Marcie Jackson Applications of Instructional Technology Technology Integration Unit Summer 2011

Title of Unit

Animals, Animals All Around

Grade Level

Stage 1-Desired Results

Standards: S1L1. Students will investigate the characteristics and basic needs of plants and animals. b. Identify the basic needs of an animal. d. Compare and describe various animalsappearance, motion, growth, and basic needs. S1Cs5.Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described
3.Research and Information Fluency
ADVANCING DIGITAL-AGE LEADERSHIP

Students apply digital tools to gather, evaluate, and use information.

Understandings: Students will understand that: Animals inhabit different environments and have features that help them to survive in different kinds of places. Animals need: air, water, food, and shelter. Animals have basic needs and specific characteristics. Animals can be classified by characteristics. Technology (the Internet) can by used to gather information.

Essential Questions:

 How are all animals similar? How can animals be characterized? How can I use technology to find information?

Overarching Questions:

Why cant all animals live in the same place? How do animals adapt to their environment? Why are animals important to us? Why do we need technology?

Topical Questions:

How are all animals similar? How can animals be characterized? How do I find information?

How can I use technology to find information?

Stage 2 Assessment Evidence Performance Tasks:

Welcome to the First Grade Zoo! Goal: Students will identify the basic needs of animals through the use of a diorama. The teacher will use a digital camera photograph and record all dioramas and student oral presentations. Students and teacher will create a virtual zoo. The class will create an online slide show using voice stream. Students will describe the diorama and give insight on the animals basic needs, special features, body coverings, habitat, and adaptations. Role: Tour Guide/ Animal Expert Audience: 1st grade students Situation: First grade students will select an animal and create a diorama about it. The students must label the animals basic needs. After all dioramas are completed, students will give a presentation on their selected animal.

The first grade students will go on a trip to the virtual first grade zoo. Students will act as tour guides. Students will navigate audience through each animals habitat by telling about the animals basic needs, special features, body coverings, and adaptations. Product Performance and Purpose: Student diorama and presentation. One slideshow for the class. Display understanding of animal needs, characteristics, and adaptations. Standards and Criteria for Success: S1L1. Students will investigate the characteristics and basic needs of plants and animals. b. Identify the basic needs of an animal. d. Compare and describe various animalsappearance, motion, growth, and basic needs. S1Cs5.Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described
3.Research and Information Fluency
ADVANCING DIGITAL-AGE LEADERSHIP

Students apply digital tools to gather, evaluate, and use information.

Diorama and Presentation Rubric

Category Diorama 3 Diorama includes animal with all of its basic needs labeled (air, water, food, shelter) All illustrations, graphics, and models used in this diorama are correct. Diorama uses multiple colors providing visual interest. Diorama is well organized. Overall appearance is neat. All labels included the correct content. Shows a full understanding of 2 Diorama includes animal with some of its basic needs labeled. Some illustrations, graphics, and models used in this diorama are correct. Diorama uses multiple colors to provide visual interest. Diorama is not well organized. Overall appearance is not neat. Some labels were incorrect. Shows a good understanding of 1 Diorama only includes animal. Points

/3
None of the illustrations, graphics, or models used in this diorama are correct. Diorama does not use multiple colors and lacks visual interest. Diorama is disorganized and is not neat.

Accuracy of Content

/3

Attractiveness/ Neatness

/3
No labels were present.

Accuracy of labels Understanding of animal during

/3
Does not seem to understand the

presentation

the topic.

the topic.

topic very well.

/3 Total /15

By land or By sea? - Students compare and contrast one land animal and one water
animal. Students view videos using discovery streaming (streaming.discoveryeducation.com) to gather information about their chosen animals. Students complete a Venn Diagram that shows the similarities and differences in the characteristics of these animals. In the students will focus on the animals appearance (body coverings, special body features) and the animals adaptations that make it equipped for its environment. Students will know: Animals can be classified by characteristics. Students will be able to: Identify specific physical characteristics of animals and use the Internet to gather information Land and Water Rubric
2 Identifies 2 or more similarities in selected animals. 2 Identifies 2 or more differences in selected animals. 2 Describes animal appearance. Includes body coverings and special features. 4 Describes animal environment and animals adaptations to environment (if any). 1 Identifies 1 similarity in selected animals. 1 Identifies 1 difference in selected animals. 1 Describes animal appearance. Includes body coverings or special features. (Does not include both) 2 Describes animal environment or adaptations. (Does not include both) 0 Does not identify similarities in selected animals. 0 Does not identify differences in selected animals. 0 Does not describe animal appearance.

Points /2

/2

/2
0 Does not describe animal environment or adaptation.

/4 Total Score /10

Animal Observation Station- Students will observe a caterpillar and a

tadpole over a period of time. Students will document how the caterpillar grows and changes. Students will gather information by listening to the online podcast: The Very Hungry Caterpillar by Eric Carle and view From tadpole to Frog video from www.streaming.discoveryeducation.com. Students will compare how these animals change. Students will create a flipbook of a caterpillar or a tadpole and document its life cycle. Students will know: animals can be classified by characteristics. Students will be able to: Compare and describe how various animals change as they grow. Informal Assessment: Teacher observation / Guided Discussion

Other Evidence Unit Test: Assessment on animal needs, habitat, and adaptations. Quiz: Students match pictures of animals with their habitats. Quiz: Students will sequence pictures of the life cycle of a butterfly or frog using power point. Work Sample: Students illustrate the life cycle of a butterfly or a frog in a flipbook. Work Sample: Land/ Water animal Venn Diagram Observations: Animals life cycle Performance Assessment: Diorama

Stage 3: Plan Learning Experiences

Week 1 Day 1 Entry Question (How are all animals similar?). Students discuss ideas with a partner about the things that all animals have in common. This will hook the students into thinking about animal similarities and reflect on what they already know about living things. H Introduce and post the Essential Questions. Students and teacher discuss the ending performance task (Welcome To the First Grade Zoo/ Diorama and Presentation. W Introduce key vocabulary terms (introduced as needed to align with specific performance tasks). Students keep an ongoing science vocabulary journal to document all vocabulary words in the unit. Students will use the journal as a reference when writing. All vocabulary words will be posted on the classroom word wall. Students use the word wall as a reference for correct spelling and review of previously introduced vocabulary words. E

Create a KWL chart. Students engage in whole group discussion on the animals basic needs. Students contribute ideas on what they already (K) know, (W) want to know, and (L) learned about the basic needs of all animals. The KWL chart will serve, as a pre-assessment to determine students prior knowledge about animal needs. W Days 2-3 Read books about various land and water animals. Students are divided into small groups. Each group is given animal picture cards. The group selects an animal. Students work in small groups to create a poster that explicitly lists and illustrates all the things animals need to grow and survive (air, water, food, shelter). Students discuss why these things are important. E, E-2 Day 3 Students watch video podcast about animal habitats. Students add the word habitat to their science vocabulary journal. Students also draw a picture of their favorite animal in its habitat. Students review standards and vocabulary. Students vote on a classroom pet. Give each student a post-it to illustrate the animal they would most like to have as a class pet. Post-its are used to create a class pictograph. E, T Day 4 Performance Assessment: Flip Books Students work with a Study Buddy (partner) to create a flap book about the classroom pet. In the flip book, students illustrate how to take care of a pet, what our

classroom pet needs, how our class will meet the pets needs, how our pet will feel when its needs are met. E Students exchange flipbooks for peer assessment based on criteria list. Students share feedback and make revisions. R, E-2 Day 5 Informal Assessment/ Teacher observation: Students review animal needs using video. Students work in small groups to sort picture cards into two groups (what animals need/ what an animal does not need)

Students write a story about the classroom pet. Students illustrate stories. Students share stories with the class. All stories are bound together to make a class book. This book will be stored in the science center.

Week 2 Day1 Introduce Essential Questions: How can animals be characterized? , How do I find information?, and How can I use technology to find information? W This week: Students study land animals and water animals (whole group). Teacher models how to gather information using the Internet as a resource. Students discuss how animals can be characterized. E Students watch video on animal actions on www.streaming.discoveryeducation.com. Students discuss the different ways that animals move. Teacher creates a list of animals and movements. Students review the list and act out how each animal moves. H, E Day2 Show photos of different types of animals. Students discuss the different ways that the photos can be sorted. E Create a chart with two titles: Ocean and Rainforest. Students name animals that live

in the ocean and in the rain forest. Students complete promethean flipchart activity on sorting animals (whole group). E Day 3 Read books about the ocean and the rainforest. Add information to chart throughout the week. E Day 4 Students compare and contrast one land and one water animal. Students complete a Venn Diagram that shows the similarities and differences in the characteristics of these animals. Students will focus on the animals appearance (body coverings, special body features) and the animals adaptations that make it equipped for its environment. E Day5 Students self assess Land/ Water animal Venn Diagram using rubric. E-2, R Quiz: Students match pictures of animals with their habitats. E

Week 3

Day1 Review standards. Introduce vocabulary and essential questions. W Students watch video podcast about metamorphosis. Students discuss (with a partner) how they think animals change over time. Students add the word metamorphosis to their science vocabulary journals. Students will draw an illustration for this word. H Day 2-5 Students will observe a caterpillar and a tadpole over a period of time. Students will observe the animals daily and document any changes they see. E Day 2 Students will gather information by viewing the video podcast about the life cycle of a butterfly. Students will complete follow up activity. Students will view From tadpole to Frog video. E Students will use various types of pasta to show the life cycle of a butterfly. E Students will draw the life cycle of a frog. E Day3 Students will compare how these animals change. Students will create a flipbook of a caterpillar or a tadpole and document its life cycle. E Students will peer assess flipbooks. Teacher will also evaluate and give feedback. E-2, R Quiz: Students will sequence pictures of the life cycle of a butterfly or a frog using power point. E Day 4 Unit Test: Assessment on animal needs, habitat, and adaptations. E Day 5 Students will complete GRASPS activity, which is the culminating activity for this unit. Welcome to the First Grade Zoo! (Details Listed in Stage 2)

Notes to the Instructor WHERETO activity codes are noted in blue.