Garden 2015 Video
https://www.youtube.com/watch?v=E-mHN66zjT0&feature=youtu.be
Saturday, May 9, 2015
Tuesday, May 5, 2015
Technofied Lesson Plan PowerPoint Presentation
More on Google Docs
https://umt.app.box.com/files/0/f/0
Tuesday, April 21, 2015
Technologically Advanced Curriculum
How can I change this curriculum to be filled with technology?
Go Here to see how I did it:
Technofied Lesson Plan
Insects
Grade Level: 1st- 3rd
Program Length: 1 ½ hours
Objectives:
1. To understand the characteristics of insects.
2. To be introduced to different kinds of insects
in Montana.
3. To investigate insects in their natural
habitat.
4. To understand insects metamorphosis.
Key Terms:
Insect: an organism that has 6 legs, 3
segments, 1 pair antennae and 2 sets of wings.
Metamorphosis: a profound change in
form from one stage to the next, in the life history of an organism.
Materials:
Insect life cycle models Butterfly Poster Compound Eye
Jars Nets Hand Lens
Procedure:
Introduction:
Tell the students that we are going to
start the day off with a short story about the day in a life of one type of insect:
the lady bug. After reading the story, explain to the students that the lady
bug is just one of millions of different types of insects in the world. In fact, on earth, there are more insects
than any other living creature. Explain to the students that there are so many
different types of insects that you have trouble keeping up with all of
them. Ask the students to help you
create a list of as many insects as the class can think of. Make a list of about 12 – 15 insects on the
top half of the white board. If the
students name an organism, for instance a spider, that is not an insect, don’t
correct them just yet, go ahead and add it to the list. If the students do not name a caterpillar as
an insect, go ahead and add it to the list as well.
Activity 1: Insect Characteristics
After you have listed several
“insects” have the students help you draw a simple diagram of an insect on the
bottom half of the white board; include the following features:
1.
Head
a.
Antenna
b.
Eyes
i. Compound
ii. simple
c.
Mouth parts
i. Mandible
(ants)
ii. Piercing
(mosquitoes)
iii. Sponge-like
(flies)
iv. Proboscis/straw-like
(butterflies)
2.
Thorax
a.
Wings (2 pair)
b.
Legs (6)
c.
Teympanum (the “ear”)
3.
Abdomen
a.
Spiracles
b.
Stinger/silk organs (if any)
After you have drawn the insect, have
the students go through the list of “insects” that you made earlier. Check off those animals that are true insects
and cross off the ones that are not.
Caterpillars can be confusing for students. They might have more than six legs, but they
are baby butterflies that are true insects.
Remind the students that the six leg rule applies only to the adult
stage of an insect’s life.
· 1 inch long grasshopper can jump 20 inches 5
inches= 1 human jumps 100 feet, 25 feet off the ground
· Circulatory System: open system where blood
spends a lot of time flowing freely within body cavities where it makes direct
contact to tissues and organs. (heart is like a turkey baster)
· Humans have closed system w/arteries, veins
and heart.
Activity 2: Insect Metamorphosis
Stages
of Insects (show the students
the butterfly life-cycle poster to give an example of each of the following
stages of metamorphosis)
1)
Egg
2)
Larva – small wingless creatures that
look very different from the adults, like a caterpillar for butterflies or
nymph, which is just a smaller version of the adult
3)
Pupa – the larva feeds and grows until
it becomes a pupa. Inside the pupa, the
body changes into an adult insect.
4)
Adult – mate and lay eggs
Put the students in groups of 4-5 and
assign each group an adult and an insect life cycle model. Each group will
participate in a relay race collecting one item at a time. After every student
has collected an item, have them put the models in the correct order of their
life cycle. Repeat until each group uses each different insect life cycle.
Activity 3: Insect Investigation
Have students become detectives.
Have students partner or form groups of three and give each group a bug
net, hand lens and jar so that everyone has something to do. Instruct the
students not to catch bees or butterflies.
For example, look for dead bugs, webs, cocoons, egg cases, beetle galleries…
If trying to find live insect: look under logs and rocks…and try
to examine the three body parts, figure out what the insect is, and see if they
can identify any adaptations that the insect has. Place insects that are caught
into baby food jars. After about 10
minutes of insect gathering regroup and discuss the different insects
found.
Conclusion:
v Why
are insects important to our world?
v Where do they fit in the food chain?
v How do humans benefit from insects? (honey from honeybees, people eat insects,
pollinate plants, ladybugs eat other bugs that eat crops)
Variations:
A. Metamorphosis Skit
Put the students in groups of 4 and assign
each group a well known species of insect.
Assign one adult to each group to be the narrator. Give the groups 5-10 minutes to develop a
skit that that tells the insect’s metamorphosis story. Have each group act out their skits while the
rest of the class tries to guess what insect they are. This should take no more than 10 minutes.
B.
Strategies for Survival – Adaptations and Communication
v Ants
communicate with each other through scent signals. When an ant finds a crumb, it hauls it back
to the nest while leaving a scent trail from its bottom. Other ants will follow the trail to find more
crumbs.
v Honeybees
communicate with each other through elaborate dances.
v Activity:
Before the program, prepare several scent jars using things like: garlic,
vanilla, almond extract, anise, and other scents. With their eyes closed, challenge the
students to identify the scents.
v Insect Communication:
o
Tactile: physical
contact, with antennae. With ants very important for individual recognition.
o
Chemical: sends
messages with chemicals (pheromones; within same species for mating or warning
or allelochemicals; outside species for repellents)
o
Acoustic: sound
waves sent to others like a mating call
o
Visual:
coloration and signals (butterflies and moths and light bugs)
Go Here to see how I did it:
Google Docs
Technofied Lesson Plan
Go Here to see how I did it:
Google Docs
Technofied Lesson Plan
Tuesday, April 14, 2015
2015
2015
2014
2014From year to year: capturing the seasonal changes at one unique location. The idea for this project is to document a sort of visual phenology journal that enhances individuals awareness of what is going on around them. These images from the top of Mount Jumbo, are very similar but with thorough investigation can show what is different from year to year depending on seasonal developments.
Photography Assignment
March 24, 2015
Errin Koehler
Photography is a very important part of my life. It is the
vehicle of which I can document my favorite activity; outdoor adventures. Over
the past weekend, I hiked up Mount Sentinel and took some pictures of new
wildflowers, the change in weather over the day and the people I was on the
adventure with. The photographs of the wildflowers help me remember the
seasonal changes and the weather pictures show what it happens this time of
year and I can compare them next year. I also focus on going to the same place
over the change of seasons so that I can document through photography and
experiencing the area. In Missoula, hiking up Mount Jumbo is where I do this.
When I lived in Kalispell, I would use the overlook and hiking trails at Lone
Pine State Park to document seasonal changes. It is a very important part of my
life. I would like to have this assignment to have a lot of freedom because I
don’t have a favorite thing to photograph. I know that it must be outside. My
camera doesn’t work well inside and I don’t want to take photographs inside.
One of my favorite things to photograph is wildflowers and they are starting to
pop up. Buttercups, Oregon Grape and Yellow Bells have already been snapped by
me and I can’t wait to see who else comes up. If I wanted to incorporate these
ideas to an assignment for a classroom, I would focus on documenting something
that you can see a change. For me it is Mount Jumbo. For a student it could be
their bus stop or backyard. Take a picture and see what has changed and hope
that this will open their eyes to what there is around them.
Tuesday, April 7, 2015
Saturday, March 21, 2015
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