3-28-4-1

Reading

Monday-Continue Small Group Practice

Tuesday- Friday: State Testing

SCIENCE- COS #'9 Describe the relationship pf populations within a habitat to various communities and ecosystems, describing the relationship between food chains and food webs, describing symbiotic relationships (review vocabulary-abiotic, biotic, commensalism, mutualism, parasitism, food chain. food web, producers, consumers.

Monday & Tuesday-After ARMT, Have student organize into groups of animals, plants, insects in a food web. After organizing into these groups, have students illustrate his/her organism choice. Tape the illustration on shirt and have students stand in groups of 8-10. Toss a ball of yarn or string to an organism you can eat and gain energy from. Start the yarn with an animal and talk about webs. Next show a food chain with only one direction for the yarn to go. Have students use Vocabualry words to explain Food chains and Food webs.

Wednesday-After SAT's, Have students research the the R's of conservation. (Reduce, reuse, recycle) Discuss the oil spill the in Gulf of Mexico (i.e. Mobile, Gulf Shores), Have students research articles and facts about the oil spill. Record statistics found and look for scientific research based on the outcomes from the oil spill disaster. Begin forming hypothesis based on initial research about the impact the oil spill has had and will have on the gulf region.

Thursday-After SAT's, Have students continue with hypothesis. Also, have students group together to research ONE particular species that is found in the gulf and has been reported to have been adversely affected by the spill. Each group needs to research and brainstorm ways to help the species.

Friday-Have groups discuss a step-by-step action plan to take to help the species. Answer the leading Question "What can we do to help the species in the Gulf overcome the affects of the oil spill?" Turn in step-by-step action plans for grade.