A Black Bayou Lake Wildlife Cycle
Title: A Black Bayou Lake Wildlife Cycle
Subject: Science
Grade Level: 7 - 9
Overview:
Students will research the wildlife species indigenous to Black Bayou Lake and its environment. They will select an animal, research its life cycle, and then create a life cycle presentation and/or publication illustrating the life cycle of that species.
Approximate Duration: Approx. 5 1-hour class periods
Content Standards:
Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
Benchmarks:
LS-M-C3
investigating major ecosystems and recognizing physical properties and organisms within each; (1,2,3,4,5)
LS-M-D1
describing the importance of plant and animal adaptation, including local examples; (1,3,4,5)
LS-H-C6
comparing and contrasting life cycles of organisms; (1,2,4)
SE-H-A9
demonstrating an understanding of influencing factors of biodiversity; (1,3,4,5)
Grade-Level Expectations (GLEs):
Grade 7
26. Describe and compare the levels of organization of living things within an ecosystem (LS-M-C3)
31. Describe and evaluate the impact of introducing nonnative species into an ecosystem (LS-M-D1)
Grade 9-12
10. Analyze the effect of an invasive species on the biodiversity within ecosystems (SE-H-A9)
11. Explain why biodiversity is essential to the survival of organisms (SE-H-A9)
20. Analyze differences in life cycles of selected organisms in each of the kingdoms (LS-H-C6)
Interdisciplinary Connections:
English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences.
English/Language Arts : Standard 3
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.
Educational Technology Standards:
Compose and edit a multi-page document with appropriate formatting using word-processing skills. (e.g., menu, tool bars, dialog boxes, spell check, thesaurus, page layout, headers and footers, word count, margins, tabs, spacing, columns, page orientation)
Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
Demonstrate knowledge and skills of Internet use and other resources consistent with acceptable use policies including the legal consequences of plagiarism and the need for authenticity in student work through an understanding of copyright issues.
Refine knowledge and enhance skills in keyboarding, word processing, desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing and presenting classroom projects.
Evaluate the usage of technology and the processes involved during and upon completion of individual and group projects.
Objectives:
TLW name and describe the steps in the life cycle of an organism studied in the TrackStar activity.
TLW will list and describe several of the plant and animal species indigenous to the Louisiana Wetlands such as Black Bayou Lake NWR.
TLW correctly identify predator and prey animals of wetlands.
TLW correctly identify an appropriate food web for the Louisiana wetlands.
Lesson Materials and Resources:
Earth Science, Life Science, Or Biology Textbooks
Folders to collect Research Information
Binder or Folder for Final Draft of Created Comic Book
Flyers and Publications from Black Bayou Lake
Technology Tools and Materials:
Hardware:
Multi Media Networked Computers for each student
Color Printers
Presentation Station (Projector and Screen or Large Monitor)
Software:
Microsoft Paint
Kreative Komix
Microsoft Publisher
Internet Explorer
Websites:
Monroe City Black Bayou Lake Project
http://www.mcschools.net/mcs/black_bayou_files/index.html
Black Bayou Lake Wildlife Cycle - Trackstar Activity
http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=268045
Comic Creater
http://www.readwritethink.org/materials/comic/index.html
Other:
Story Board for presentation and layout of Comic Book.
Binder or Folder to contain Final Comic Book.
Background Information:
Students should have a basic knowledge of life cycles and the bayou/swamp wetlands environment. They may have covered this information in class prior to the beginning of this technology based lesson. The students should have a familiarity with the software that they intend to use for publishing (MS Publisher, MS Word, or Kreative Komix) and knowledge of the software used to present (MS PowerPoint or Kreative Komix). They should be able to navigate in a basic paint program such as MS Paint. They will need a basic understanding of file saving and naming convention.
Lesson Procedures:
Day 1 - The teacher will review information covering Louisiana Wetlands focusing on North Louisiana Bayou, Lake, and River environments. Students will research Louisiana wetland environments using websites, printed Black Bayou Lake NWR brochures, information from the Louisiana Department of Wildlife and Fisheries, and other online resources. Students will complete TrackStar activity 268045 to learn about plant and animal species indigenous to Louisiana wetlands and their life cycles, identify predator and prey animals, learn about food webs for wetland environments, and study the effect of invasive species on biodiversity within an ecosystem.
Day 2 - Students will select a species of wildlife and research the steps and stages of its Life Cycle. Alternately, they may research the levels of a Food Web for the Louisiana Wetland habitat. Searches using GALE and WORLD BOOK are recommended for locating information. The teacher may want to select websites in advance and bookmark them or design a hotlist. The TrackStar activity also contains links to information about the life cycles of wildlife.
Day 3 - Students will create a scene to illustrate each of the stages of their Life Cycle or the levels of their Food Web using their choice of a drawing/paint software. Alternatives to use for creating the presentation are Kreative Komix, Microsoft Publisher, Microsoft Paint or the online Comic Creator located at http://www.readwritethink.org/materials/comic/index.html. The students will then place their images in a story board to form a continuous cycle or web.
Day 4 - Students will continue to work on scenes and arrange them in Comic Books showing the complete cycle or web. Students may refer to TrackStar #268045 and other resources as needed. Begin printing of arranged booklets. It is suggested that each student or group print a black and white rough draft copy, make any needed adjustments and then print a color final draft.
Day 5 - Students or groups will present their Life Cycle/Food Web presentations to the class. A final complete and bound published copy will be turned in to the teacher for assessment with the grading rubric.
Assessment Procedures:
Student products will be assessed via teacher observation and participation as well as a rubric covering their final product. Assessment rubric may be applied to the printed publication and/or the presentation.
Accommodations/Modifications:
Special needs students may be allowed extra time, the assignment may be shortened or simplified. They may be assigned a peer tutor to aid them in the creation process or the project can be done in small unit groups. Additional modifications may be applied as the teacher deems them necessary.
----- written by Rodney McPherson
Reproducible Materials:
Paint Life Cycle Example 1
Paint Life Cycle Example 2
Paint Life Cycle Example 3
Life Cycle/Food Web Rubric
Wildlife Cycle Story Board
De Frog Cycle PowerPoint
Explorations and Extensions:
Early finishers or advanced students may extend this lesson by creating a Life Cycle, Food Web, or Environment for a different Biome (Ex. Desert, Forest, etc) and then write a comparison/contrast covering the factors that make each habitat unique.
As a class extension, a field trip to the Black Bayou Wildlife Refuge is a wonderful way to give the students first hand experience with this type of wetland community.
Contact Information:
Rodney McPherson
rodneym@nls.k12.la.us
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