Philip+Durkin+and+Chris+Cottrell

=Application Project Plan (APP) Planning Sheet=


 * Chris 3/15: Great plan! really integrated the science and media literacy. I did not get to ask, when you are implementing? **

Name

 * Philip Durkin and Susanne Coleman**

Brief Description
Media sources will be used to introduce and examine ecology terms and concepts. Key terms: ecology, biotic factors, abiotic factors, population, community, ecosystem, symbiosis, mutualism, commensalism, parasitism, predator-prey Students will view the first scene from the “The Lion King” during which baby Simba is introduced, the scene from “Finding Nemo” that shows Nemo going off to school, and various wildlife clips from you-tube. They will review the terms biotic and abiotic by identifying the biotic and abiotic factors they observe in the savanna and reef ecosystems. They will look for examples of individuals and populations, and name members of the community. Students will describe some of the interactions or relationships they observe between the living things in each environment. They will infer whether each interaction represents an example of mutualism, commensalism, parasitism or a predator-prey relationship and offer evidence that supports their inference. Students will infer which relationships are realistic and which are fictional and explain their reasoning. ** Students will reflect on why the film makers chose to include unrealistic or fictional depictions and what that may teach us about the representation of scientific information in entertainment media. **

Curriculum Goals
Philip was going to add the goals, linked to an online platform (curriculink?)



Proposed Activities
1) Students will review the terms biotic and abiotic by identifying the biotic and abiotic factors they observe in the pond ecosystem. 2) Students will give examples of individuals and populations, and name members of the community shown in a picture of the pond ecosystem. Following a discussion of local ecosystems, they will complete a semi-guided drawing activity on the ecological levels of a temperate woodland or meadow environment similar to those they would see in the Milford area. 3) Students will listen to the story, **“Honey… Honey… Lion” by Jan Brett** and 4) Students will view examples of symbiotic relationships and identify how the organisms are affected by each relationship. For each predator-prey relationship, students will identify both the predator and the prey. After viewing the first scene from the “The Lion King” during which baby Simba is introduced, the scene from “Finding Nemo” that shows Nemo going off to school, and a sequence of wildlife clips from you-tube, students will… Decide which relationships are realistic (based on fact) and which are fictional and then explain their reasoning.
 * __ Introductory & Warm Up Activities: __**
 * //(Materials: SMART board file & student sheets for Activities 1,2,and 4)// **
 * Describe the relationship between the Honey-bird and the Honey Badger.
 * Infer which ideas and details from the story or illustrations are based on scientific fact. Explain how they know they are facts.
 * Describe some details that were fictional.
 * Cite clues that helped them to separate the facts from the fiction?
 * __ Video Lab Sequence of Events: __** **//(Materials: Video Sequence and Student Response Sheet)//**
 * Describe some of the interactions or relationships they observe between the living things in each environment.
 * Infer whether each interaction represents an example of mutualism, commensalism, parasitism or a predator-prey relationship and offer evidence that supports their hypothesis ** Suzanne was going toadd "Suggested Answers" and "evidence" for each question. **
 * Students will reflect on why the film makers chose to include unrealistic or fictional depictions and what that may teach us about the representation of scientific information in entertainment media. **


 * __ Extension Activity: __**

Students will read the article, “Odd Couples” from National Geographic for Kids, and respond to the information presented by filling out a Science News Think Sheet. They will then share their thoughts and ideas with the class. **Reference or Link to the resource where you got this idea from.**

Assessment/Evaluation
Student Response Sheet



Resources/Support
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 * “Honey… Honey… Lion” by Jan Brett**
 * The Lion King**

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