4th Grade - Technology - The T in STEM

| Overall Standards: | Simulations and Supporting Activities: | Logger Pro without Probes: | Discovery Education: | Activity within a STEM Challenge

Overall Standards:

4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fractions such as 1/2 . Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
4.NF.B.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.B.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
4.MD.A.2 Use the four operations (addition and subtraction) to solve word problems involving distance, intervals of time (rainfall or precipitation over a specific amount of time…hours of growing in a season – temperature), liquid volumes, masses of objects, and money, including problems involving simple fractions.

GLE 0407.8.2 Differentiate between weather and climate.
CFU0407.8.2 Use long term weather data to distinguish between weather and climate.
CFU0407.8.3 Use an illustration to predict and draw conclusions about how weather and climate affect the water cycle.
SPI0407.8.2 Distinguish between weather and climate.
GLE0407.8.1 Recognize the major components of water cycle.
CFU0407.8.1 Prepare a model that illustrates the basic features of the water cycle.
SPI0407.8.1 Identify the basic features of the water cycle and describe their importance to life on earth.

GLE 0407.5.2 Describe how environmental changes caused the extinction of various plant and animal species.
CFU 0407.5.5 Analyze the common causes of extinction and explain how human actions sometimes result in the extinction of a species.
SPI 0407.5.2 Infer the possible reasons why a species became endangered or extinct.



Simulations and Supporting Activities:

Kidspiration 3 - Fraction Tiles and Fraction Boxes in the Math View -


McGraw-Hill Virtual Manipulatives (Fraction Tiles and Number Line Manipulatives) -
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

MrNussbaum Drag n' Drop Fractions
http://mrnussbaum.com/fractions-workshop-ipad.html

Interactive Water Cycle from Discovery
http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c8-4ff0-45d2-878f-e7cd90f7ee19

Interactive Water Cycle with 3 Levels of Text and Vocabulary from USGS
http://water.usgs.gov/edu/watercycle-kids-beg.html

Weather VS. Climate - www.weather.com - Type a location. Click Forecasts. Click Monthly to see a month's collection of Highs, Lows, and Precipitation for Weather. Click Averages, from below calendar, to see highs, lows, and precipitations for each month. In the drop-down menu labeled "Monthly Averages" and change to "Compare Averages" to compare to a new city in a different biome.

Rainfall Data
www.weatherbase.com

Rainfall Data
http://blog.wolframalpha.com/2014/05/15/make-it-rainin-wolframalpha/

Weather Bug
http://weather.weatherbug.com/

Environmental Change Leading to Extinction
Setup
  • Changing to "Arctic" in the controls.
  • Click "Add a Friend".
  • Allow 3 generations to populate the biome.
  • Pause the sim.
  • Add "Wolves" from the Selection Factor.
  • Play the Sim for 2 more generations.
  • Pause the sim.
  • Switch Environment to "Equator" and play for at least 5 generations.
  • Discuss outcome.
http://phet.colorado.edu/en/simulation/natural-selection

Logger Pro without Probes:

In a new Logger Pro window, type the high and low temperature data, and/or precipitation data into the chart. Points build on the graph. Double-click the graph to see the settings. In the "Plot Appearance" section, checkmark "Connect Pairs" or "Bar Graphs".


Discovery Education:

Folder of Agriculture Region Information:
http://app.discoveryeducation.com/player/folder?assetGuid=e52b2e09-2e16-456b-b30b-be1ab88e8d0a

Folder of Water Cycle Resources at Discovery Education
http://app.discoveryeducation.com/player/folder?assetGuid=eb0399e2-6010-437d-ad55-52ddd72f3d1d

Discovery Education Writing Prompts:
Water Cycle:
http://assignments.discoveryeducation.com/?cdPasscode=W413D-47A3


Extinction Resources at Discovery Education

http://app.discoveryeducation.com/player/folder?assetGuid=fe4fb369-1528-4fde-a375-7f6768677311



Activity within a STEM Challenge


Standards

Science
GLE 0407.5.2 - Describe how environmental changes caused the extinction of various plant and animal species.
CFU 0407.5.5 - Analyze the common causes of extinction and explain how human actions sometimes result in the extinction of a species.
SPI 0407.5.2 - Infer the possible reasons why a species became endangered or extinct.

Math

4.NF.A.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fractions such as 1/2 . Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
4.NF.B.3a - Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Technology
1. Creativity and Innovation
c. use models and simulations to explore complex systems and issues.
4. Critical Thinking, Problem Solving, and Decision Making
c. collect and analyze data to identify solutions and/or make informed decisions.

Clear Targets

  • I can analyze causes of animals becoming endangered or extinct by using a simulation to model real world conditions.
  • I can use my data to identify the main threat, natural or man-made, that may be the biggest cause of animal becoming endangered.*
  • I can compare fractions with unlike denominators by finding a common denominator.
  • I can add fractions that are part of my overall population.

Teacher Directions/Links

Student Directions/Links

1. Background Information

Have students read/view, and then record the information from the sites/video clips into their STEM Notebook.
1. Read/View resources below while looking for any positive and negative factors that affect the Loggerhead turtle population.

Record positive(helpful) and negative(hurtful) factors into your STEM Notebook.

Share with table/partner information from the resource that you read/view. Add any factors share by your table that were not in your list.


Information about Loggerhead Turtle Species
http://www.conserveturtles.org/seaturtleinformation.php?page=loggerhead

Information Text about Loggerhead Turtle from NOAA
http://www.nmfs.noaa.gov/pr/pdfs/education/kids_times_turtle_loggerhead.pdf

Sea Turtle Video from DiscoveryEducation (Must Login to View; Video Clip=59 seconds)
http://app.discoveryeducation.com/player/view/assetGuid/F68377E2-1873-4611-A081-8E2D753E73DF

Information Text about Human Impact on Loggerhead Turtles
http://www.conserveturtles.org/seaturtleinformation.php?page=threats
2. Activity: Be the Turtle
In this activity, the students will play dual roles. They will always be a marine biologist and will be also be a loggerhead turtle.


Explain each role and the responsibilities to the students. Be prepared to reinforce fair play rules.
2. After sharing your positive and negative factors that affect the number of turtles in the wild, wait for your teacher who will direct your class to create, collect, and interpret data relating to the factors affecting the population.

In the next part, you will be playing the part of 2 different things, a marine biologist and a sea turtle.

Marine Biologist Role
No matter what else happens, you will ALWAYS be doing this role. As a marine biologist, you will...
  • use the spreadsheet below to record the numbers of loggerhead turtles that are in the population. Record how many turtles have survived, been born, died from natural causes, and died from human impact.
  • analyze what is happening each year using your math abilities.
  • devise possible solutions to the biggest threat, as evidenced in your data, to the loggerhead turtle populations.*


Loggerhead Turtle Role
At some points in time during this simulation, you will also be a loggerhead turtle. You will use the picture chart in the spreadsheet with the adjustable virtual dice from the link below to determine your fate as a loggerhead turtle. (Warning - All living things have the potential to die. Do not take it personal.)
Make sure students have downloaded and opened the Microsoft Excel spreadsheet.
3. Download the spreadsheet below.

Have students click on the link to view the die. There will be times that they will need to use the "Customise Your Die" link so they can manipulate probabilities.
4. Click on the link below.

Adjustable Virtual Dice from BGFL (Birmingham Grid for Learning)
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/maths/dice/index.htm

This will be used multiple times and in different ways depending on the year. Listen to your teacher's directions.
For year 1, there will be no hatchlings, only adults. Have students customize the 8-sided dice to double the adult number and the shark numbers and leave out the hatchling and ghost crab numbers. Ghost crabs only prey on hatchlings.
5. Click on the "Customise Your Die" link. Click the 8 sided die. Type the following values in boxes - 1, 1, 3, 4, 5, 5, 7, 8. Click CREATE.
Have the students turn their computers around to face you once they have rolled the dice.
6. Click on the die to spin, then turn your computer to face the teacher. DO NOT RESPIN UNTIL YOU GET WHAT YOU WANT. That is cheating.
Have students note how many have died from natural and manmade causes.

Segment the class into 2 unequal groups. Have students write the fractions that describe each half of the class. (e.g. 12 students on that side, 3 died from natural causes, 2 from manmade causes then the fractions would be 7/12 survived, 3/12 died from natural causes, and 2/12 died from manmade causes) Repeat for the other half of the classroom. Look to divide the class to create two unequal groups so you can bring in unlike denominators when adding the fractions back together.
7. Time to count the surviving turtles. If your number matches a negative factor picture, you have died please stand. If your number matches a positive factor picture, you have survived as a turtle.

As a marine biologist, record the number of turtles that are alive, dead from natural causes, and dead from human impact.

In your STEM Notebook, record the fractions of part to whole for each major group.
Have students reset to regular 8-sided die by clicking the Back link in the virtual manipulative, not the back button for the browser.
8. Click the "Back" link in the window (Not the browser back button).
Repeat the process in steps 7-9 for as many years as there is time. Remember to have the numbers in the spreadsheet and the fractions in the STEM Notebook.
9. If you survived as a turtle, click to roll the die to find out your fate for Year 2.

If you are standing, do not click to roll the die. You are only a marine biologist.

If you roll a 2, you get to pick another student that is standing to become a hatchling turtle and sit dow to roll for the following year.

Optional - Create a chart/graph with the data to help interpret the data.
Go to http://t.socrative.com to login with your teacher account info. Begin a Single Question Short Answer quiz. Ask this question.

"After participating in our live action simulation, what is the biggest threat to this population of loggerhead turtles? Include data in your answer to backup your point."

When all have answered, you can have them vote on the best response or simply end the activity. Very Important - When asked to download or email report in a single question quiz, that is the only time to get that data. If you take time to create a quiz ahead of time, you will be able to pull the report from a saved list of reports later, but will not be able to allow students to vote on the responses.

If time, ask a second Single Question Short Answer question "What is a possible solution that could help to save the species?" Conclude by Voting on Responses or simply ending the activity and downloading a report of their responses.
10. Click on the following link for Socrative, http://m.socrative.com/ . Type the room number your teacher shares with you. Add your name and answer the questions.

When you have typed your response into Socrative and before you submit, write your response into your STEM Notebook.

When finished, click SUBMIT.


Additional Resources to Extend the Activity
Flowchart for Identification of Sea Turtle Species
http://www.marinesciencecenter.com/ID_sheet.pdf

Live Satellite Tracking of Animal Species
http://www.seaturtle.org/tracking/explorer/

Informational Text Articles in Links on this Site for Sea Turtle Rehabilitation
http://www.marinesciencecenter.com/msc3.htm

Informational Video on a Device Used to Help Remove Hooks from Sea Turtles
http://dehooker4arc.com/instructions.cfm

Sea Turtle Nest Tracker (Real TIme Feed)
http://www.seaturtle.org/nestdb/

Technology Used

Alternate Technology

Purpose

Wikispaces
www.wikispaces.com
Edmodo
http://cmcss.edmodo.com
Management of files, links, and directions for the activity
Discovery Education
www.discoveryeducation.com
(see your Technology Integration Coach for your school's
passcode to setup your account, if you do not have one.)
National Geographic
http://animals.nationalgeographic.com/
Video, audio, pictures, and text from reliable source on animals and other science content
BGFL
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/maths/dice/index.htm

Math Virtual Manipulative
Excel Spreadsheet
Google Drive Spreadsheet
Collecting, analyzing, and sharing data
Socrative.com
http://www.socrative.com/
CPS (the clickers)
Collecting Student Responses