Unit Plan 2
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Unit Plan by Mary Moss Pre-‐assessment: Students will be assessed on a multiple-‐choice quiz about topics, such as habitat, adaptations, and so forth. Final assessment: Students will be assessed between data from their animal report booklet (rubric) and the same multiple-‐choice quiz given as a pre-‐assessment. Lesson #
1: How are animals who live in our area different than other animals around the world?
Standard
Standard -‐ 4.1.2.E Identify how living things survive changes in their environment. Standard -‐ 3.1.2.C2 Explain that living things can only survive if their needs are being met.
o Students will be able to identify and describe animals in our (Erie) environment. o Students will be able to explain how animals are relocated by weather and mankind. o Students will be able to identify animals that live in the jungle and African plain environment.
Objective
Activity
• Teacher will do a mini lesson on environments ( our environment, African plains, and jungle) • Students will go through a powerpoint with the teacher and see different pictures of animals. Teacher will ask students if these animals live in our area, and if not where they live (African plains or jungle). • Teacher will explain that animals sometimes move due to environmental factors or migration. Teacher will play mission migration game with students (https://www.audubon.org/play-‐audubons-‐mission-‐ migration-‐game).
Lesson #
2: Scientist language
Standard
Standard - CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level reading and content, choosing from a range of strategies and tools Standard - 4.5.2.F Distinguish between scientific fact and opinion.
o Students will be able to define group ( ex. Animals with backbones). o Students will be able to define habitat ( a home of an animal or a plant). o Students will be able to describe the difference between carnivore, omnivore, and herbivore. o Students will be able to define adaptations (a special skill that helps animals to survive or a physical change that helps them survive).
Objective
Activity
Lesson #
• Teacher will ask students why we might want to be able to group animals. • Teacher will explain what habitats are • Students will do a habitat sorting page • Teacher will go through the slideshow about what animals eat meat, plants, etc. • http://www.esolhelp.com/carnivore-‐herbivore-‐ omnivore.html game on board. Teacher will play: https://www.youtube.com/watch?v=xDSFlRunlrU Living Things Change: Crash Course Kids #41.1
3: Why do we want to label animals? And how long are animals babies?
Standard
Standard - CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level reading and content, choosing from a range of strategies and tools Standard - 4.5.2.F Distinguish between scientific fact and opinion.
Objective
* Students will be able to explain how the timeline for an animal being a baby can vary (some animals are babies only for a few months and some are for years).
o Students will be able explain why it is important to be able to label an animal (so we all are describing features with the same language). • Teacher will label the three animals with students. • Teacher will ask students why it is helpful to label these parts. • Teacher will explain that some animals are babies for a short time and others are babies for longer. • Teacher will read two passages to compare it with students
Activity
Lesson #
4: Non-‐fiction/ fiction writing about an animal
Standard
Standard - CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level reading and content, choosing from a range of strategies and tools Standard - 4.5.2.F Distinguish between scientific fact and opinion.
Objective
o * Students will be able to compare and contrast the language used in non-fiction text and fiction text about animals. o Students will be able to use context clues in non-fiction text to understand complex words about animals and to determine their meanings.
• • • •
Activity
Lesson #
Mini lesson on fiction vs non-‐fiction Teacher will read the Siberian tiger passage Teacher will read the don’t tickle a tiger book Teacher will have students compare and contrast the two texts.
5: Research day 1 – Pick animal and complete the fun facts page
Standard
§ Standards: Standard - CC.1.3.2.B • Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Objective
o Students will be able to describe key characteristics of their animal (group, habitat, babies, food, adaptations, labels of the animal’s features, and fun facts) through the use of word wall words and descriptive language. • Students will be able to create a visual of their animal.
Activity
• Passing out animals • Explaining the cover and fun facts page • Students work time with teacher support
Lesson #
5: Research day 2 – habitat and group
Standard
§ Standards: Standard - CC.1.3.2.B • Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Objective
o Students will be able to describe key characteristics of their animal (group, habitat, babies, food, adaptations, labels of the animal’s features, and fun facts) through the use of word wall words and descriptive language. • Students will create visuals to explain their information.
Activity
• Teacher will have students find their habitat and group page from their research packet to use to fill out their booklet. • Teacher will model how to transfer the information. • Teacher will help students work as needed.
Lesson #
6: Research Day 3 – Food and adaptations
Standard
§ Standards: Standard - CC.1.3.2.B • Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
o Students will be able to describe key characteristics of jungle or African animals using scientific language (adaptations, environment, etc.)
Objective
• Activity
• Teacher will have students find their food and adaptations page from their research packet to use to fill out their booklet. • Teacher will model how to transfer the information.
• Teacher will help students work as needed.
Lesson #
7: Research Day 4 – Label
Standard
§ Standards: Standard - CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
o Students will be able to describe key characteristics of their animal (group, habitat, babies, food, adaptations, labels of the animal’s features, and fun facts) through the use of word wall words and descriptive language.
Objective
• Activity
Lesson #
• Teacher will model how students will create their own drawing and label parts of their animal. • Teacher will give students time to work.
7: Research Day 5– Babies
Standard
§ Standards: Standard - CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Objective
• Students will be able to identify key characteristics of their jungle or African plains animal (group, habitat, babies, food, adaptations, labels of the animal’s features, and fun facts).
• Teacher will have students find their page about their animal’s baby phase. • Teacher will have students draw a picture of their animal as a baby versus an adult. • Teacher will have students write how long they are a baby for.
Activity
Lesson #
8: Research Day 6 -‐ Revise
Standard
§ Standards: Standard - CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Objective
• Students will be able to revise their booklet to convey scientific language and information about their animal
Activity
• Teacher will give students a check list. • Students will go through and finish missing pieces or edit mistakes.
Lesson #
9: Sharing Day § Standard -‐ CC.1.4.2.A • Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
Standard
Objective
o Students will be able to inform their audience about plains animal (Jaguar, Leopard, Okapi) or (Lion, hippo, giraffe).
Activity
• Students will sit on the carpet and share their report.
1: How are animals who live in our area different than other animals around the world?
Standard
Standard -‐ 4.1.2.E Identify how living things survive changes in their environment. Standard -‐ 3.1.2.C2 Explain that living things can only survive if their needs are being met.
o Students will be able to identify and describe animals in our (Erie) environment. o Students will be able to explain how animals are relocated by weather and mankind. o Students will be able to identify animals that live in the jungle and African plain environment.
Objective
Activity
• Teacher will do a mini lesson on environments ( our environment, African plains, and jungle) • Students will go through a powerpoint with the teacher and see different pictures of animals. Teacher will ask students if these animals live in our area, and if not where they live (African plains or jungle). • Teacher will explain that animals sometimes move due to environmental factors or migration. Teacher will play mission migration game with students (https://www.audubon.org/play-‐audubons-‐mission-‐ migration-‐game).
Lesson #
2: Scientist language
Standard
Standard - CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level reading and content, choosing from a range of strategies and tools Standard - 4.5.2.F Distinguish between scientific fact and opinion.
o Students will be able to define group ( ex. Animals with backbones). o Students will be able to define habitat ( a home of an animal or a plant). o Students will be able to describe the difference between carnivore, omnivore, and herbivore. o Students will be able to define adaptations (a special skill that helps animals to survive or a physical change that helps them survive).
Objective
Activity
Lesson #
• Teacher will ask students why we might want to be able to group animals. • Teacher will explain what habitats are • Students will do a habitat sorting page • Teacher will go through the slideshow about what animals eat meat, plants, etc. • http://www.esolhelp.com/carnivore-‐herbivore-‐ omnivore.html game on board. Teacher will play: https://www.youtube.com/watch?v=xDSFlRunlrU Living Things Change: Crash Course Kids #41.1
3: Why do we want to label animals? And how long are animals babies?
Standard
Standard - CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level reading and content, choosing from a range of strategies and tools Standard - 4.5.2.F Distinguish between scientific fact and opinion.
Objective
* Students will be able to explain how the timeline for an animal being a baby can vary (some animals are babies only for a few months and some are for years).
o Students will be able explain why it is important to be able to label an animal (so we all are describing features with the same language). • Teacher will label the three animals with students. • Teacher will ask students why it is helpful to label these parts. • Teacher will explain that some animals are babies for a short time and others are babies for longer. • Teacher will read two passages to compare it with students
Activity
Lesson #
4: Non-‐fiction/ fiction writing about an animal
Standard
Standard - CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level reading and content, choosing from a range of strategies and tools Standard - 4.5.2.F Distinguish between scientific fact and opinion.
Objective
o * Students will be able to compare and contrast the language used in non-fiction text and fiction text about animals. o Students will be able to use context clues in non-fiction text to understand complex words about animals and to determine their meanings.
• • • •
Activity
Lesson #
Mini lesson on fiction vs non-‐fiction Teacher will read the Siberian tiger passage Teacher will read the don’t tickle a tiger book Teacher will have students compare and contrast the two texts.
5: Research day 1 – Pick animal and complete the fun facts page
Standard
§ Standards: Standard - CC.1.3.2.B • Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Objective
o Students will be able to describe key characteristics of their animal (group, habitat, babies, food, adaptations, labels of the animal’s features, and fun facts) through the use of word wall words and descriptive language. • Students will be able to create a visual of their animal.
Activity
• Passing out animals • Explaining the cover and fun facts page • Students work time with teacher support
Lesson #
5: Research day 2 – habitat and group
Standard
§ Standards: Standard - CC.1.3.2.B • Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Objective
o Students will be able to describe key characteristics of their animal (group, habitat, babies, food, adaptations, labels of the animal’s features, and fun facts) through the use of word wall words and descriptive language. • Students will create visuals to explain their information.
Activity
• Teacher will have students find their habitat and group page from their research packet to use to fill out their booklet. • Teacher will model how to transfer the information. • Teacher will help students work as needed.
Lesson #
6: Research Day 3 – Food and adaptations
Standard
§ Standards: Standard - CC.1.3.2.B • Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
o Students will be able to describe key characteristics of jungle or African animals using scientific language (adaptations, environment, etc.)
Objective
• Activity
• Teacher will have students find their food and adaptations page from their research packet to use to fill out their booklet. • Teacher will model how to transfer the information.
• Teacher will help students work as needed.
Lesson #
7: Research Day 4 – Label
Standard
§ Standards: Standard - CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
o Students will be able to describe key characteristics of their animal (group, habitat, babies, food, adaptations, labels of the animal’s features, and fun facts) through the use of word wall words and descriptive language.
Objective
• Activity
Lesson #
• Teacher will model how students will create their own drawing and label parts of their animal. • Teacher will give students time to work.
7: Research Day 5– Babies
Standard
§ Standards: Standard - CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Objective
• Students will be able to identify key characteristics of their jungle or African plains animal (group, habitat, babies, food, adaptations, labels of the animal’s features, and fun facts).
• Teacher will have students find their page about their animal’s baby phase. • Teacher will have students draw a picture of their animal as a baby versus an adult. • Teacher will have students write how long they are a baby for.
Activity
Lesson #
8: Research Day 6 -‐ Revise
Standard
§ Standards: Standard - CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Objective
• Students will be able to revise their booklet to convey scientific language and information about their animal
Activity
• Teacher will give students a check list. • Students will go through and finish missing pieces or edit mistakes.
Lesson #
9: Sharing Day § Standard -‐ CC.1.4.2.A • Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
Standard
Objective
o Students will be able to inform their audience about plains animal (Jaguar, Leopard, Okapi) or (Lion, hippo, giraffe).
Activity
• Students will sit on the carpet and share their report.
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