by having a guide for the student to reference. This guide would have the pictures of important key terms and pictures of the tools they will be using with the corresponding English word next to it. The guide would also contain translations of key concepts and vocabulary terms that relate directly to the lesson, into

their native language. Also, I would include step by step picture instructions for the student so if they missed or couldnt translate the instructions, they would have a guide to help lead them during the activity. If possible, I would also pair this student with a buddy who either speaks the same language, or another student who would be really supportive in helping the student succeed in this section and the rest of the lesson as well. I would also slow my speech rate down and increase the wait time in between asking a question and expecting an answer. This way the student will be able to translate in their mind easier and the pressure to answer a question quickly will also be decreased. As the instructor, I would also monitor the student and their partner closely and more frequently to the other group to help facilitate or instruct if needed.

Approximately 20 minutes will be allotted for this section.

Evaluate I. What type of assessment tools will you use? For this lesson I will be using an authentic assessment to measure learning and understanding of the students. For this portion, I will hang two posters up on the wall. The first will be a background scene of the arctic land and the second will be an arctic water background. Each poster board will have an accompanying baggie of cut out animals, a marker, and a role of tape. For the land poster these animals will include; a snow goose, arctic hare, arctic fox, lemming, snowy owl, wolf, caribou, ptarmigan, musk ox. The arctic background will include penguin, killer whale, seal, polar bear, phytoplankton, and fish. The students will split up into two groups, four students in each group. Each group will first be given a baggie. Students must decide which background would be most appropriate for their group of animals then create a food web using those animals. They will do this by taping each animals in the area in which they would most likely be (for example, a fish in water, an owl in a tree) and then draw arrows with the marker to create a food web. The rubric will be in the form of a checklist to ensure that students have met their goals and tasks. I chose this assessment because I thought it would be a fun way to see that the children had achieved the goals and objectives created in the lesson. Throughout the lesson I will have the students write in their Investigators Journal therefore, I didnt want to overwhelm them by having them write in the evaluate section as well. However, I did want to be able to see the students understanding of the food web and the animals that live in the arctic. By using this authentic assessment students will be able to work collaboratively to use the concepts they learned in the explain and elaborate sections to create a visual display. Also, by allowing students to tape the animals onto a pre-made background will allow them to finish the assessment in the allotted time.

II. Objective(s) and supporting GLCEs EVALUATE section.

L.EC.04.11 Identify organisms as part of a food chain or food web. L.EC. 04.21 Explain how environmental changes can produce a change in the food web.

5 minutes will be allotted for the evaluate portion of this lesson.