Lesson Plans: Integrating New Science Standards with Marine Biology class experience into a 9-12 Montessori Classroom

This topic submitted by Penny Greenler ( pgreenler@cinci.rr.com) at 3:03 PM on 6/13/03.

The class gets ready to board Bahamas Air on San Salvador, Bahamas. See other beautiful phenomena from the Bahamas.

Tropical Field Courses -Western Program-Miami University

Draft # 1:

The plan is to integrate information from this Marine Biology class with the new State Science Standards in my 9-12 Montessori classroom... (and this is the first year that I will be teaching this level, so everything is new to me). This means multi-age grades 4,5,6 classroom in Cincinnati Public Schools that serves a population or low-income urban students (no, its not the upper class private school you might be thinking about). It seems that weather , ecosystems. recycling, diversity and research are three main areas of study that can be covered. I'd like to be able to find science experiments appropriate to this age level to teach the science topics. And, I'd expect to connect the curriculum across three grades so that its coherent program.

To start this project I have re-typed the standards on a three column page so that I can see what each grade level is required to know...although it doesn't show up in columns below.

To teach the tecnology part I have found a few interesting websites that have Time lines of Technology. Time lines are an important part of the Montessori curriculum - it shows a whole to part perserpective.

The American Experience | The Telephone | Timeline
... Technology Timeline From Benjamin Franklin's lightning rod to the Hubble Space Telescope,
this timeline covers some of America's technological innovations and


Medieval Technology Pages - Timeline
The Medieval Technology Pages. The Medieval Technology Timeline


How advances in technology may reshape humanity an illustrated ...
An Illustrated Speculative Timeline of Future Technology and Social Change. How
advances in technology may reshape humanity. A Presentation of jrm&aFLUX.


Timeline of Technology
Timeline of Technology. Invention Year Inventor Nationality. Type, movable
1447, Gutenberg, German. Jigsaw puzzle 1760 Spilsbury English. ...



Fourth Grade
Earth Systems
1. Explain that air surrounds us, takes up space, moves around us as wind, and may be measured using barometric pressure
2. identify owwater exists in the air in different forms (clouds, fog, rain, snow, hail)
3. investigate how water changes from one state to another (freezing, melting, condensation, evaporation)
4. describe the weather by measurable quantities - temperature, wind direction, wind speed, precipitation, barometric pressure
5. record local weather information on a calendar and describe changes over a period of time (barometric pressure, temperature, precipitation symbols, cloud conditions)
6. Trace how weather patterns generally move from the east to the east in the U.S.
7. describe the weather which accompanies cumulus, cumulonimbus, cirrus and stratus clouds

Fifth Grade
Earth Systems
1. explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely
2. investigate ways EarthÕs renewable resources (fresh water, air, wildlife and trees) can be maintained

Sixth Grade
Earth Systems
1. describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (color, texture) and are formed in different ways
2. explain that rocks are made of one or more minerals
3. identify minerals by their characteristic properties

Fourth Grade
Processes that Shape the Earth
8. describe how wind, water and ice shape and reshape EarthÕs land surface by eroding rock and soil in some areas and depositing them in other areas producing characteristic land forms (dunes, deltas, glacial moraines)
9. identify and describe how freezing and thawing and plant growth reshape the land surface by causing the weathering of rock
10. describe evidence of changes on the EarthÕs surface in terms of slow processes (erosion, weathering, mountain building and deposition) and rapid processes ( volcanic eruptions, earthquakes, landslides)

Fifth Grade
The Universe
1. describe how night and day are caused by the earthÕs rotation
2. explain the Earth is one of several planets to orbit the sun and that the moon orbits the Earth
3. describe the characteristics of the Earth and its orbit about the sun (3/4 covered by water, some of it frozen; entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis, spherical planet)
4. explain that stars are like the sun, some being smaller and some larger but so far away they look like points of light

Sixth Grade
Fourth Grade
1. compare the life cycles of different plants including germination, maturity, reproduction, death

Fifth Grade

Sixth Grade
4. recognize that an individual organism does not live forever, therefore reproduction is necessary for continuation of every species and traits are passed on to the next generation through reproduction
5. describe that in asexual reproduction all the inherited traits come from a single parent
6. describe that in sexual reproduction an egg and sperm unit and some traits come from each parent, so the offspring is never identical to either of its parents
7. recognize that likenesses between parents and offspring (eye color, flower color) are inherited. Other likenesses, such as table manners are learned

Fourth Grade
Diversity & Interdependence of Life
2. relate plant structures to their specific functions (growth, survival, reproduction)
3. classify common plants according to their characteristics (tree leaves, flowers, seeds, roots, stems)
4. observe and explore that fossils provide evidence about plants that lived long ago and the nature of the environment at that time
5. describe how organisms interact with one another in various ways (many plants depend on animals for carrying pollen and dispersing seeds)

Fifth Grade
Diversity & Interdependence of Life
1. describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis
2. explain how almost all kinds of animals food can be traced back to plants
3. trace the organization of simple food chains and food webs (carnivores, producers, herbivores, omnivores, decomposers)
4. summarize that organisms can survive only in ecosystems in which their needs can be met (food, water, shelter, air, carrying capacity, waste disposal). The world has different ecosystems and distinct ecosystems support the lives of different types of organisms.
5. support how an organisms ecosystem, including all kinds and numbers of other organisms present, availability of food and resources, the changing physical characteristics of the ecosystem
6. analyze how all organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral oar detrimental (e.g. beaver ponds, earthworm burrows, grasshoppers eating plants, people planting and cutting trees, people introducing new species)

Sixth Grade
Diversity & Interdependence of Life
8. describe how organisms may interact with one another

Characteristics & Structure of Life
1. explain that many of the basic functions of organisms are carried over by or within cells and are similar in all organisms
2. explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions
3. identify how plant cells differ from animal cells (cell wall, chloroplasts)

Fourth Grade
Nature of Science
1. differentiate fact from opinion and explain that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed
2. record the results and data from an investigation and make a reasonable explanation
3. explain discrepancies in an investigation using evidence to support findings

Ethical Practices
1. explain why keeping records of observations and investigations is important

Fifth Grade
Nature of Science
1. summarize how conclusions and ideas change as new knowledge is gained
2. develop descriptions, explanations and models using evidence to defend / support findings
3. explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted
4. identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer (e.g. observations of things or events in nature, data collection, controlled experiments)

Ethical Practices
5. keep records of investigations and observations that are understandable weeks or months later

Science and Society
6. identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform

Sixth Grade
Nature of Science
1. identify that hypotheses are valuable even when they are not supported

Fourth Grade
Doing Scientific Inquiry
1. select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature and area in metric and English units
2. analyze a series of events and/or simple daily or seasonal cycles, describe the patterns and infer the next likely occurrence
3. develop, design and conduct safe, simple investigations or experiments to answer questions
4. explain the importance of keeping conditions the same in an experiment
5. describe how comparison may not be fair when some conditions are not kept the same between experiments
6. formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment

Fifth Grade
Doing Scientific Inquiry
1. select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others ( thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools
2. evaluate observations and measurements made by other people and identify reasons for any discrepancies
3. use evidence and observations to explain and communicate the results of investigations
4. identify one or two variables in a simple experiment
5. identify potential hazard and/or precautions involved in an investigation
6. explain why results of an experiment are sometimes different (because of unexpected differences in what is being investigated, unrealized differences in the methods used or in the circumstances in which the observations were carried out, because of errors in observations)

Sixth Grade
Doing Scientific Inquiry
2. choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations
1. explain that there are not fixed procedures for guiding scientific investigations; however, the nature of an investigation determines the procedures needed
3. distinguish between observation and inference
4. explain that a single example can never prove that something is always correct, but sometimes a single example can disprove something

Ethical Practices
2. describe why it is important to keep clear, thorough and accurate records

Science and Society
3. identify ways scientific thinking is helpful in a variety of everyday settings
4. describe how the pursuit of scientific knowledge is beneficial for any career and for daily life
5. research how men and women of all countries and cultures have contributed to the development of science

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