Virtual Galápagos
Tortoise 101
Tortoise Curriculum: Unit 1
Stage 1 - Desired Results
Essential Question:
- Why do tortoises that live in nearby proximity on the Galápagos Islands have different shell shapes, namely domed and saddleback, and how might these differences come about over time and in relation to place?
Questions for Students:
- Which traits make the Galápagos Island tortoises different from one another?
- What are the differences and similarities between the domed and saddleback tortoises’ diets, protection strategies, and abilities to roll over?
- How do these differences and similarities in traits and behaviors help each type of tortoise to survive in their different environments?
Next Generation Science Standards (NGSS)
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Galápagos Contextualized Curriculum Standards
Axis: Island sustainable economy; 1. ESSENTIAL THEME: Food, nutrition and food security; natural sciences
CN.2.1.6. Observe in a guided manner and
describe the characteristics of vertebrate animals, group them according to their characteristics and relate them to their habitat.
Galápagos Prioritized Standards
ENGLISH AS A FOREIGN LANGUAGE AREA
O.EFL 2.2 Assess and appreciate English as an international language, as well as the five aspects of English that contribute to communicative competence.
Communication and cultural awareness CE. EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while expressing personal preferences with peers.
CE. EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds of graphic organizer. Demonstrate understanding of a text presented in the form of a graphic organizer (both print and digital).
CE. EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items.
CE. EFL.2.20. Write a variety of simple written text types, used in print or online, with appropriate layout and language.
CE. EFL.2.25. Implement a range of creative thinking skills to show a respect for sharing and accepting different ideas in brain- storms and pair work.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Galápagos Contextualized Curriculum Standards
Axis: Island sustainable economy; 1. ESSENTIAL THEME: Food, nutrition and food security; natural sciences
CN.2.1.6. Observe in a guided manner and
describe the characteristics of vertebrate animals, group them according to their characteristics and relate them to their habitat.
Galápagos Prioritized Standards
ENGLISH AS A FOREIGN LANGUAGE AREA
O.EFL 2.2 Assess and appreciate English as an international language, as well as the five aspects of English that contribute to communicative competence.
Communication and cultural awareness CE. EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while expressing personal preferences with peers.
CE. EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds of graphic organizer. Demonstrate understanding of a text presented in the form of a graphic organizer (both print and digital).
CE. EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items.
CE. EFL.2.20. Write a variety of simple written text types, used in print or online, with appropriate layout and language.
CE. EFL.2.25. Implement a range of creative thinking skills to show a respect for sharing and accepting different ideas in brain- storms and pair work.
Factual Knowledge
Students will know:
- Introductory facts about tortoise diets, environments, protection and defense strategies, and physical traits.
Procedural Knowledge
Students will be able to:
- Describe similar & different traits of saddleback and dome shelled tortoises.
Conceptual Knowledge
Students will understand:
- Tortoises’ physical traits and behaviors contributed to the survival of the Galápagos tortoises in their respective environments.
Stage 2 - Assessment Evidence
Performance Tasks:
- Compare and contrast human diet to tortoise diet through a Venn diagram
- Design a tortoise shell and test its ability to roll over to determine survival across terrains.
- Design a tortoise that has traits that help the tortoise to survive given specific environmental conditions and habitat. Then, provide reasoning why the tortoise is best suited for its environment.
Pre-Assessment:
- Students should finish the following sentence: “There are dome and saddleback tortoises in the Galápagos islands because_____.” This is a claim that will be added to overtime as they complete the Tortoise Curriculum.
- Galápagos Postcard Assessment
- Diet Venn Diagram
- 3...2...1...Exit Slip!
- Galapagram Social Media Post
Extensions and Differentiation Considerations
There are multiple differentiation considerations for access to content as well as each activity (see lesson plans for more detailed and specific ideas). In general, the fieldbook for teachers and students can be printed or accessed online. Font and text size can be changed by making a copy of the google doc versions of the student and teacher field books. Teachers can translate the field book as needed using Google as well. Additionally, we encourage teachers to adjust each activity and deliver the content in ways that are most accessible for you and your student(s). Some general suggestions include, but are not limited to, pairing and grouping students in different ways up to the teacher’s discretion and using technology such as speech to text assistance or a screen reader. Further, teachers can opt to instruct students to complete written activities verbally instead - in more of a discussion-like format. Learning activities can be done collaboratively or individually. Assessments can be conducted in creative ways such as asking students to write and perform skits or songs, have a conversation with the teacher or a peer, do an art project such as a drawing or a diorama, and so on.
There are multiple differentiation considerations for access to content as well as each activity (see lesson plans for more detailed and specific ideas). In general, the fieldbook for teachers and students can be printed or accessed online. Font and text size can be changed by making a copy of the google doc versions of the student and teacher field books. Teachers can translate the field book as needed using Google as well. Additionally, we encourage teachers to adjust each activity and deliver the content in ways that are most accessible for you and your student(s). Some general suggestions include, but are not limited to, pairing and grouping students in different ways up to the teacher’s discretion and using technology such as speech to text assistance or a screen reader. Further, teachers can opt to instruct students to complete written activities verbally instead - in more of a discussion-like format. Learning activities can be done collaboratively or individually. Assessments can be conducted in creative ways such as asking students to write and perform skits or songs, have a conversation with the teacher or a peer, do an art project such as a drawing or a diorama, and so on.
Stage 3 - learning plan
Learning Activities
- Students will learn about the process of doing science through the “Claims, Evidence, Reasoning (CER)” framework by playing the “CER Where am I?” game and/or watching the “CER video”, and engaging with the provided CER chart
- Students will be introduced to the Galápagos Tortoises shell shape mystery using the CER framework by engaging with their “Scientific field notes” page for module 1
- Students will learn general information about the giant Galápagos tortoises through the “Tortoise 101 Fun Facts” video and the postcard assessment activity
- Students will learn about the Saddleback and Domed Tortoises’ diets by engaging with the “Tortoise Cafe” infographic and the “Galápagos Game Show Video” alongside the game show questions handout and the “Diets Venn Diagram” activity
- Students will explore why tortoises get flipped onto their shells and how they roll back over using the “Galápagos Terrain Video” along with the “Shell Shape Scientist” lab activity.
- Students will learn about other external threats tortoises encounter in their environments and strategies the tortoises use to protect themselves by engaging with the “Build Your Own Tortoise” activity
- Students gain exposure to the topic of tortoise ancestry via the “Geo Video Chat Video”
- Students can return to their “Scientific Field Notes” page for module 1 and practice using the CER framework with the Tortoise shell shape mystery after watching the “Tortoise 101 Summary Video”
Lesson Descriptions
Lesson 1: Island Terrain and Formation →
Students are introduced to the Claims, Evidence, Reasoning framework by playing the “CER Where am I?” game. Additional materials like the CER video can also help students understand the framework. We encourage working through an example with students to help solidify the framework.
Lesson 2: Island Currents and Climate →
Students learn more about the Galápagos tortoise's diet through an infographic and the Galápagos Game Show. Instruct students to follow the video along with the guided notes worksheet.
Lesson 3: Tortoise Protection and Defense Strategies →
Students learn how Galápagos tortoises can protect themselves from predators. They will also learn the importance of the tortoise's shell's shape and overall design when it comes to rolling over.
Lesson 1: Island Terrain and Formation →
Students are introduced to the Claims, Evidence, Reasoning framework by playing the “CER Where am I?” game. Additional materials like the CER video can also help students understand the framework. We encourage working through an example with students to help solidify the framework.
Lesson 2: Island Currents and Climate →
Students learn more about the Galápagos tortoise's diet through an infographic and the Galápagos Game Show. Instruct students to follow the video along with the guided notes worksheet.
Lesson 3: Tortoise Protection and Defense Strategies →
Students learn how Galápagos tortoises can protect themselves from predators. They will also learn the importance of the tortoise's shell's shape and overall design when it comes to rolling over.
This unit was designed by Grace Reilly and Sabrina Page, and edited by Ava Wojtaszek and Sarah Jekel.
You can download the unit plan here:
Virtual Galápagos
virtualgalapagos.colgate.edu
