Compare and contrast the basic needs that all living things, including humans, have for survival.
|Juvenile Tarpon Reading|| |
Students will learn about tarpon life cycles and the many different habitats and resources these fish need as they grow. They will create postcards as “tarpon” in different life stages, explaining what their life is like at that point in their life cycle.
|Tarpon Lesson Plan|| |
Students will learn how body shape and fin placements make tarpon efficient swimmers and leapers that are well adapted to their environments. They will complete exercises that help them understand the function of each fin, and they will create their own paper tarpon.
|Gr. 2 Lesson 2-Everglades Seasons|| |
Students will act out an "alligator hole ecodrama" occurring during the dry season. Each student will play a role of an animal that depends on the alligator hole.
|Gr. 2 Lesson 1-Don't Feed the Gators!|| |
Students will read a book on the importance of American alligators and listen to-or act out a play which demonstrates the dangers of feeding wild animals.
This is lesson 1 in a series of 3 lessons. Animals in southern Florida are accustomed to their natural environment. They are wild animals with the ability to exist without human intervention. It is detrimental to the American alligator for humans to feed and/or change their natural environment. In areas of southern Florida where American alligators are found, we occasionally hear about problem gators that have attacked dogs and sometimes people. In most of those cases, it is the people who fed the American alligator that are the problem. The American alligators soon begin to associate people with food. When people feed American alligators, they are actually doing it more harm than good. The American alligator no longer gets the balanced diet it would if it were getting its own food in the natural environment. Also, once the American alligator gets used to being fed by humans, it will no longer be able to find food on its own.
|Best Vegetable Garden|| |
The students will make a map of a garden, which will show 5 different kinds of vegetables that could be planted and how many plants of each kind. Then they will change one vegetable plant for two herbal plants and resubmit the map of the garden.
|Canopy Sloth Enclosures MEA|| |
In this MEA, students are asked to rank four enclosures for a new sloth exhibit at the city zoo based on a given set of data. Only one enclosure can be chosen to be built for the new exhibit.
|Natural Resources on Earth|| This lesson introduces students to the natural resources available on Earth that help plants to grow. Students will complete worksheets and create informational booklets to support the topics.|
|The Perils of a Plant: Watering Can - An Engineering Design Challenge|| |
This Engineering Design Challenge is intended to help students apply the concepts of life cycles from SC.2.L.16.1 (Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies), the understanding that all living things have basic needs from SC.2.L.17.1 (Compare and contrast the basic needs that all living things, including humans, have for survival), a knowledge of habitats from SC.2.L.17.2 (Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs) and practice working with money (MAFS.2.MD.3.8 solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately) as they build and experiment with containers to meet the water needs of bean plants in all stages of their life cycle. It is not intended as an initial introduction to these concepts.
|Tadpole Habitat - An Engineering Design Challenge|| |
This engineering design challenge is intended to help students apply the concepts of life cycles from SC.2.L.16.1 (Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies), the understanding that all living things have basic needs from SC.2.L.17.1 (Compare and contrast the basic needs that all living things, including humans, have for survival), build on their knowledge of habitats, and practice working with money as they build structures to meet the needs of a tadpole. It is not intended as an initial introduction to these concepts.
|To Squish or Not to Squish the Ant|| |
This MEA teaches students how to collaborate with their classmates to solve the problem of removing ants from their playground. They have the opportunity to analyze and compare data sets to clarify, explain and defend their findings in a written letter to the client. In addition, the lesson provides an opportunity to reinforce respect for all living things.
|Pet For A Day!|| |
This lesson integrates science and reading utilizing authentic text to teach headings, comparing and contrasting basic needs of animals as well as observing needs of animals.
|How Does Your Garden Grow?|| This lesson is a fun way to introduce factors that influence the growth of living things. The students read The Garden by Arnold Lobel. Then the students plant seeds to discover what makes them grow.|
|A Home for Humphrey|| |
This model eliciting activity is based on the book The World According to Humphrey by Betty G. Birney. In the story, Mrs. Brisbane's class spends a fun filled school year with their class pet, a hamster named Humphrey. In this MEA, Mrs. Brisbane needs the students' help getting Humphrey ready for the summer. First, the students need to design a cage for Humphrey and create a shopping list of all the supplies he will need to make it through the summer months. Then they need to sort through all of the applications Mrs. Brisbane receives to choose the best summer home for Humphrey the hamster.