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My takeaway of the lesson was that the students had to differentiate between the wants of humans in comparison to the needs of the animals. I was fixated on meeting both the needs and wants of all walks of life at the same time.

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My takeaway from this lesson is that there are actually certain solutions to helping sparrows in our own parks. We can help both the grasshopper sparrows and humans at the same time.

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My takeaway from this lesson is having the students use there knowledge of the parks and think of solutions to help the grasshopper sparrow not interfere with humans. Students were thinking of park activities that would conflict with the life of the grasshopper sparrow.

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One takeaway is that we were able to determine the conflict between a grasshoppers needs and a human needs, but there are ways that help solve the conflict!

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My Takeaway from this lesson is the fact that there are many ways to be able to separate these endangered areas from public parks and that the possibilities are endless.

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Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. This is the standard that relates to this lesson as we are finding an external function that allows for the protection of the grasshopper sparrows and their habitat.

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Yes, this lesson aligned with NGSS. There was critical thinking as the students completed the chart, and there was art integration as the students came up with their own ideas to preserve the animals. One way the students could build on the alignment is giving a brief written response on the new idea they had. For example, if the student builds a new structure they should have a written description on how that idea would work. This would integrate some writing into the lesson.

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This lesson was aligned with NGSS because it engaged the students will stating what we do at a park and finding out what a grasshopper needs. Then, it allows the students to think about how their is a conflict between the two. This also gave the students the opportunity to use their imagination to design their own ways to protect the grasshopper and the humans environment. It also lets the students reflect on their designs and share them with the class so each student can express their own ideas. I like the idea at the end where their was an option to reflect on your design, so the students are able to explain it and possibly change up their design if another conflict arises.

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NGSS is crucial because students need to use there critical thinking skills to figure out what could be a practical idea to help preserve these areas and prevent the conflict between them and humans.

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A takeaway from this lesson that students will gain is the fact that there are many solutions to be taken and students will design their own. This is very engaging and student centered.

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This lesson was aligned with NGSS, it involved students to use different skills and analyze the different ways they can come up with their own solution to fix the conflicts in the park areas. Students were able to turn and talk to their partner and pick up on some of their ideas to help them with their solution.

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An area that I anticipate may be challenging for students is thinking about what they should draw and how this can help both the sparrows and the humans in the park.

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I think one challenge that could possibly take place is when creating a law or public education, how would the students draw it? Well they could create their own signs that might be posted, or they could create a detailed description of their idea.

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I think one challenge the students will face is the fact that they need to be able to compare what the sparrows need in comparison to what humans need. An easy solution for this is to make a list or graph to be able to correlate everything together.

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The key takeaway that students will have from this lesson is their ability to problem solve. Students will be presented with problems, as well as come up with their own through class discussion, and then be able to design their own solution. Students will use their prior knowledge and knowledge outside of the science classroom to come up with solutions and problem solve how they will fix some of the conflicts we mentioned as a class.

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I feel that one of the takeaways that students would take form this lesson would be that there are numerous potential ways in which we could all develop together to help protect and preserve wildlife around us. I feel that this lesson helps students to develop better understandings of the needs of animals and why it is of extreme importance for humans to become more mindful of how we can protect these animals.

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I might make this lesson more engaging by taking students to a park and them visually picking out parts that they think need improvement in order to protect the local wildlife.

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My personal takeaway was that this was definitely a very well formulated lesson that hits all of the marks necessary to make it easy and fun to learn. The addition of writing out statements and drawing and explaining their ideas is a great way to form a lesson on discovery learning.

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One way you could engage the students and make it accessible to students with different backgrounds is to target the structure category. Every student would be put into a group, and they would have to brain storm a structure that they could build to save the wildlife. Then the teacher could bring various types of material and supplies for the students to build it in the classroom. This will engage the students and teach them about teamwork. then the groups would present to the class which will also integrate public speaking.

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I think the students need to complete the chart in a more organized way. The students should label what the grasshoppers need and what humans needs in a T-chart or in a graphic organizer. Then, there should be a second chart that allows the students to state whether there is a conflict or not.

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I would make this engaging to all students by not putting restrictions on them when drawing the pictures so that they could use whatever they like and add anything they like or imagine into their park.

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Some challenges that students could face is thinking of different solutions other than the protection of closing it off to people. I notice while presenting this lesson majority of the class used fences as an example to close off to the public.

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This lesson aligns with NGSS because it invites students to generate solutions to the problems we came up with as a class. Students are invited to think-pair-share with their partners and hear other presentations in order to finalize their solution designs. Students can be assessed on how well their solution relates to the content mentioned in the lesson.

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One key takeaway that students will have from this lesson is being able to design a solution to meet the needs of both humans and animals in Freshkills Park. By comparing what Grasshopper Sparrows and humans need as well as the conflicts, students will be able create solutions to protect them. As humans, we want to enjoy the park but also think about how we can better help the beautiful wildlife.

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I feel that this lesson is greatly in alignment with the NGSS standards - I feel that it acts as a way of asking students to create useful models to further student understanding. It also acts as a way for students to create visualizations in their heads of potential solutions.

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All in all the lesson was very engaging and I can see students having a lot of fun with it, specifically the drawing part and making improvements to the places they all play in.

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The alignment to NGSS can be seen in many areas within this lesson and can be drawn out into concepts such as cause and effect and factual arguments in a civil manner. Within the cause and effect concept, students are able to see the basic connections between taking cause into their own hands and effecting the sparrows in a positive way.

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A way to make this lesson more engaging is by watching videos, because it left like there was a more writing and drawing in this lesson then with others. A way for this lesson to be more accessible for students is to take a field trip to the park to get a more hands-on experience and exploring the areas of the park

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One key takeaway for students will be that students will learn that there are multiple ways they can get involved to help protect the wildlife. It is also important to note that education is a huge part in understanding what the effects of harming wildlife are.

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I think that they had a great lesson and did a great job presenting, the only suggestion would to be to add move videos to the lesson to help with there visual learning aspect.

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The NGSS standard in which aligns with this lesson is LS4- Biodiversity and Humans. This gives them a chance to see the different populations and students will know the affect of these solutions. Allowing them to draw and include their own thoughts in a STEM related lesson is very interesting. An idea I have to build on this lesson is allow students to present, because it is engaging and shows students different opinions and ideas.

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An area that I would anticipate students having problems is coming up with a conflict that has to connect with something they like to do at the park and Grasshopper Sparrows. It can be difficult for some students to make the connection. In order to support students, the teacher should model an example of something he/she likes to do at the park, and how that can be a problem for the Grasshopper Sparrows. The example should be put on the board for easy visibility and so students can reference it as they come up with their own ideas.

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To make this lesson more engaging since its the final lesson, I would try and do a field trip so students can see example of what they learned that have led up to the stem challenge. If the filed trip can't work definitely show some videos or even do a virtual trip.

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This lesson aligns with the NGSS because students are constructing an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all, meaning that it aligns with Disciplinary Concepts outlines within the NGSS.

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Perhaps some of the challenges that students could come across would be understanding what types of solutions would actually be plausible for protecting wildlife. Perhaps an adaptation for this would be having a discussion about realistic solutions that could be put in place. I also do feel, however, that these directions are very clear and simple to follow, so I do not think that students would run into a great deal of problems.

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Some challenges I do foresee is that of those who are not well equipped in art or are not big fans of art. This lesson could be adapted to changing it for those students into a more written aspect to explain what they would do for the grasshopper sparrows through description rather than drawing.

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Since this was the last lesson, I thought all of them were great for kids to do. All the lessons were very informative, fun and educational. I think students would have a fun time doing the Freshkill's lesson, especially if they live on Staten Island it's something they could possible go to in the future and look back on what they learned.

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I do not have any suggestions, but maybe include an exit ticket at the end so the students are able to express what they have learned. We can tell through a drawing, but maybe allow the students to describe their drawing and state why they designed the park the way they did.

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In order to make this lesson more engaging and accessible for students is to maybe include a video of kids at a park playing different games and activities. This can spark some ideas for students to discuss when coming up with their favorite activities. Another way to make it accessible for students of different backgrounds is to give examples of sports or park games that may be popular in their home countries or communities.

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One key takeaway students will have from this lesson is that both the grasshoppers and humans have needs and wants. they will see that not everything will work for both and will create a conflict.

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Areas that may anticipate challenges are students who may not enjoy drawing or partaking in art projects. Adaptations could be giving students other methods of expressing their ideas; for example, allowing students to write a response may be useful.

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I think a big way to engage those of different backgrounds for students is through the use of videos, hands on discovery and planning through drawing out there ideas and maybe even coming together to make a group concept drawn out on a big paper and have sub groups for writing out the ideas and then drawing it all together for the final product.

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I feel that overall, this lesson is very engaging. The presenters did a wonderful job of keeping students engaged and asking questions that challenged them to think critically. I feel that maybe being able to take students on a virtual or in person field trip could be an enjoyable to increase student engagement.

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I thought this lesson was great and remained engaging for students throughout. However, I think I would add in a quick video or maybe some pictures to the slides - that way the ideas can really come across and be concrete. Some pictures of examples of park activites or examples of solutions can be helpful for students.

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To make this lesson engaging, you can assign groups different aspects to campaign for. Having each group come up with a plan to help Grasshopper Sparrows allows for collaboration, and to assess if students understand the material taught.

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A comment that I would like to make about this lesson is that it was well done, and well taught and engaged the students. The curriculum did a great job integrating different elements into the lesson. A suggestion to improve how the students understand the information, is by adding a game of some sort to keep the students engaged in the lesson.

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All in all, I found this activity to be very informative and fun! I enjoyed collaborating with my partner as well as being able to draw a visual because I am an artistic person. I think it is important to incorporate different subject areas into science such as english or art because it creates cross-concepts that help students understand material better!

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Thoughts, Comments, Resources And Suggestions. 

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Thoughts, Comments, Resources And Suggestions. 

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I feel that overall, this lesson uses great resources and that the lesson is great for students. I feel that some possible resources that could be useful would be a virtual field trip, or showing students more images about how we can protect wildlife in these areas.

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My overall thoughts on the material provided is that it was very engaging and helped me break down how to use art effectively in a well planned manner and hitting all of the points I as a teacher would want to hit.

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This lesson aligns with the NGSS by students being able to generate and compare multiple possible solutions to a problem based on how well each is likely to

meet the criteria and constraints of the problem. Students were able to obtain information and actually be park planners to create a design on how to help the Grasshopper Sparrows in the park. One idea may be having an extension on their specific designs as they discuss other ways.

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This lesson aligns with NGSS with the aspect of obtaining, evaluating and communicating information also very much with constructing explanation and designing solutions. An activity in the lesson was to generate ideas and design a solution for the park with humans and birds needs and wants for it. It had a writing section to communicate the ideas individually with the paper and going into groups to talk about the ideas and explain what it is.

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Some areas in this lesson I believe may be challenging for students is being able to the draw education and passing laws categories. As seen, most students chose to close the parks off to people and drew this on their solutions. Also, some students may not like to draw and would rather explain their ideas or even express them out loud. To better support students, I could have them choose any way they feel comfortable sharing their design solutions.

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Something that I believe would be a challenge would be the problem statements. This would be a challenging task for some students because it may be easier to draw it then address it, working together with a partner definitely helps compare ideas.

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If we had more time presenting this lesson, I would include videos of meeting the needs of both people and Grasshopper Sparrows. Also, it would fun to go on either an in-class or virtual trip. For students with different backgrounds, we can ask them for their experiences on what activities they like to do at the park and how that will affect Grasshopper Sparrows. Again, I would like to include google translate for students who speak other languages.

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An area I anticipate that may be challenging would be drawing some solutions. It might be harder to express what they really mean through just a picture. A solution might be to add that students can write and describe what their solution is rather than just draw if they can't express it that way.

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Overall, this was a great concluding lesson. I would have liked to present a video to students, especially at the beginning of the lesson. I added the definition of the word accessible for students who may have difficulty understanding this vocabulary word. There were other words and so one suggestion would be to add a vocabulary list.

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I would make this lesson engaging to students from different backgrounds by including videos of nature parks and play parks that humans enjoy.

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This lesson was very engaging with the chart making, drawing and writing parts. It is also very though provoking becuase you have to think for the animal as well as the humans.

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I would make this lesson engaging and accessible to students from different backgrounds by asking them their experiences at parks and seeing if any had run into park rangers, public education about a park. Also I would show them different videos about the 4 solutions about the species and how to balance human/ animal interaction.

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Personally, I thought this lesson was very fun and engaging. Students were able to think critically and show off their artistic abilities.