April 3, 2013

Zoology and Me
Exploring and Discovering Our Planets Wildlife
Azusa Pacific University Jennifer Freeman

Goals:
Students will be able to:

Stage 1

*Observe new animals and describe their adaptations, as well as compare and contrast life cycles of new animals with animals they have previously studied *Make choices to do their part to protect wildlife in their area (based on what they have learned about animals and their environments) with a wider perspective and greater empathy

Common Core Standards:

Science 2.2: life cycles, offspring resemble parents; characteristics are from parents and environment, variation in individuals within a population Writing 1.1 Students will write opinion pieces within a topic, add supporting reasons, linking words, and conclusions, 1.2 Students will write informative text, including facts and definitions to develop points with concluding statements, 2.6 Students will use digital tools for writing, collaboration, and publishing as well as research

UNDERSTANDINGS AND ESSENTIAL QUESTIONS:

Students will understand that living things are dependent upon one another for survival and be able to begin to identify animal traits, adaptations, and habitats What do I want student to understand? what inferences will they make? Balance is important for life on our planet and humans can positively or negatively affect all living things

Essential questions (students will keep considering): *Why are creatures so different from one another?
*Does it matter where an animal lives? *Why is it important to help animals survive/not become extinct? *How can I help the wildlife around me?

Acquisition of knowledge and skill (What facts and basic concepts should students know and be able to recall)?
*key facts about animal traits and adaptations *vocabulary and facts about animals (mammologist, herpetologist, ornithologist, entomologist, life cycle , adaptation, variation in species, food chain, etc.) *basic geography of animal habitats What discrete skills and processes should students be able to use? *giving oral presentations *online research *collaborative writing online *comparing and contrasting *differences between facts and opinions

What discrete skills and processes should students be able to use?

*giving oral presentations *online research *collaborative writing online *comparing and contrasting *differences between facts and opinions

STAGE 2
Students will show their learning by (Evaluative Criteria): *Accurate, well written, informative, detailed, clear, mechanically sound writing and work Performance tasks: *Illustrate and labeling a life cycle of an animal of their choice (also, study how are baby animals like their parents and how are their needs different than those of their parents) *Create a diagram of an animal and label body parts that help them survive in their habitat (adaptations) *Build a mini-biome/habitat including plants and environmental factors that are necessary for the animals survival *Write a factual paragraph based on their research *Write an opinion paragraph based on this animals needs

How will students demonstrate their meaning making and transfer through complex performance? *Write a collaborative online story using storybird.com or zooburst.com about an animal, including facts they have researched (accurate descriptions of habitat, diet, etc.) *Oral presentation of plan to help care for animals and our environment Other evidence:
*Test on facts about life cycles *Create a poster depicting what they plan to do to protect wildlife around them and why this is important *Present wildlife poster to the class *Create a color-coded map to show animal habitats as they learn about them *Build a scrapbook of drawings and diagrams to demonstrate animal vocabulary and differences) http://schools.dcsdk12.org/education/components/scrapbook/default.php?sectiondetailid=128972 (link to lifecycle diagrams and quizzes, information about animal features)

STAGE 3
Preassessments:
KWL chart to assess prior knowledge and identify further goals for the unit and adjust unit as needed, using Eduplaces KWL chart (pdf) or a KWL chart online from readwritethink.org (2013 ira/ncte) http://www.readwritethink.org/files/resources/interactives/kwl_creator/

Learning events and instruction summary:

*Read a variety of fiction and non-fiction books and online resources about animal life cycles, characteristics, and variation within species, and preservation of species (link all readings back to essential questions) http://www.powells.com/section/childrens-nonfiction/wild-animals/ *Complete activities and play games online that illustrate animal life cycles and their relationships to the environment as well as threatened or endangered animals http://www.kidsplanet.org (endangered animals, games, web of life) Zoobooks Games (San Diego Zoo site) http://www.zoobooks.com/games.aspx?n=331460 Guess Who I Am: Choose a habitat and try to guess the animal based on clues given

Activities for Stage 3 (continued)

Ocean Games: A variety of games, such as Who Am I? to learn about ocean animals 20 Questions (your choice of animals): Try to guess the animals that fit the facts against the clock! Animal Olympians: Crack the code to find out some number facts about animals Rainforest Games Create a MadLib type story Sheppard Software Animal Games (Excellent)

*Play interactive animal games that teach about animal characteristics, life cycles, diet, endangered species, food chains, classification, and more
http://www.sheppardsoftware.com/content/animals/kidscorner/gamesforkids.htm

*Look at photographs of habitats and draw diagrams and sketches of animal life cycles and variations within a specie
http://www.fcps.edu/islandcreekes/ecology/lesson_12_draw_a_habitat.htm (Virginia)

*Create a model(s) or mural(s) of animal families in their native habitats *Sing songs about animal babies and the life cycle of a frog
http://www.nwf.org/kids/family-fun/songs/animal-families.aspx http://froglifecycle.wikispaces.com

*Virtual field trips to a variety of animal habitats to observe the animals that live there
Forest http://w3.upm-kymmene.com/upm/forestlife/ -pid=123&sid=8&hid=123&lang=0 (Very slow loading- might not work unless very high speed Internet! UPM The Biofore Company)

Stage 3 Activities (Continued)

Desert field trip http://www.desertmuseum.org/kids/oz/long-fact-sheets/TitlePage.php Sonoran Desert Animal facts divided into two sketches: diurnal and nocturnal** Great idea for a artwork also! Ocean Field Trip (Tramline) http://www.field-trips.org/sci/oceank/ Grasslands Fact Sheet http://www.ucmp.berkeley.edu/glossary/gloss5/biome/grassland.html Tiger Activities from readwritethink.org: Tiger video, webcam, and Joy Adamson (author of Born Free) http://www.readwritethink.org/classroom-resources/calendar-activities/this-1910-animal-rights20401.html Other webcams: Panda, aquarium, and zoocams http://www.readwritethink.org/classroom-resources/lesson-plans/webcams-classroom-animal-inquiry234.html?tab=3 - tabs

*Find regions on a map and add symbols representing animals, plants, population, and environmental resources found there
http://budburst.org/educators/pdf/PBB_habitatworld.pdf Habitat World- www.budburst.org Project Budburst 2010 University Corporation for Atmospheric Research

*Generate a list of questions to ask an expert online, including essential questions

www.sciencekids.co.nz/sciencefacts/careers/zoologist.html www.nhm.ac.uk - Miranda Lowe interview (zoologist) Ranger Rick www.nwf.org/kids http://www.nwf.org/Kids/Ranger-Rick/Ask-Rick.aspx (also steps to drawing animals and other activities)

BWD Lesson Conclusion

To Monitor Student Progress, the teacher will:

*Informally question students during lessons, discussing details of their models and drawings *Monitor and observe activities as students participate Potential Rough Spots: Students placing animals in incorrect habitats, or believing we can stop problems immediately, without effort, problem solving skills and plans How will students get the feedback they need? Groups will meet with the teacher for feedback The teacher will give individual feedback during and after activities