Rose Mary Seenarine

Bio info :  Born in the United States and worked in the United Nations Diplomatic Corps.  Taught in many countries and finally came back to New York City and began to teach in Brooklyn.  

You can place project information here

I teach Labs and I am always looking for some type of activity that my students can enjoy and learn from.  

• Activities can be in Living Environment, Chemistry, and Physics.  
• Earth Science activities are always accepted
• Favorite Web site information are appreciated
• Favorite lessons or good lab practices can be shared
• Exchange of field trip info welcomed.

Field Trip Worksheet  for the Museum of Natural History

And the Rose Space Center

Names : 1.)(me) _________________________________________________________

2.)   __________________________________________________________

3.)   __________________________________________________________

4.)   __________________________________________________________

5.)   ___________________________________________________________

Task 1.  a.) Using your Map Visit the Hall of Biodiversity

              b.) In the Hall of Biodiversity walk past the Exhibit on Tropical Rain Forest and around the bend go to an exhibit called :

Nutrition and Decay, Photosynthesis and Respiration.

Observe the Exhibit and answer the following Questions.  Remember all questions must be answered in complete sentences

               c.)  How many Carbon Atoms are on the left side of the equation?

                     _______________________________________________

                d.)  How many Carbon Atoms are on the Right side of the Equation?

                       ______________________________________________

                 e.) How many Hydrogen Atoms are on the Left side of the Equation?

                       ______________________________________________

                 f.) How many Hydrogen Atoms are on the Right side of the Equation?

                      _______________________________________________

                 g.)  What atom was left out?    __________________________

Ms. Freda Antoine:  Thomas Jefferson H.S.,Brooklyn

Assessment portion for the topic Photosynthesis

For your final assessment on Photosynthesis you may choose to submit ONE of the following Projects.

Choice 1:

          Write a Poem or series of poems that should include the following major concepts that you studied during this unity on Photosynthesis.  The poem (or series of poems) should be at least a total of 200 words. The poem must be a true poem and not a rap song.  You may include one illustration if you wish, but the number of words is still 200.  Your poetry should be typed and in a booklet form with an appropriate cover.  Your name should be on the cover.  The vocabulary words and concepts that are to be included are in the list below.

Choice 2

          Create a Book that explains the concepts of Photosynthesis to third grade students.  Your book must have 3 Illustrations, or pictures. Each illustration, or picture, must have an explanation written by you explaining the illustration (or picture). The story must be at least a total of 100 words and should be in a storybook form.  The book should include an appropriate cover with an original title and your name as the author.  The vocabulary words and concepts that are to be included are in the list below.

Vocabulary List

Energy flow                              Glucose

Photosynthesis                    Black smokers

Carbon                              Chlorophyll

Hydrogen                              Food chains

Optional Vocabulary

Sunlight

Water

Chemosynthesis

Deep-sea life

Your grade will be based on the following

1.)   Originality of the poem or story.

2.)   Choice of appropriate illustrations or pictures

3.)   Clear, well written sentences and proper use of vocabulary

4.)    Logical organization of ideas

5.)    Use of all Vocabulary words and ideas

6.)   Extra Credit will be given to students who include optional vocabulary.  One credit per word or concept.

7.)   Please include this sheet with your final project. You can check that you have included all parts necessary for the project to receive full credit.

Due Date: All work is to be handed on _________________________

NO EXCEPTIONS

                     Late work will result in a loss of 20 points.

INTRODUCTION TO THE GUIDE

          My group consisted of myself, Rose Mary Seenarine and Tamar Singh.  We decided to create a museum visit that went along with the Winogradsky Column that we started in the lab at Pace University.

          As a result of our Column, we became interested in the microscopic life that is found in mud and leaf litter.  These organisms are the basis of life since they directly convert energy into a food source.  The two categories that we focused on were photosynthetic organisms and chemosynthetic organisms and how they produce food.  We also looked at organisms that are aerobic as well as anaerobic.

          Our group will visit the Hall of Biodiversity and the Hall of Planet Earth.  In the Hall of Biodiversity the students will be directed to an exhibit called Photosynthesis and Respiration.  There they will be asked to answer the questions on the worksheet concerning this diorama.  Following their map the students will then move on to the Hall of Planet Earth where their guide sheets will direct them to the exhibit on the Black Smokers and Hydrothermal Vent life.

          Rose Mary teaches in a Vocational High School in Brooklyn, and teaches 10 labs a week.  Each lab consists of 34 students and the range of labs is Living Environment, Chemistry and Physics.  The bulk of the labs are Living Environment.  Tamar teaches in an Alternative High School in Queens.  The grades are ten to twelve and the ages are 17-21 years.  Tamar has a class load of 130 students, and he focuses on Chemistry and Physics.  Tamar foresees that he will be able to take 20 students at each visit to the museum.  Rose Mary will take groups as a part of the Lab curriculum, however the students will be encouraged to come on their own, following the guide sheets.

          Tamar wants to take a group of 20 chemistry students so that he can link the photosynthetic and chemo synthetic chemical reactions and energy transformations to various life forms.

          Rose Mary wants her students to do independent study and complete the labs hours necessary for them to take the Regents Exam.

CONTENT AND STANDARDS

          In the Living Environment core Curriculum we are addressing Key Ideas 1 and 5.  That is “Unity, Diversity, and Homeostasis.”  The subsections that we are covering are energy transformations, photosynthesis and respiration In the Chemsitry Curriculum we are dealing with the sections on Chemical Kinetics, Reaction Mechanisms, Stoichoimetry, and Energy Transformations.   Both of these curricula have sections that deal with the Scientific Method and scientific thinking.  This project will give the students a chance to practice these skills.

          New York City Schools are very limited in resources.  Teachers are being asked to be creative and inventive.   We are being forced to provide and manufacture our own materials to teach from.  Creating guide sheets for High School students and allowing them to go in groups or individually helps us to re-create the wheel in a painless fashion.  On line resources, pictures and information allows a teacher to get the information for the students.  Many times we do not have “hands on” exhibits or demonstrations, however, we are expected to produce regents passing future scientists.  We can do this with the help of “on-line” sources and ready-made exhibits.  The American Museum of Natural History provides all two of these with the latest technology and scientific research.   We planned to use the Museum web site and the section on Black Smokers.  We also used web sites that have to deal with hydrothermal vent life.  Copies of these url’s are found on our display board. 

          The standards that we address are as follows:

          Physical Science Concepts: 

                    S1c.  Demonstrates an understanding of Chemical Reactions.

                    S1f.  Demonstrates an understanding of interactions of energy

                             And matter.

          Life Science Concepts:

                    S2c.  Demonstrates an understanding of interdependence of

                             Organisms.

                    S2d.  Demonstrates and understanding of matter, energy,

                             And organization in living systems.

                    S2e.  Demonstrated an understanding of evolution, diversity,

                             And adaptation of organisms.

          Earth and Space Sciences Concepts:

                    S3a.  Demonstrates an understanding of energy in the Earth

                             Systems.

                             S3b.  Demonstrates an understanding of the Geochemical

                             Cycles.

          Scientific Connections and Applications:

                    S4a.  Demonstrates an understanding of big ideas and unifying

                             Concepts.

                    S4d.  Demonstrates an understanding of the impact of

                             Technology.

                    S4e.  Demonstrates an understanding of the impact of science.

          Scientific Tools and Technologies:

                    S6a.  Uses technology and tools to observe and measure

                             Objects, organisms, and phenomena, directly, indirectly,

                             And remotely, with appropriate consideration of

                             Accuracy and  precision.

                    S6b.  Records and stores data using a variety of forms.

                    S6d.  Acquires information from multiple sources.

          Scientific Communication:

                    S7c.  Critiques published materials.

          Scientific Investigation:

                    S8a.  Demonstrates scientific competence by completing a

                             Controlled experiment.

Pre-Visit Preparation:

          The students will have to know something about photosynthesis and chemosynthesis.  This portion will be covered in the regular classroom as part of the section on Key idea 1 and 5 under Unity, Diversity, and Homeostasis.  During the Lab portion of this part of the curriculum, the students will collect samples of mud and leaf litter in Prospect park and the Brooklyn Botanical Gardens in Brooklyn or in Baisley Pond Park in Queens.  They will then return to the Lab and make Winogradsky Collumns following the standard methodology.  The students will then go on the field trip to the Museum in order to view the Halls with the activity sheets that the are given.  Below are the lesson plans that the teacher will follow to prepare the students for this activity and the guide sheets for the Museum.