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What standard(s) am I teaching?

What do I want students to know and understand?

What are my lesson objective(s)?

What do my students need before coming into this lesson?

How will I focus on rigor and relevance in this lesson?

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What am I going to use/not use?

What do I need to adjust?

What is my plan for implementation with the materials?

Are these materials and my instructional design meeting all students' needs?

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What instructional delivery method will I use?

How will I create opportunities for strategic productive struggle?

What teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning in my lesson?

Where will students be leading the work?

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What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

What resources in my curriculum are useful here?

What is missing from my curriculum resources?

Where can I find resources to support the curriculum I already have?

Where can I make connections to other subject areas and find the resources to do so?

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What do I have?

What is missing?

How am I supporting diverse student needs?

How will I provide multiple access points for equitable student engagement?

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Students are learning about Global Goal 15 - Life on Land: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss. There will be ELA, math, engineering, STEM, science, critical thinking, and coding embedded in this unit.

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Introduce students to:

Age Levels: 8-14

Build Materials (For each team)
Required Materials (Trading/Table of Possibilities)

Student worksheets with photo of salamander (for students to cut out and color) or provide pre-cut salamanders

Clay or play dough, in multiple colors (including blue, green, and black)

Clay or play dough tools (rollers/rolling pins, cookie cutters)

Paperclips

String

Strips of paper or cardstock

Paper towel and toilet paper tubes or sheets of cardboard to roll up

Trays or small boxes or box tops

Natural material, like twigs, pine needles, and leaves, which can be used to represent different natural areas in the model

Process
Students test their salamander crossing by attaching string to their salamander and placing it in the woods. They will then pull the salamander through or over the crossing (it can be pulled through tunnels, etc., if necessary).

Design Challenge
In the springtime, adult salamanders leave their forest homes and return to vernal pools where they breed and lay eggs. If a roadway exists between these two habitats, they have to cross the road to reach this very important destination.

You are a team of engineers working together to design a way to get a salamander safely from one side of the road to the other. You will first build a model habitat that includes a wooded area on one side, a vernal pool on the other side and a road running in between. Then, you will need to change your model into a salamander-friendly habitat by building a way for the salamander to get from the woods to the vernal pool without having to cross the road.

Remember that you may need to build something to help guide salamanders to your crossing as well. Salamanders also have to remain damp in order to survive. Think about how your crossing will allow for this.
Criteria

Habitat must have a wooded area on one side, a vernal pool on the other side and a road running in between

Salamander has to remain damp to survive

Constraints

Use only the materials provided

1. Break class into teams of 2-4.

2. Hand out the Salamander Crossing worksheet, as well as some sheets of paper for sketching designs.

3. Discuss the topics in the Background Concepts Section.

4. Review the Engineering Design Process, Design Challenge, Criteria, Constraints and Materials.

5. Instruct students to start brainstorming and sketching their designs.

6. Provide each team with their materials.

7. Explain that students must first build a model habitat that includes a wooded area on one side, a vernal pool on the other side and a road running in between. Then, they will need to change the model into a salamander-friendly habitat by building a way for the salamander to get from the woods to the vernal pool without having to cross the road.

8. Announce the amount of time they have to design and build (1 hour recommended).

9. Use a timer or an on-line stopwatch (count down feature) to ensure you keep on time. (www.online-stopwatch.com/full-screen-stopwatch). Give students regular "time checks" so they stay on task. If they are struggling, ask questions that will lead them to a solution quicker.

10. Students meet and develop a plan for their salamander crossing. They agree on materials they will need, write/draw their plan, and present their plan to the class. Teams may trade unlimited materials with other teams to develop their ideal parts list.

11. Teams build their designs.

12. 12.Students test their salamander crossing by attaching string to their salamander and placing it in the woods. They will then pull the salamander through or over the crossing (it can be pulled through tunnels, etc., if necessary).

13. As a class, discuss the student reflection questions.

14. For more content on the topic, see the "Digging Deeper" section.

Student Reflection (engineering notebook)

1. What method did you choose for your salamander crossing? Why? How will your design make sure salamanders can stay damp?

2. How did your crossing work when you tested it? Were there any problems?

3. How do you think you could improve upon your design? What changes would you make to it?

4. What ideas did your classmates come up with that you liked? Are there any ideas you would want to incorporate into your design?

The lesson can be done in as little as 1 class period for older students. However, to help students from feeling rushed and to ensure student success (especially for younger students), split the lesson into two periods giving students more time to brainstorm, test ideas and finalize their design. Conduct the testing and debrief in the next class period.

Why Did the Salamander Cross the Road?
Every spring as temperatures start to rise, on wet, rainy nights, salamanders make the journey from the forests where they live as adults to the vernal pools where they breed, lay their eggs, and the hatched larvae begin their lives living in the water. When these baby salamanders become juveniles, they will make the journey back to the forest until it's time to return to the water as adults to breed and lay their own eggs.

In order to reach these breeding sites, salamanders often have to cross over roads, meaning that many adult salamanders risk being run over by cars. It is estimated that mortality rates for adult salamanders crossing roads can often be as high as 50 to 100%, meaning that local salamander populations can quickly be wiped out. Chemical run-off from cars can also pollute roadside waterways, which can damage eggs and embryo development, meaning fewer salamander eggs are able to successfully hatch baby salamanders.

Conservationists have tried many methods to help salamanders and other amphibians on these migration nights. Some have started Salamander Crossing Brigades made up of volunteers who scan the roads, picking up any amphibians they find and carrying them safely to the other side of the road. During these nights, volunteers also help to collect data that has helped to change policies and save more amphibians. Some conservationists have successfully lobbied to have roads known for busy amphibian crossings closed for the busiest month. Data collected about amphibian migrations has helped to protect land scheduled for development. And in some places, special crossings have been built to provide salamanders with alternative ways to safely access their breeding pools. The first amphibian underpass was built at a busy migration site in Amherst, Massachusetts in 1987.
Other Wildlife Crossings
In addition to salamanders and other amphibians, wildlife of all sorts can come into harm's way when a roadway crosses through its habitat. And that harm reaches humans too. When large animals like moose and bears try to cross roads and highways, they become a danger to drivers as well.

In Banff National Park in Canada, authorities began creating a series of underpasses and overpasses in known wildlife crossing areas. There had been more than 100 elk-vehicle collisions a year. Now there are less than 6. The crossings are planted with native vegetation, and fences along the highway are used to guide animals toward the crossings. You can view these bridges here: https://mymodernmet.com/wildlifecrossings/

In Florida, underpasses have been designed for black bears and alligators. In Santa Monica, California wildlife corridors have been proposed for animals such as mountain lions, bobcats, and coyotes, which are often hit by cars while trying to cross highways into the Santa Monica Mountains. In Eastern Canada, moose can be a dangerous road hazard. Tall moose fences, which allow moose to exit the highway, but not to return, have been built along large stretches of the Trans-Canada Highway.

In Vermont, the Fish and Wildlife Department and the Agency of Transportation are working with the Nature Conservancy, using game cameras to track if and how animals are navigating developed areas that interrupt blocks of forest. In areas where they have spotted wildlife traffic, they are creating dirt paths over large rocks, adding trees, and making other changes so these pathways are easier to cross.

In Warwick, England people were so concerned about amphibians getting trapped in drains that they installed mesh-covered ladders in drains near known breeding pools. These allow any amphibians that may get washed into drains while crossing the road to climb back out before being trapped for good.

The picture to the right shows an overpass in Thailand that allows animals to walk on the grass and safely cross the road. The risks to wildlife extend beyond roads, too. Dams can block eel migrations to important upstream habitats where they will feed and mature. To help solve the problem, some dams have installed eel ladders-ramps that eels can push against while slithering upstream, safely moving over the hydroelectric dams.

With climate change, it's expected that animal migration patterns will change and that wildlife will need to migrate further than before in order to survive. This could mean even more issues when it comes to roads and animal movement.

Many people are thinking about animals and how roads can be safer for both humans and wildlife. Wildlife crossings work-protecting animal populations and keeping drivers safe. So why aren't there more wildlife crossings? The main obstacle is cost. But in some places planners and engineers are beginning to include wildlife habitats and migration in their plans from the beginning, making them more cost effective, safer for drivers, and better for animals.

Conservationist: A person who tries many methods to help salamanders and other amphibians migrate safely.

Constraints: Limitations with material, time, size of team, etc.

Criteria: Conditions that the design must satisfy like its overall size, etc.

Engineers: Inventors and problem-solvers of the world. Twenty-five major specialties are recognized in engineering ( see infographic ).

Engineering Design Process: Process engineers use to solve problems.

Engineering Habits of Mind (EHM): Six unique ways that engineers think.

Iteration: Test & redesign is one iteration. Repeat (multiple iterations).

Method: Way to solve a problem or challenge.

Migrate: To pass from one region to another on a regular basis. Many birds migrate south for the Winter.

Prototype: A working model of the solution to be tested.

Vernal pools: Where salamanders breed, lay their eggs, and the hatched larvae begin their lives living in the water.

Alignment to Curriculum Frameworks

Note: Lesson plans in this series are aligned to one or more of the following sets of standards:

Next Generation Science Standards - Grades K-2 (Ages 5-8)
K-ESS3-1 Earth and Human Activity

Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
K-ESS3-3 Earth and Human Activity

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
K-2-ETS1-1 Engineering Design

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Engineering Design

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Standards for Technological Literacy - All Ages
The Nature of Technology

Standard 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
Technology and Society

Standard 5. Students will develop an understanding of the effects of technology on the environment.

Standard 6. Students will develop an understanding of the role of society in the development and use of technology.

Design

Standard 9: Students will develop an understanding of engineering design.
Abilities for a Technological World

Standard 13. Students will develop abilities to assess the impact of products and systems.
The Designed World

Standard 20. Students will develop an understanding of and be able to select and use construction technologies.

In the springtime, adult salamanders leave their forest homes and return to vernal pools where they breed and lay eggs. If a roadway exists between these two habitats, they have to cross the road to reach this very important destination. In this activity, you will be challenged to create a way to get these salamanders safely from one side of the road to the other.

Making Your Salamander
Cut out the salamander below and tape it to a paperclip. Next, tie the piece of string to the paper clip. This will be the salamander you need to help get from the woods to the vernal pool.

Building Your Habitat
Using playdough, construct a model of a salamander crossing zone. The model should include a wooded area on one side, a vernal pool on the other side, and a road running in between.

The Challenge
Your goal is to change the model into a salamander-friendly habitat by constructing a way for the salamander to get from the woods to the vernal pool without having to cross the road. You can use any of the materials provided to create your salamander crossing. Remember that you may need to build something to help guide salamanders to your crossing as well. Salamanders also have to remain damp in order to survive. Think about how your crossing will allow for this.

The Test
Once you have constructed your salamander crossing, place your salamander in the woods and pull your salamander through the crossing using the string (it can be threaded through tunnels, etc., if necessary). Evaluate how your crossing worked and how it could be improved. If time allows, revise your design and retest it.
Reflection
1. What method did you choose for your salamander crossing? Why? How will your design make sure salamanders can stay damp?

2. How did your crossing work when you tested it? Were there any problems?

3. How do you think you could improve upon your design? What changes would you make to it?

4. What ideas did your classmates come up with that you liked? Are there any ideas you would want to incorporate into your design?

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Introduce students to: Age Levels: 8-14 Required Materials (Trading/Table of Possibilities) Student worksheets with photo of salamander (for students to cut out and color) or provide pre-cut salamanders Clay or play dough, in multiple colors (including blue, green, and black) Clay or play dough tools (rollers/rolling pins, cookie cutters) Paperclips

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Students work together to investigate local species that are (or were) native to the area and are now endangered or threatened. Students record findings in field journals and compare their findings with the populations in various ecosystems and habitats around the world. Students research and record information such as the inherited traits, learned behaviors, adaptations, life cycles, and food chains of key species in various habitats and make connections to the local species and habitat they are investigating. Students work together to determine why the species is no longer thriving or surviving and how they might protect or positively affect the species, and then students communicate this information to their larger community.

Log in to learn more about this project

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Students work together to investigate local species that are (or were) native to the area and are now endangered or threatened. Students record findings in field journals and compare their findings with the populations in various ecosystems and habitats around the world.

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In this lesson, students will explore why biodiversity is crucial to the health of our planet. Students will:

* Understand why biodiversity is key to achieving the Global Goals

* Understand the threats posed by biodiversity loss to people and planet

* Understand how to take action to halt biodiversity loss
This resource was made in partnership with UNICEF.
Lesson plans

Protecting Planet Earth

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Make Space For Nature | The World's Largest Lesson

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In this lesson, students will explore why biodiversity is crucial to the health of our planet. Students will: * Understand why biodiversity is key to achieving the Global Goals * Understand the threats posed by biodiversity loss to people and planet * Understand how to take action to halt biodiversity loss This resource was made in partnership with UNICEF.

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Share the letter with students about Adopt - A - Road and discuss the vocabulary. Share with them the data sheet and what each piece of data means.

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Students will explore on the internet ways that others have helped their environment by Adopting a Road in other areas. They will also look for how they can help animals be safe near these roads as we look at our Endangered Animals.

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In teams of three or four, students work on the problem (figuring out the best road to adopt and why) and respond to the client to present their findings.

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Students will write their first letter to client telling them which road they will adopt and why.

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Students will come back together as whole group and share their ideas. Teacher will write ideas on the board and why they picked them. Look for any noticings and discuss as a class. Do you see any problems, ideas that you like, things that may have been better than what you did before?

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Students receive Client Letter 2 and Data Set 2 - which contain the "twist." Students will also be handed back Data Set 1 from the lesson before to analyze and observe how the data has now shifted.
Groups will test, evaluate, and possibly revise their first solutions based on Data Set 2 and write their new letter back to the client.

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This lesson does not include an actual building part. However, the students in the next lesson are going to build a crossing based on the animal they are researching (animals going extinct) on their Adopt a Road based on the lesson Salamanders Crossing.

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Students will:

Define what litter is

Describe some effects of litter on the environment

Describe ways that students generate and prevent litter

Organize, represent, and interpret data

Participate in group conversations

Write two business letters in a friendly format

Present solution to all other groups

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Students need to know how to read a data chart, write a business letter in friendly format (using a template), work in small groups, describe a habitat, and understand the relationships between living things and their environment.

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General Information

Subject(s): Mathematics, English Language Arts

Grade Level(s): 1

Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Microsoft Office

Instructional Time: 3 Hour(s)

Resource supports reading in content area:Yes
Freely Available: Yes

Keywords: Adopt-A-Road MEA Habitat Litter Wildlife Community Environment Recycle

Aligned Standards

This vetted resource aligns to concepts or skills in these benchmarks.

Related Resources

Other vetted resources related to this resource.

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Adopt-A-Road Students will use a realistic scenario in order to analyze the steps for adopting a roa ...

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Students will use a realistic scenario in order to analyze the steps for adopting a road in their own communit. Adopt-A-Road MEA Habitat Litter Wildlife Community

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Get unlimited access to 40,000 of the best books, audiobooks, videos, & more for kids 12 and under. Try it free.

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https://www.getepic.com/app/read/18890

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Get unlimited access to 40,000 of the best books, audiobooks, videos, & more for kids 12 and under. Try it free.

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Romer _TEMPLATE_Integrated STEM Lesson Template

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Romer _TEMPLATE_Integrated STEM Lesson Template

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FL Standard(s)/Benchmark(s):

G.K12.4.1.4c Create original solutions and products based on evaluated criteria; analyze possible consequences and impacts; test conclusions to improve ideas.

G.K12.4.1.5d Evaluate and modify ideas and products to improve usefulness.

SC.1.L.17.1 Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

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What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)? I am using the MEA from CPALMS to teach this lesson.

What resources in my curriculum are useful here? There is not curriculum for gifted so I don't have anything to get from.

What is missing from my curriculum resources? Everything - we have no curriculum, so we find and decide what we are doing for all of our lesson planning.

Where can I find resources to support the curriculum I already have? CPALMS MEAs, World's Largest Lesson on Global Goals, Get Epic, My PBL Units, TPT units, Minecraft Education, Lego League Kits

Where can I make connections to other subject areas and find the resources to do so? This can be tied into ELA with writing a letter, we are also reading a book to begin the lesson about littering. This is just one lesson in the unit, we will also be doing a STEM lesson on engineering with building a safe crossing for their endangered animal. They also are doing research and report writing on an endangered animal.

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What instructional delivery method will I use? I will be using Engineering Design Process to have them make a plan and explore but then will need to iterate and make changes when they get a new "challenge" from the company so they will have to go back and redesign and create again and then try it out and share.

How will I create opportunities for strategic productive struggle? The students will have a hard time coming to an agreement on which road they would like to adopt. I will let them come up with ways to talk out their reasons why they want to adopt the road and discuss fair ways to come to a decision.

What teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)? I will make sure to have students in groups of 3 so that their is an odd number and if they can't agree they could vote or come up with another way to make a decision. Before letting them go in their groups I will give explicit directions that each student should first give their opinion to their group before the decide as a group what their decision is.

How will I provide opportunities for cooperative learning in my lesson? Students will be working in groups of 3 for this lesson and will discuss together which road they would want to adopt and why. All students will have a chance to share their opinion with their group.

Where will students be leading the work? Students will be leading their work during the group work time and also when sharing as each group will share what they decided and why.

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What do I have? I have the lesson plan and all the documents I need for this lesson.

What is missing? I am still missing articles and other research material that can provide background knowledge students can read online to help them make decisions about their choice.

How am I supporting diverse student needs? I will be reviewing vocabulary that may be unknown for some students before they begin their group work time.

How will I provide multiple access points for equitable student engagement? I am explicitly teaching students how to share each of their opinions before starting so that everyone has a chance to share. We will also do a Group Work Rubric after to show how things went and so I can continue to monitor how grouping is working.

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What am I going to use/not use? I am using the CPALMS MEA lesson plan for this lesson.

What do I need to adjust? I am adjusting the fact that after this lesson we will do the building part (Salamander Crossing) to build onto it on the same day.

What is my plan for implementation with the materials? I will give the groups the data sheet and letter template and will read the letter from the company out loud and then display it on the board.

Are these materials and my instructional design meeting all students' needs? Yes, I may have to help with reading some words possibly.