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DOCUMENT RESUME SE 058 301 ED 394 830 Bentley, Michael L.; And Others AUTHOR Community Resource Curriculum Development: Grades TITLE 3-4. Chicago Academy of Sciences, IL.; Chicago Public INSTITUTION Schools, Ill.; Illinois Univ., Chicago.; National-Louis Univ., Evanston, IL. Eisenhower Program for Mathematics and Science SPONS AGENCY Education (ED), Washington, DC. 94 PUB DATE 182p.; For other curriculum development documents for NOTE grades K-2 and 5-6, see SE 058 300 and 302. Teaching Guides (For Classroom Use Guides PUB TYPE Teacher) (052) MF01/PC08 Plus Postage. EDRS PRICE *Animals; *Biology; Conservation (Environment); DESCRIPTORS *Ecology; Elementary Education; Entomology; Hands on Science; *Interdisciplinary Approach; Inventions; *Multicultural Education; *Plants (Botany); Science Activities; Scientific Concepts; Zoos ABSTRACT This manual was developed by the Community Resource project to Curriculum Development Project (CRCDP), a cooperative multi-cultural develop multi-disciplinary, multi-ethnic, science/social sciences teaching units based upon the Illinois State units that Goals for Learning. This manual contains seven teaching constructivist include several experience-based activities using a units, teaching model and incorporating local resources. In these from their own students approach each activity using skills gained introduced life experiences. Scientific principles and concepts are investigations. following active exploration with hands-on models and local area and Lessons are linked to information available in the in their neighborhood teachers are encouraged to utilize resources (1) "Corn, Canoes, communities whenever possible. The units include: (2) "Necessity is the and Ecology: Gifts from the Native Amer:cans"; Spiders"; (4) "Plants for Mother of Invention"; (3) "Arthropods and (6) "The Green Streets of Chicago"; and (5) "Zippity Zoo Dah"; Life"; (7) "I'm Just Like the City of Chicago." (JRH) *********************************************************************** made Reproductions supplied by EDRS are the best that can be from the original document. * *********************************************************************** Community Resource Curriculum PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL LS BEEN GRA T D BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Development U S DEPARTMENT OF EDUC.ATION .. r ard hrn,..efrer" to ,A TI(flA JRCES iNFORMATRIN r k Plc NT, P r, ,,, Opt r",, PO as O. Jmerd r.dS ,gan.,allor " Mdn, twe, mane !, ,mnrove ,,arljeS (,,41.0 ,or u "'or! dr. nhf., .a. P. /Ho,. A Cooperative Effort Project between William L. Brown Elementary School Galileo Scholastic Academy Andrew Jackson Language Academy Mark T. Skinner Elementary National-Louis University University of Illinois/Chicago and The Chicago Academy of Sciences Spring, 1993 BEST COPY AVAILABLE 2 Table of Contents Forward: Integrated Elementary Units 1 Community Resources 11 A. Corn, Canoes, and Ecology: Gifts from the Native Americans A2 Unit Introduction A7 1. Corn as a Contribution of Native Americans 2. Native-American Fertilizing Techniques/Plant Growth Al 1 A15 3. Keeping a Boat Afloat: The Art of Building an Indian Canoe A19 4. Contribution of Native Americans to Ecology A23 Student Data Sheet Masters B. Necessity is the Mother of Invention B2 Unit Introduction B7 1. Wilbur and Orville Wright B10 2. Alexander Graham Bell B14 3. Louis Braille B18 4. George Washington Carver B23 Student Data Sheet Masters C. Arthropods and Spiders Unit Introduction C6 1. Investigating Insects C9 2. Wings and Webs C12 3. The Life Cycle: Complete and Incomplete Metamorphosis C15 4. Importance oi Insects and Spiders C19 Student Data Sheet Masters D. Plants for Life D2 Unit Introduction D6 1. Plant parts D8 2. Light and Plants Together: Photosynthesis D10 3. Let's Grow Plants D12 4. Tropical Plants D15 5. Trip to the Supermarket D17 Student Data Sheet Masters E. Zippity Zoo Dah Unit Introduction E2 E7 I. Welcome to the Zool E9 2. The New Zoos Ell 3. Habitats E13 4. Our Favorite Pets 5. Animals in Trouble E15 E17 6. A Trip to the Zoo E19 7. Zoo Consultant Student Data Sheet Masters E23 F. The Green Streets of Chicago F2 Unit Introduction F6 1. Adopt a Tree Fl 0 2. Identifying Trees F13 3. Graph a Tree F15 4. Green Streets F17 5. What Comes form Trees? F19 6. Planting and Protecting Student Data Sheet Masters F21 G. I'm Just Like the City of Chicago G2 Unit Introduction G6 1. The Magic School Bus G9 2. Human Body Maps: The Circulatory System G12 3. Travels Through My Body G15 4. Downtown Chicago G18 5. I'm Just Like the City of Chicago G20 6. From Here to There: Field Trip G23 Student Data Sheet Masters Corn, Canoes, and Ecology: Gifts of the Native Americans Community Resource Curriculum Development Project Lauren Murphy by: Linda Hill Shay le J. Gerstein Corn, Canoes, and Ecology: Gifts of the Native Americans Rationale Instructional Program Objectives This unit is intended to meet the following the third-grade level: for the Illinois State Goals for Learning at BIOLOGICAL AND PHYSICAL SCIENCES Use appropriate scientific vocabulary. Recognize that soil type affects plant growth. Recognize science-related careers and avocations. Americans. Research the scientific contributions of Native of a simple experiment. Construct a verbal model and a physical model Record and compare results of experiments. SOCIAL SCIENCES in our city and state. Recognize the need to conserve natural resources cultural heritage. Identify the contributions of Native Americans to our specific Native-American groups. Use a map to locate the areas inhabited by MATHEMATICS Use mathematics in other curriculum areas. Canter t Background contributions to the cultural heritage Native Americans have made numerous highlighting three significant of our country. This unit includes activities transportation, corn as a grain contributions: the canoe as a mode of efficient and the understanding of essential to the survival of the settlers of this country, for plants, animals, and their ecology (the interconnectedness and respect chosen because studying them environments). These specific contributions were the scientific process and gain skills will allow students to become involved in of their understanding of the field of that are important to the development different subject areas, allowing students to science. This approach integrates richer understanding of the material presented. create connections and gain a Background Information on Corn Christopher Columbus returned to The word "corn" means grain. When he described the grain that the Indians grew. Europe after "discovering" America, like the name the Indians had used. Even He called it "maize," which sounded Corn is used in many recipes. It can be today, the correct word for corn is maize. both hot in a cream sauce. Corn is often eaten eaten off the cob, as kernels, or and cold. A 2 Background Information on Canoes but the most common Different tribes had different methods of building canoes, This was due to the availability of the paper, or white canoe was the bark canoe. would cut down a large birch tree, birch, tree. To make bark canoes, the Indians Saplings were bent and lashed into slit the bark, and peel it off in one large piece. placed over the flattened birch bark. shape for the framework, which was then fit it up and around the Slits were cut in the edge of the bark as necessary to into place. Then the seams frame. These bark edges were overlapped and sewn make the canoe waterproof. were daubed with pitch to and Ecology Background Information on Environmentalism the respect and care which The foundation of environmentalism is linked to had for Mother Earth. Human society is complex, so no some Native Americans tribes with regard to generalizations can be made about all Native-American destructive and did not their valuing the land. Some Native Americans were the environment. Clearly, though, many Native tribes preserve or appreciate descendants from European cultures did had been taught land ethics which the generation. Ecology is often confused with not pass down from generation to It deals with the natural environmentalism, but ecology is a science. different physical organisms and environment. An environment consists of several organisms may live in the different biological interactions, even though interested in patterns of nature beyond those same habitat. Ecologists are about the interaction between embodied in organisms. They strive to know the same as environmentalism. organism and environment. Ecology is not Timeline for Unit weeks. Four lessons with several 30 to The entire unit will last approximately six logical to plan this unit just 40-minute activities are included. While it seems that this is the time that most Native- prior to Thanksgiving, it should be noted heavily. Early fall is recommended due to American resources are being used the availability of a variety of corn. Evaluation/Assessment of work which will be used to assess Students will keep their own portfolios guidance of the teacher, select achievement. The students will, with the The teacher will interview representative work from each lesson in the unit. the portfolio is presented. The each child on an individual basis at the time the activities as well as to teacher will ask the student to relate steps in learned. At the end of the unit, communicate an understanding of the concepts for a portfolio presentation/social hour. parents will be invited to school A3 Community Resources American Indian Center 1630 West Wilson Avenue Chicago, IL 60640 312/275-5871 held. This is a center where programs for and by Native Americans are 1 annual Information regarding Native Americans visiting the classroom, the received from the Center. Pow-wow, and a wealth of other information can be Chicago Botanic Garden Lake Cook Road and 1-94 Glencoe, IL 60022-0400 708/835-8279 planting, and gardening To enhance student understanding of fertilization, arranged for techniques, the Botanic Garden has several different programs developed for the fall of school visits, including a new program currently being Collaborative Outreach 1993 on Native American plants. In addition, the involving a Education (CORE) teacher network is a wonderful program Schools: in addition partnership between the Botanic Garden and Chicago Public staff, school trips are arranged in which to school visits made by Botanic Garden Contact: Jim Veer of students do hands-on gardening at the Botanic Garden. Department. CORE or Katherine Johnson of the CBG Education The Chicago land Canoebase 4019 N. Narragansett Avenue Chicago, IL 312/777-1489 sizes. It is run by a The canoebase builds and rents canoes of all shapes and in classrooms, is colorful man, Mr. Ralph Frese, who conducts presentations the canoebase, and is a wealth willing to make arrangements for a group to visit and Chicago land in general. of information regarding Native Americans, ecology Lincoln Park Zoo 2200 N. Cannon Drive Chicago, IL 60614 312/294-4641 ought to be able to be The zoo has enough manure that an entire program designed around it. A 4 The Mitchell Indian Museum 2408 Orrington Avenue Evanston, IL 60201 708/866-1395 peoples. The This museum has exhibits introducing Native-American cultural, historical, and artistic museum's goal is to inform visitors of the ethnographic material, books, importance of Native Americans, using artwork, and appreciation of the lifeways of and programs to encourage an understanding available and are traditional and modern Indian peoples. School visits are objectives. adapted by the staff for teacher's specific learning Career Connections be invited to speak to the Representatives from the following career fields can recycled materials used in building); class: "green" architecture (solar buildings, research; botany; shipbuilding as pertains to canoe/transportation; science farming as relates to fertilization techniques. Glossary rise in liquid or air due to an BUOYANCY: the tendency for something to float or upward pressure on the object paddles or sails constructed with a CANOE: a slender, open boat propelled by light framework added to soil, enriches it and makes it FERTILIZER: a substance which, when plant growth more productive for fertilizers, such as manure, deiived from a. organic fertilizers living organisms fertilizers produced by human b. chemical fertilizers industrial processes of fatty oils from fish suspended in an FISH EMULSION: a liquid preparation aqueous solution HYPOTHESIS: an educated guess occurring in many varieties, bearing MAIZE: a widely cultivated cereal plant grain in large ears or spikes; corn tough, inelastic tissue serving to connect a SINEW: tendon or band of dense, muscle with a bone anything in three dimensions VOLUME: the measure of amount of A 5 Introduction to Lesson Development Model be used. This The constructivist model of the teaching-learning process will and engaging: the model proposes that the learning process for the &lid is active shared. students' prior knowledge of the subject matter must be tapped and introduced, and Learning activities are interactive. Scientific principles are abstract models are created by students. Students will construct their own then test knowledge as they look for everyday examples of these models and facilitates the learning these models for themselves. In this way, the teacher thinking, writing, reading, and discussi:in processes by engaging students in activities. A6 10