Author:
Deborah Novalski, Katie Hornung, Jessica Sheidy, Laura Michaels, Acse Grant
Subject:
Data and Analysis, Living Systems and Processes
Material Type:
Lesson Plan
Level:
Lower Primary
Tags:
Animal Life Cycles, Aquatic Ecosystems, Artifact, Compsci, Ecosystems, Life Cycles, Plant Life Cycles, Region 3, Stop Motion, Stop Motion Video, Terrestrial Ecosystems, VDOE
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Formats:
Text/HTML

Education Standards

ACSE Region III - Plant and Animal Life Cycle Stop Motion Video

ACSE Region III - Plant and Animal Life Cycle Stop Motion Video

Overview

Students will create an artifact using computing systems to model the attributes and behaviors associated with a concept (e.g., day and night, animal life cycles, plant life cycles). Students are scientists (botanists, zoologists), who just found a new plant/animal in their chosen ecosystem. Their job is to introduce their new plant/animal to the scientific world! They will create a stop motion video to show their new plant/animal's life cycle.

ACSE Region III - Plant and Animal Life Cycle Stop Motion Video

 

 

Grade: 3CS Strand(s): 2.12, 3.13, 4.13CS Standard(s):- 3.13 The student will create an artifact using computing systems to model the attributes and behaviors associated with a concept (e.g., day and night, animal life cycles, plant life cycles).
Subject Integration:  Science
Designer(s):Heather Drinkwater, Katie Hornung, Debbie Novalski, Jessica Sheidy

 

  1. What learning targets will be demonstrated on this performance task?  (Refer to your Unpacking Protocol)
The Student will Know: The Student will Do:
  • Plant and animal life cycles.
  • Definitions for botanist and zoologist
  • How to describe processes in a sequence.
  • ABCya Stop Motion Animation video creation process (computing system)
  • Collect information and data about animal life cycles or plant life cycles.
  • Create a life cycle in terms of a step by step process that continues/loops.
  • Organize and present a stop motion video on the life cycle to the class.
Optional: Access Merge Cube app and observe an environmental ecosystem or an animal’s biology using the Merge Cube; discuss how the ecosystem may support the life cycle.
Connections between computer science standards and content(s) standard(s) chosen for this task: Science StandardsLiving Systems3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include a) aquatic ecosystems; b) terrestrial ecosystems.Earth Patterns, Cycles, and Changes 3.8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include b) animal life cycles; c) plant life cycles. Computer ScienceData and Analysis3.13 The student will create an artifact using computing systems to model the attributes and behaviors associated with a concept (e.g., day and night, animal life cycles, plant life cycles).

 

  1. (GRASPS) Guide to synthesize your Student Prompt to set the stage for the Performance Task
GoalYour task/goal is to produce a stop motion video of your new found plant or animal life cycle.  Your problem/challenge/obstacle is to accurately show the phases in the life cycle.
RoleYour job is to be a botanist/zoologist who just found a new plant or animal to show the changes through its life cycle.
AudienceYour target audience is other scientists who are interested in studying your new plant/animal.
SituationYour context/situation is that you’re out in your ecosystem (aquatic or terrestrial) where you discover your new plant/creature! You bring it back to your classroom/lab to do your research and discovery of your new found item!
Product/ PerformanceYou will create a product that reflects the life cycle of a plant or animal. You will need to develop a stop motion video to discuss the difference in each phase of the cycle and present it to your fellow scientists..
Success CriteriaYou will be judged on your ability to organize your information sequentially to show your plant or animal’s life cycle. Your product/performance must include the following elements:
  1. A description of your plant or animal.
  2. Drawings of all the phases of your plant or animal labeled describing what happens in each phase.
  3. Stop Motion Video showing the phases in sequence.
Student Prompt:Goal: You are a scientist (botanist/zoologist), you just found a new plant/animal in your chosen ecosystem! Your job is to introduce your new plant/animal to the scientific world! You will create a stop motion video to show your new plant/animal’s life cycle.           For this project, you will need to complete the following tasks:
  • Introduce your plant or animal and identify the phases of its life cycle and its ecosystem.
  • Order the phases of its life cycle.
  • Create a stop motion video that shows each stage of growth; you will narrate the process during your presentation.    

 

  1. What prior content or skill use is necessary for students to be successful on this task.
  • Students will be able to identify how a process works
  • Students can prove how parts of a cycle are related.
  • Students will be able to arrange and combine important facts to produce an artifact.
            For algorithms:
  • Pattern: repeating processes in sequential order.
  • Cycle/Loop: never-ending process placed in chronological order.
  • Cycle/pattern as a loop.
  • Model creation.
  • Physical object and/or process.
  • Plant and animal relationships.
  • Organize a stop motion video: created to reflect their understanding of plant and animal life cycles, how to create video and present to class.

 

  1. Directions for teachers administering this performance task? (Time, materials, space, technology, etc)
  • This performance task will require a stop motion video program (Google offers Stop Motion Studio and ABCYa offers a similar program).
  • This performance may be enhanced by use of the Merge Cube, ($20 - link to purchase from Amazon) showing the ecosystem VR model. 
  • This performance task can be done in pairs (zoologist/botanist pairs) and describe how each plant and animal coexist and live in the same ecosystem (not necessarily that animal is getting energy from the food, but habitat/shelter).
  • This performance task will require time for researching as well as time to create the video. Approximately a two-week time frame.
Ideas To Introduce The Task:
  • Life Cycle Wheel: Show students a bicycle wheel or a picture of a wheel. Explain that like the wheel, the life cycle of an animal keeps going around and around.
  • Resource: pg 104
  • Take a walk around your school building with paper and pencil. Have students observe things around their own ecosystem to help them brainstorm their own plant/animal. While they are outside, have them draw their plant/animal so they can bring it back into their lab(classroom) to research and show other scientists.
Optional Presentation Ideas:
  • Have other adults and community members come in to observe the unveiling of the new plant/animal.
  1. Considerations for differentiating this assessment.
  • Creating a flowchart on paper with pencil.
  • Providing a preapproved plant or animal with research/paper format of research.

 

VI.        Student Handout  (if applicable)  

Printed rubric for this taskPrinted Student handout: “My New Discovery

 

 

VII.      Modified VDOE Skills Rubric(s)  

 

StrandExceeds Expectations (4)Meets Expectations (3)Developing (2)Emerging (1)  NotObserved
Computer ScienceData and AnalysisUses the computer to observe, analyze, and manipulate data in order to draw conclusions and make predictions. Identifies patterns in the data, and recognizes unusual or unexpected data.Uses the computer to observe, analyze, and manipulate data in order to draw conclusions and make predictions.Analyzes or interprets information using the computer but makes minor mistakes.Attempts to analyze or interpret information but conclusions and/or predictions are not supported by data. 
ScienceLiving SystemsIdentifies the ecosystem where their plant/animal is located and why it is important to keep their environment going.Identifies the ecosystem where their plant/animal is located and how it interacts with its environment.Identifies the ecosystem in which their plant/animal lived, but is missing how it interacts.Students have pieces of their ecosystem, but do not specifically state it or their plant/animals importance. 
Science Earth Patterns, Cycles, and ChangesDescribes the life cycle of the plant/animal in order and explains the importance of how each phase is connected to the previous phase.Describes the life cycle of the plant/animal in order and explains how the life cycle is connected  from phase to phase.Shows the life cycle and can explain each phase, but does not show how they are connected.Shows each phase of the animal life cycle. 

 

VIII.   Additional notes (if applicable)