ICT Integrated Lesson Plan
| Author | Marc Dalesandro |
| Title | Food Chains Photo Story |
| Grade Level | 10 |
| Subject Area | Science (Ecology unit) |
| Overview of unit/lessons/activities (assumptions of prior knowledge/learning) | This activity would take place near the end of the ecology unit of the Science 10 course. It is a synthesis activity in which the students take their previously-constructed knowledge and use PhotoStory to create a visual representation of a particular food chain in an ecosystem. Photos of suitable animals can be found using Google Image Search ot other similar search engines. They can add comments to each photo denoting name of the organism, trophic level, and habitat. A written component accompanies the PhotoStory project. |
| Correlations to ICT and curriculum outcomes | ICT OUTCOMES BOC 12.1 (relates to 9.1 – 9.4) use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems. BOC 12.2 (relates to 9.5) demonstrate an ability
to assess the application of technology to solve problems, particularly
to evaluate significant effects which estimations, program flaws and
human error have on any given solution 213-7 select and integrate information from
various print and electronic sources or from 318-1 illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen and oxygen 318-5 explain various ways in which natural populations are kept in equilibrium and relate this equilibrium to the resource limits of an ecosystem
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| Projected timeline for preparation and for carrying out activities | Two class periods. |
| Equipment Requirements: (computers, software, etc) | Laptop computer, Internet Explorer, PhotoStory 3, Microsoft Word |
| Teaching materials provided (Blacklines, worksheets, templates, teacher materials) | Sample of previously-completed PhotoStory. |
| Resources available for teacher/student use (websites, references, etc) | Google and/or similar search engine. Natural photography websites (ex: http://bugguide.net). |
| Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) | The graphic portion of this task consists of
creating a PhotoStory project and associated labels that describe the
relationship of 4-6 organisms in a particular biome (ecosystem). The written portion of this task consists of several parts: 1) More detailed descriptions of each organism and its habitat. 2) Explanations of nutrient cycles and how each organism fits into the cycle. 3) Additional comments that may not fit into the PhotoStory presentation (e.g. detritivores/decomposers in the food chain). 4) Description of how human activity could potentially affect this food chain (e.g. Are any of the organisms in the food chain regarded as human food or human pests?). To complete this task, students will use a laptop computer equipped with PhotoStory and Internet Explorer to find photos of suitable organisms in a particular biome, arrange them into a food chain, and add commentary on each organism and trophic level in the chain. One class period will be provided for the collection and arrangement of the organisms, another for the physical completion of the write-up component. Samples of student PhotoStory work and the written component will also be provided. |
| Student products expected | Completed PhotoStory project, accompanying write-up explaining/detailing PS project. |
| Samples (include teacher notes, assessment information, student work if available) | [may add later] |
| Logistics (organization, grouping, management issues, access to technology) | Laptop for each student preferable, option is to work in pairs and share one laptop between two students. |
| Assessment information (e.g., rubrics for products and/or process) | Rubric for assessing PhotoStory (multi-axis)...factual content, organization/clarity, creativity/original thinking. Rubric for assessing write-up. |
| Possible extensions | Photosynthesis, cellular respiration, ecological footprints, remediation. |
| Adaptations for students requiring additional support | Kurzweil, extended due date, simplified task (less links in food chain, for example). |