First GradeAll about Biomes and what different animals

need to survive

Jessica Glover

Molly Anderson

Margeline Picado

Katie Reynolds

Unit Guide and Rubric

1. Introduction and Overview - points - CollaborativeUnit section (Provide brief paragraphs that describe each of the topics below.) Points

Earned1a. Statement of Topic

Molly and Jessica

The universal theme of this unit is Biomes/Habitats and Ecosystems and touching on the needs of plants and animals and how humans affect them. The grade level that this unit is designed for is first grade. The main content area that we chose for the unit is science. We chose content area standards and objectives for the unit in the subjects of literacy, technology and art.

The standards we used to designed lessons from:o 1.L.1 Understand characteristics of various environments and behaviors of humans that

enable plants and animals to survive.o 1.CX.2.2 Identify connections between art and concepts from other disciplines, such as math,

science, language arts, social studies, and other arts.o 1.TT.1.1 Use a variety tools to gather data and information (e.g., web-based resources, e-

books, online communication tools, etc.)

1b. General Description

Molly and Jessica

This unit will be where students explore and research the different aspects of 4 different biomes/ecosystems/habitats (forest, marine, tundra and savanna) and their endangered animals. Students will also research how humans affect and alter the outcomes of these endangered animals in their biomes, ecosystems, and habitats. To research, students will have access to the internet, watch in class videos, in class books, and any other resources they may need. The students will look at various art pieces on endangered animal’s ways that the artists expressed their concerns about a specific animal. In additions students will use various art mediums to present and or explore the various animals and ecosystems. The students will engage in this 6-8 week unit in accordance with the first grade class’s trip to the zoo. They will work in groups to research several endangered animals from each biomes, ecosystem, and habitats and create a live museum exhibit. This is where students will dress up like their animal in a face poster and present their ways to help save this endangered animal. Students will also create a shoebox diorama to show the environment that their endangered animal lives in and this will also be presented in the live museum.

1c. Role of Technology Students will use technology to interact with their research content, watch videos, play interactive games with the given content, look at various art mediums and fill out graphic organizers on the SMART board. Through these activities students will strengthen their perspectives, gain different levels of understanding and strengthen their research abilities through the use of various types of technology available. Both teachers and students will be able use technology to present and research content in various ways. The students will be able

Molly and Jessica to fill out and gather all the information needed for their worksheet to help them better present their endangered animal conservation PBL solution in their live museum exhibits.

2. Rationale – 10 - Collaborative(Provide brief paragraphs that describe each of the topics below.)

2a Real World Applications/Concerns

Katie

Focusing on two of our lessons, we talk about how our PBL is having them discuss and solve how to save animals that may have been impacted by humans over the years. Students have to convey reasons to convince people why we should save this particular animal that they will eventually pick for the summative assessments.

The students need to learn about the world around them; there are so many different types of biomes, habitats, and ecosystems in the world that have thousands of various animals living in them. Students need to have a true understanding of what these different animals need to survive in nature, as well as their impact on the world around them. This is so important because we live on this earth; we have such a strong influence on the lives around us and can be affected by any change that might occur.

Global awareness in the lesson plan:- “Our unit focuses on different biomes of the world. Not only does forests exist in North Carolina, but

they also exist in different areas of the United States, North America, Canada, and other areas in the world.”

- "In my elaborate part of the lesson I will show a clip of the news showing where the BP had the oil spill and how it affected the animals and the environment. The students will see that many animals were killed due to the explosion and gas spill and how long it takes to clean up the mess. If we had been proactive in our responsibilities this would not have happened.”

Culturally responsive teaching strategies:- Student-Centered Instruction (Katie – Biomes – All about the Forest)

o “This culturally responsive teaching strategy can be found in the elaborate section of the lesson plan. The students are working in collaborative, cooperative and community-oriented learning groups to research and record information they find on the animals of the forest.”

- Student Centered Instruction (Marge - All about Reducing, Reusing, and Recycling!)o I promoted student engagement throughout the whole lesson I don’t see any part where the

children could feel board with any of the topics there either hands on or exploring throughout the center.

- Reshaping Curriculum (Marge - All about Reducing, Reusing, and Recycling!)o Recycling is a universal theme that I believe every country is fully aware of. I have a lot of Latin

country students in my class and I personally know from experience that these countries have a very a high litter issue in their home countries. This lesson will give them an idea of how one day that can be changed if they become a president or someone in the presidential cabinet. In the explain in my lesson I asked the class to tell a partner where you have seen a lot litter this gives the opportunity for students to pull their funds of knowledge and share with other

students in the class. In my elaborate section I asked the students to ask their parents what kind of recycling program they used in their home country or even here. This is also great because it becomes more real life scenario to the students.

2b. Needs of Students

Marge

Our lesson is directed for students in the first grade level ages from 6-7 years old. Students in our class are combined of different ethics as well as economic status. We have ELL students to academically gifted children in our classrooms. Since we have such a big diversity in our class we have considered all types of developments. Vgotsky informs that not only “scaffolding helps children solve specific problems, but also aids in the development of their overall cognitive abilities.” (Feldman, 2012) We provide a lot of scaffolding throughout our lesson in centers, teacher input and other parts of our lessons. We incorporate in our lessons culture tools so that the students can have “structure that can be used to help children define and solve specific problems, as well as an intellectual point of view that encourages cognitive development.” (Feldman, 2012) We use tools like books, computers, iPads, pencils, worksheets, and crayons. We approach our students with some of Lev Vygotsky approach to zone of proximal development. We incorporate in most of our lessons cooperative learning, where the students work together to solve or answer questions. Socially, boys at this grade level like to do things in groups whereas girls like to do things in pairs or independently. (Feldman, 2012) We allowed the students to have the choice on how they want to work in a couple of our lesson plans. Student’s sensory development at this grade level starts looking at the overall picture than the individual components that create the big picture. (Feldman, 2012) We have created several plans that will meet all types learning methods that meet the needs including 7 multiple intelligence integration. The typical student usually shifts between preoperational and concrete operational. (Feldman, 2012) There gross motor skills are still in progress at this point the girls are superiority in accuracy of movement; boys superior in more forceful less complex acts. (Cratty, 1979) Academically a couple of our students are below reading level as well as above. We have reading levels in our class from level B to I. Since there is such a big gap of reading levels we have provided in our lessons appropriate material for each student. Each teacher has made specific modifications and accommodations within the lessons to meet the individual needs of students in each of the classes. In some of our classes we do have children that have symptoms of ADHD but have not been diagnosed properly to be given the proper arrangements. However, we do keep that information to prepare us for our lessons.

ReferencesCratty, B. (1979). Perceptual and motor development in infants and children (2nd ed). Englewood Cliffs, NJ: Pretice-Hall.

Feldman, R. S. (2012). Child Development (6th Ed). Upper Saddle River, NJ: Pearson.2c. Daily Five Integration The unit we designed has many elements in unit that align with the Daily Five framework that is used at our

Molly school from, how we are managing our students in the classroom, how the content is presented, how students complete their work and through a variety of activities that students have a guided hand in choosing. In many of the lessons in the unit, we have the students working in groups and in centers. The students are rotated through the centers and activities in various lessons just like they are rotated during Daily Five literacy block every day. The students are rotated using the ringing of a set of bell to call the students back for focus lessons or to give out instructions and new information. The students are held to the core values of the Daily 5 when working independently and in groups which means students are held accountable for their work, asked to choose “smart spots” and student’s stamina is taking into account when asking them to complete tasks and work. Students receive instruction in short focus lessons to allow for brain breaks and transitions to allow the brain to reset as part of the philosophy behind the Daily 5.

ReferencesBoushey, G., & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Portland, Me.: Stenhouse.

3. Unit Plan Framework: Broad Goals and Alignment – 25 points - Collaborative(Use the Broad Goals and Alignment Chart to complete this section.)

3a. Competency Goals and Objectives

This chart is added after the rubric.

3b. Broad Goals 3.a.1, 3.c.1.a

3c. Relevant Goals

3d. Lesson Alignment

Unit Plan Annotated Resource List – points - CollaborativeBook Resources Book Resources:

Here is the African Savanna by: Madeleine Dunphyo Animals such as lions, hippos, and baboons are all part of the African savanna. The reader will

learn about these animals and many more in this book written in cumulative verse.o Interest Level: K-2o Grade level Equivalent: 3.1

Lost in the Woods: A Photographic Fantasy by: Carl R., II Sams, Jean Stoick and Carl R. Samso When a baby deer is seen alone in the forest, all the other woodland animals are abuzz over

where his mother is. Did she leave him? Did she become lost? What will happen to the baby deer? Follow this tale as the baby deer realizes what he has to do in the

o Interest Level: K-2

o Grade Level Equivalent: 2.8 Looking at Animals in the Oceans by Moira Butterfield this book describes the different types of

marine animals that live in the oceans. This book would be used as a source so that when the student are studying their endangered animal they could see descriptions of it like what it eats, how they live, what they look like. This book is also used in one of the centers in lesson 4. Students will answer question on a worksheet that will require naming some animals that live in the ocean. I would not expect them to read all of it but just to look at the pictures and read a couple of the sentence because the reading level is 2.5. That is high for a 1st grader but the names of the animals are in bold. That alone can answer question one on worksheet.

Explore the Tundra – by Linda Tagliaferro Living in the Artic – By Allan Fowler

o These two books students will use when they go to their centers to research more about the Tundra and what animals live there/what these animals need to survive or what they are lacking to survive. There are more books in this center but students are not expected to read all of these books, yet these are to be used as a variety of resources so that they may have many different forms of research. All books are on different reading levels, yet they are all on a first grade reading level scale.

The Very Hungry Bear by Nick Bland o This book is about a bear that runs into a polar bear and tries to help find him a home because

his iceberg is melting. This book is used in the overview lesson and the endangered animal lesson used to connect the two lessons.

o Interest Level: PreK-2o Grade level Equivalent: 3.0

Website/Technology Resources

Website/Technology Resources:1. http://www.brainpopjr.com/science/ is large part of our unit and there are numerous resources

that we pulled from to use in various lessons throughout the unit. Brainpop has many mini lesson topics that align with a large majority of our unit. It has many resources for the teacher to pull from. Along with many interactive activities and videos for students to use.

2. http://eschooltoday.com/ecosystems/what-is-an-ecosystem.html is a good place to give students and teachers a recap and explanation of biomes, ecosystems and characteristics of each of the biomes. As well as has pictures to provide an example of each of the types of animals that can be found.

3. http://youtu.be/lHNtcqksWwg is a BP spill news clip (This is for global awareness to show the students that this really does happen in the real world and not just in classroom scenario. I believe this should be an eye opener for the kids and have concern to proactive in helping the environment and the animals.) I would explain the importance of us as people on earth have effect on our environment may it be good or bad. This clip has also information that they will need for their endangered animal. This clip will help me emphasize the common core 1.L.1. I can also emphasize that

there were a lot of volunteers helping to clean the mess up.4. http://www.youtube.com/watch?v=CL3PCnz-qHg

a. This video is used during the student’s centers in order to research more about the tundra and the animals that live there.

4. Daily Lesson Plans – 50 points - Individual (Each member of the group will create two lesson plans from the Lesson Brainstorming/Outline document. Each lesson plan is worth 25 points)

4. Lesson Plans and Materials

The following are requirements for the lesson plans. There is a five point penalty (five points deducted from the unit total) for each one of these items that is not included in the unit:

Use the templates provided by your instructor. Include lesson number and title for each lesson. Each lesson must use at least two content areas. At least three plans must include digital technology (student and teacher use). Students must use the technology in at least one lesson. Digital technology use includes, but is not

limited to: computers, digital cameras, MP3 players, calculators, DVDs, CDs, radio, interactive white boards, digital microscopes, and microphone.

Global awareness must be included in at least two lessons. 21st Century skills and culturally responsive teaching strategies must be included in all lessons. At least one lesson must include activities that require students to use critical thinking skills and

problem solving skills. At least one lesson must include students' working in learning teams (cooperative groups). All lessons must include appropriate instructional strategies and assessment measures. Appropriate differentiated learning activities to meet the diverse needs of students in your class must

be included in all lessons. (For unit points, each lesson must include differentiated activities in the Plans for Individual Differences section of the lesson plan.)

Include copies of instructional items such as worksheets, handouts, tests, rubrics, examples, etc. These supplemental documents follow the lesson plan in the unit. Non-electronic items must be scanned in.

Lessons must reflect the requirements shown in the scoring sheet on the lesson plan templates. The points awarded will reflect the extent to which each lesson has met the requirements. Each lesson is worth 25 points for a total of 50 points.

5. Content Analysis – 10 points - Collaborative(Use the charts provided for this section.)

5a. Integration of Curriculum This chart is added after the Rubric.

5b. Meeting Learners’ Needs – Multiple

Intelligences and Learning Styles

6. Unit Assessment – 5 points - Collaborative6. Unit Assessment

Molly

Project Based Learning Summative Assessment: PBL: (What we will say to the students) “Endangered animals are animals that are on the verge of extinction. It is our job as human to try and preserve the last remaining animals. Something called Conservation which is efforts to preserve something in danger of no longer existing. We as humans greatly affect animals and their biomes, ecosystems and habitats we have been studying. You and the members of your Daily 5 group will draw an endangered animal out of bag, and that will be what part of what you present to us in the live museum walk. We will put on the Live Museum Walk with all the other first grade classes for the third and fourth graders at our school and any of your parents are also welcome. The first part of the problem you are presenting is about the endangered animal and why is it endangered and on the verge of extinction, but also you are trying to figure out how to save this endangered animal from becoming extinct. So what solution can you come up with to stop the endangered animal from becoming extinct?”

The students at the end of the unit are going to be given an endangered animal and work in their Daily 5 groups to research about the animal based on a guided resource sheet. (See Link given below)

http://www.brainpopjr.com/science/conservation/extinctandendangeredspecies/activity/ 1 student from their daily 5 group will choose an animal name out of the a brown bag 4 endangered animal names will in the brown bag with one animal for each of four daily 5 groups The students will receive a list of choices of activities to present their content on the solution. They will

all be able to present different solutions to the problem of how to save the endangered animal their group was assigned.

Each child is required to: Come up with a solution on how to save their animal.

o They need to present all 5 questions from their research worksheet, each person in the group completed.

o Each Student will create a poster where they will wear with a face hole cut out that is the animal their group is researching. The students will create their animal and then put the research question answers and facts around it.

o Students will then need to create some sort of art piece and written pitch to convey reasons to save their animal. With written explanation of at least 4-5 sentences on why we should save their animal.

o Students then need to create a poster, diorama, mobile, or book with their solution on how to save their animal.

Students will be graded on neatness, spelling, complete sentences, and use of punctuation and capital letters.

Student’s project should be colorful.Poster has all 5 answers from the research worksheet.They have to create an art piece of their choosing and a 4-5 sentence write up convincing people why to save their animal. Their solution to the problem should have 5 to 6 steps on how to save the animals.

Rubric:Mastery:

Students use correct spelling, complete sentences, and use of punctuation and capital letters. Student’s project should be neat and colorful. Poster has all 5 answers from the research worksheet. They have to create an art piece of their choosing and a 4-5 sentence write up convincing people why

to save their animal. Their PBL solution to the problem should have 5 to 6 steps on how to save the animals.

Partial: Students should have correct spelling, complete sentences, and use of punctuation and capital letters

and has 5-6 errors. Students project should were semi neat and colorful. Poster has almost 3-4 all the answers to the from the research worksheet. They have to create an art piece of their choosing and a 2-3sentence write up convincing people why

to save their animal. Their PBL solution to the problem should have 3-4 steps on how to save the animals.

Non-Mastery: Students don’t use correct spelling, complete sentences, and use of punctuation and capital letters. Student’s project is not neat and colorful. Poster has only 1 or 2 answers from the research worksheet. They have to create an art piece of their choosing and a 1-2 sentence write up convincing people why

to save their animal. Their PBL solution to the problem should have 1-2 steps on how to save the animals.

Other Summative Assessments: Endangered Animal Art Piece: Students create an art piece to convey the reasoning to try and save

their endangered animals. They will include a written explanation as to why the want to save this particular animal.Animal Biome Book: Students had to create a book on the types of biomes and animals included in the

biomes.

7. Unit Reflection – 15 points - Individual7. Unit Reflection The reflection includes all of The reflection on the unit shows all of The reflection on the unit

the required information but it is incomplete and does not show thoughtful consideration of the topics. The description may be adequate or even thorough but is missing at least one of the following:

consideration of the student’s overall thoughts about the unit-making process

consideration of the student’s areas of strength and weakness in writing the unit (what came easily and what was difficult and why)

consideration of what the student learned from making this unit

other thoughts the student had about writing the unit, the content of the unit, assistance received from the CT, etc.

(0-2)

the following although at least one area is addressed superficially:

consideration of the student’s overall thoughts about the unit-making process

consideration of the student’s areas of strength and weakness in writing the unit (what came easily and what was difficult and why)

consideration of what the student learned from making this unit

other thoughts the student had about writing the unit, the content of the unit, assistance received from the CT, etc.

(3-4)

shows all of the following: thoughtful

consideration of the student’s overall thoughts about the unit-making process

thoughtful consideration of the student’s areas of strength and weakness in writing the unit (what came easily and what was difficult and why)

thoughtful consideration of what the student learned from making this unit

other thoughts the student had about writing the unit, the content of the unit, assistance received from the CT, etc.

(5)

8. Standard Writing Conventions – 10 points - Collaborative8a. There are more than three

writing errors (grammar, spelling, sentence and paragraph structure, punctuation, capitalization). (0-3)

There are no more than two or three minor writing errors (grammar, spelling, sentence and paragraph structure, punctuation, capitalization) and they do not detract from the meaning.

There are no writing errors (grammar, spelling, sentence and paragraph structure, punctuation, capitalization).

(5)

(4)

Total points possible 140

Broad Goals and Alignment chart

Main Content Area Competency Goals and Objectives and their Alignment to Broad Goals.

ESSENTIAL QUESTION #1

ESSENTIAL QUESTION #2

ESSENTIAL QUESTION #3

Broad Goals

What are some essential things that plants and animals need to survive?

What is an ecosystem? Identify different ecosystems in the world.

What are the ecosystems located in North Carolina?

Define reuse, reduce, recycle. What does it mean, and how is this useful in our lives?

d. Lesson Alignment

Lesson name Behavioral Objective Relevant Goals (3c): Place an X under the goal that corresponds with the lesson.

Explain how one lesson aligns/flows to the next. (How does each

lesson build on the previous one? How are the lessons tied together? How does the learning

progress from one lesson to another?)1 Intro Into Ecosystems (Molly)

Students will recall information about ecosystems and their animals through the completion and 100% mastery of a matching worksheet based on a grading rubric.

X X XThis lesson is the introduction to the unit as a whole. It will introduce all of the concepts of ecosystems, what plants and animal’s needs are to survive and different animals live in different environments and have specific things to help them survive in their specific environment. This will flow easily when the classes go to the zoo, where students are looking at animals in the zoo. Which will then lead into the animals are in the zoo are, because endangered. The next lesson is about

what is an endangered animal.2. TRIP TO THE ZOO

3 Intro Into Endangered (Molly)

Students will recall what endangered animals are through the creation of an exit ticket and drawing of an endangered animal art piece proving 100% mastery based on the grading rubric.

X X XThis is where students will be introduced into what an endangered animal is. Students will relate knowledge from the zoo trip. They will then learn to correlate the introduction to ecosystems from lesson 1 and the zoo trip.

4 Forest (Katie) Following the lesson on endangered animals, students will research and record information about an animal from the Forest with at least 90% accuracy.

X XThis lesson will be part of the sequential lessons of the lesson plan.

5 Ocean/Marine (Marge)

Following a lesson on oceanic ecosystem, students will be able to write what sea animals need to survive in the ocean with at least 90% accuracy.

X XThis lesson will be part of the sequential lessons of the lesson plan.

6 Savanna (Katie) Following the lesson about the ocean, students will be able to identify and record information about the Savanna and the animals that reside there with at least 90% accuracy.

X XThis lesson will be part of the sequential lessons of the lesson plan.

7 Tundra/Arctic (Jessica)

Following a lesson on the safari ecosystem, students

will be able to write and record what animals from the Tundra need to survive in the ocean with at least

90% accuracy on the

X XThis lesson will be part of the sequential lessons of the unit.

worksheet8 Review/Recap (Jessica)

Following the lessons on the various ecosystems and the animals that inhabit those areas, students will then review and recap what they have learned. Students will have a Venn diagram/diagram that they will complete for 90% accuracy.

X XThis lesson will support the lessons on the various ecosystems and will be a review of these concepts/animals. This will also be the introduction to their project.

9. Research Days10. Reduce, Reuse, and Recycle (Marge)

After observing the classroom destruction, students will create a at least one solution with their groups on how they can save the world.

X XThis lesson is in support of helping the students realize that we affect the environment/ecosystems (Ones we taught about and how we are part of the cause for endangered animals.)

Live Museum WalkSubject/Lessons

Science Social Studies

Lang.Arts

Math Technology Music Drama HealthyLiving

Vis/Art

Core Subjects

X X1 Intro Into Ecosystems (Molly) X2 TRIP TO THE ZOO X3 Intro Into Endangered (Molly) X X X

4 Forest (Katie)

X X X X5 Ocean/Marine (Marge) X X6 Savanna (Katie) X X X X7 Tundra/Arctic (Jessica) X X X X8 Review/Recap (Jessica) X X X X XResearch Days

X X X10 Reduce, Reuse, Recycle (Marge) X XLive Museum Walk X X

Integration Chart – Include NCSCOS competency goal and objective numbers or Common Core standard and objective number to show where each content area was taught in your unit.

Multiple Intelligences/Learning Styles Chart – Address where each MI was addressed in your unit. Give the part of the lesson (i/e., Teacher Input, Guided Practice, Explore, Elaborate, etc.) and a brief phrase to describe the activity. (Example: Explain – labeling rocks)

Gardner’sIntelligences

VerbalLinguistic

VisualSpatial

MathLogical

Inter-Personal

MusicRhythm

Intra-Personal

BodyKinesthetic

Naturalist

Learning Style Auditory Visual Tactile1 Intro Into Ecosystems (Molly)

XFocus and Review: BrainPop Video Read Aloud t-chart

Teacher Input: Brain Pop videoBiome centers,Read Aloud

Guided Practice:

CentersQuestioning Jeopardy Game

Focus and Review:BrainPop VideoReading

XFocus and Review: Videos

Teacher Input: Brain Pop activities worksheet

Guided Practice: Centers Questioning Animal Biome Fact cards Jeopardy Game

Independent Practice: Animal Biome Book

XFocus and Review:Comparing and Contrasting T-Chart looking for patterns in the information

XFocus and Review:Certain Questioning

Guided Practice:Certain Questioning

XFocus and Review: Video on needs of living things

Guided Practice: BrainPop Video

“The bells being rung in a pattern, for daily 5 centers.”

XTeacher Input: Acting out the parts of the book

Guided Practice: Jeopardy Game, Switching to Rotational Activities

XClass trip to the zoo.

TRIP TO THE ZOO3 Intro Into Endangered (Molly)

XFocus and Review: BrainPop Video Read Aloud K-W-L chart

Guided Practice: Brain Pop video and activities

XFocus and Review: Read Aloud, K-W-L chart

Guided Practice: Brain Pop video and activities on the site

XFocus and Review: Comparing and Contrasting T-Charts

Looking for patterns in the information

XFocus and Review: Certain Questions

Guided Practice: Certain Questioning, Examining Art

Independent Practice:

Independent Practice: Art piece

Art piece

4 Forest (Katie) XEvaluate:PrintoutsElaborate: Non-fictionReading

XEngage:Photographs

XExplain:Communication: through a “think-pair-share”

Elaborate:Challenges – Questioning with Blooms

XElaborate:Reflecting

XExplain: Facial Expressions and Gestures

XExplore:Nature Walk

5 Ocean/Marine (Marge)

XTeacher Input: defining Marine ecosystem

XIndependentCenters: books, mural

XAssessment: recording

XTeacher Input: think and share

6 Savanna (Katie) X

Independent Practice: Printouts

XGuided Practice:Photographs

Teacher Input: Visual Aids in a picture walk

XTeacher Input: Patterns (in the read aloud)

XTeacher Input:Think-Pair-Share

XClosure:Reflecting in questioning

XTeacher Input:Facial Expressions and Gestures

7 Tundra/Arctic (Jessica)

XTeacher input defining Tundra/Arctic

XIndependent practiceBrain pop VideosCentersBooks Murals

XIndependent practice

Worksheet for recording

XGuided practiceThink pair share

XIndependent practiceCenters

XIndependent practice Centers

XIndependent practice Centers

8 Review/Recap (Jessica)

XFocus and Review: BrainPop Video Read Aloud

XFocus and Review: Videos

Teacher Input:

XFocus and Review:Comparing and

XFocus and Review:Certain Questioning

XFocus and Review: Video on needs of

XTeacher Input: Acting out the parts of the

t-chart

Teacher Input: Brain Pop videoBiome centers,Read Aloud

Guided Practice:

CentersQuestioning Jeopardy Game

Focus and Review:BrainPop VideoReading

Brain Pop activities worksheet

Guided Practice: Centers Questioning Animal Biome Fact cards Jeopardy Game

Independent Practice: Animal Biome Book

Contrasting T-Chart looking for patterns in the information

Guided Practice:Certain Questioning

living things

Guided Practice: BrainPop Video

“The bells being rung in a pattern, for daily 5 centers.”

book

Guided Practice: Jeopardy Game, Switching to Rotational Activities

Research Days10 Reuse, Reduce and Recycle (Marge)

XExplain- Teacher talks and centers- they hear each other comments

XElaborate: VideoCenters-books

XExploreCenter- with Journal/discuss with groups

Explain- students discuss

XExplain- Journal

XExplore Centers- Mural Wall

XExploreCenters- Mural Wall

Live Museum Walk

Lesson # 1Lesson Title: All About Biomes, Ecosystems, and Habitats! Molly Anderson

Subject: Integrated Unit Lesson Plan # 1 Overview of Biomes- Overview of the entire unit to introduce students to the unit.

Central Focus: N/A

Common Core/Essential Standard Objective:1.L.1 Understand characteristics of various environments and behaviors of humans that enable

plants and animals to survive.

1.CX.2.2 Identify connections between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts.

1.TT.1.1 Use a variety tools to gather data and information (e.g., web-based resources, e-books, online communication tools, etc.)

RL.1.1 Ask and Answer questions about key details in a text.

Date submitted: Date taught:

Daily Lesson Objective: Students will recall information about biomes and their animals through the creation of an animal and biome book, to prove 100 % mastery based on a grading rubric.

21st Century Skills: CREATIVITY AND INNOVATION

o Think Creativelyo Implement Innovations

CRITICAL THINKING AND PROBLEM SOLVINGo Make Judgments and Decisionso Solve Problems

COMMUNICATION AND COLLABORATIONo Communicate Clearly

Academic Language Demand (Language Function and Vocabulary):

Ecosystems Forrest Safari Ocean= Marine Aquatic Biome Classified

Prior Knowledge: That a plant and animal are both living things. Different animals live in different places and need different things to survive.

Activity Description of Activities and Setting Time1. Focus and Review Have the students seated on the carpet in front of the interactive whiteboard.

Ask the students if the students can up with things that plants and animals need to survive. Make a list t-chart list with the students of what plants and animals need to survive on the interactive white board.

((1)Column, What I think Plants and Animals need to Survive and (2) Column What I learned Plants and Animals need to survive) Before the students watch any of the videos (see links below) have the students as a class tell what they

10-15 mins

think plants and animals need in column (1).http://www.youtube.com/watch?v=k4UDf3tF_O4&feature=sharehttp://www.youtube.com/watch?v=dUBIQ1fTRzI

Reviewing the needs of plants and animals with the students after they watch the videos. As a class, have the students add to column (2) of what they learned after watching the videos. Divide when writing on

the interactive whiteboard, within the column (2) plants list and animal list. Then quickly compare with the student’s responses as a whole class what they put in what I think column (1) and what

I learned column (2). Ask the students if they: “Can you guys tell me any similarities you see on the chart between the 2 columns?” “Can you guys tell me any differences you see on the chart between the 2 columns?” “Did you guys see things in the video about their needs that were new to you?”

Explaining the unit: “We are going to the zoo tomorrow to help us get started with our project we are going to be working at the end of unit. We are going to start learning our new unit today. In this unit, we are going to be looking at different animals and the different places around the world that they live. The project we are going to do, might be one of the animals we see at the zoo, you all will get to pick those later in the next couple week. We are going to look at special animals called endangered animals, which is what we are going to learning about the day after we go to the zoo with the other first graders.”

“All the animals live in different habitats at the zoo and different habitats are parts of all ecosystems and they are apart of biomes.” Can anyone tell me what you think a habitat is? “

Fill out t-chart 1 with 3 columns on the interactive whiteboard: What I think I know about: (1) habitats, (2) biomes and ecosystems and their animals (3) classifying animals

Have the students tell what they think they know about the habitats column during the whole class discussion. Watch the short video:

http://www.youtube.com/watch?v=H_CSlLIuVZs Reviewing what a habitat actually is with the students. Ask the students questions: “What can is one thing all of the habitats have in common from the video?” “We humans are animals also, we live in something that would be considered our habitat, what is it?” “Did anything surprise you that you learned in the video? Fill out t-chart 2 on the same interactive whiteboard with 3 columns: What I learned about: (1) habitats, (2) biomes

and ecosystems and their animals (3) classifying animals Have the students as a class come up with column (1) in What they learn about (1) habitats Compare the students responses in the t-charts 1 and 2 about habitats from what they thought and learned after the

video Ask the students: “Can you guys tell me any similarities you see on the chart between the 2 columns?” “Can you guys tell me any differences you see on the chart between the 2 columns?”

2. Statement of Objective for Student

“Today class, we are going to working recalling what we learn about biomes and their animals and get to create animal biome book to show how much we learned and help us remember throughout our new unit.”

3. Teacher Input “Class, we just refreshed our memories of what a habitat was in the video. We are now going to read a book and it

may have some habitats in it. I want you guys to keep your eyes peeled for any of those in the book? As I read, we are going to keep a tally on our sticky notes of how many animals, and their habitats that we see.”

Pre-Reading Strategies: o Picture Walk, noticing habitats and animals in the book. o Ask students to help you predict: o “What do you think the title of the book means?”o “Which one of the bears do you think is the VERY hungry bear?”o “Wait the cover say the VERY hungry bear, but there are two bears are on the front, do you the book will be about

which one? How do you know?”o “Can you see any habitats of the bears or other animals by looking at the cover?”

Read The Very Hungry Bear by Nick Bland: During Reading Strategies:

o “Friends we are going to see things that the brown bear does through the book, when I tell you to, I want you act out what the bear is doing? Can you help me that? Also remember to keep track of all the animals and habitats we see in the book.”

o Acting out sections of the book of with the brown bear in them.o Stop before you see what brown bear has caught on his fishing pole, and have the students predict: “What do you

think the brown bear caught on his fishing pole?”o Continue to ask the students to act out the things that the bear does.o Check throughout the book to see if the students are counting the animals and habitats you see. o After Reading Strategies: Questioningo “Why could the polar bear not live in any of the places the brown bear suggested?o “What was the polar bear’s habitat?”o “Did you see any other animal habitats?”o “How many tally marks did you have for the animals in the book?”o “What ones were they?”o “How many tally marks did you have for the habitats you saw in the book?”o “What ones were they?”o Watch the video on classifying animals’ video, relate to the zoo, and look for certain habitats. (See link below)

http://www.brainpopjr.com/science/animals/classifyinganimals/o Ask the students:o “If they notice anything about the different animal exhibits in the video?”o “Why they think certain animals are in the zoo?”o “Are there are any animals at the zoo that you are excited to see?”

30-45 mins

o Review with the students on the interactive whiteboard what an ecosystem and a biomes are.Ecosystems:

An ecosystem: includes all of the living things (Plants and Animals) And how the living things interact with each other and It also has: weather, sun, the soil and earth

Biomes: Biomes are very large areas that have animals and plants adapting to their environment. Things such as: climate, soils and what kinds of plants grow there CLASSIFY a particular biome. A biome is NOT an ecosystem, although in a way it can look like a massive ecosystem. If you take a closer look, you will notice that plants or animals in any of the biomes have special things that make it

possible for them to exist in that area You could find many units of ecosystems within one biome.

Rotational Direct Instruction: Have tables set up around the room with the information about each biome on it and with the class rotate with the

class, as if they were at the zoo. The information will be on flash cards and or cut out taped to the parts of the table. The books from each biome

lesson will be on display on the table. Teacher will teach the content to the students. The students will be able to look at the interacting with the things on

the table during guided practice.The different biomes we are going talk about in the unit:

“These types of biomes are some of the things you might see at the zoo”Artic/Tundra Biomes:

There are two major tundra biomes: The Arctic Tundra and the Alpine Tundra. Tundra – It is very cold in the Tundra. The ground is always frozen and covered with snow and ice, called permafrost The Arctic tundra is near the North Pole. The Alpine tundra is very cold, and on the tops of the mountains. They are icy a lot of the year. Doesn’t have a lot of rain Extreme freezing Temperatures Covers about a fifth of the earth’s land surfaces Some animals that live there are Polar Bears, Caribou, Snow Owls, Grizzly Bears, white wolves.

The Aquatic Biome This includes all water bodies on the earth’s surface. Aquatic biomes are grouped into two sections: Freshwater Biomes (lakes and ponds, rivers and streams, wetlands)

and Marine Biomes (oceans, coral reefs and estuaries). They make up 73% of the earth surfaces. Some animals that live there are: lots of different types of fish, there are also whales and turtles.

The Forest BiomeForests make up about 30% of the total land cover on earth, and are of incredible value to life on earth.However all the forest biomes have lots of skunks, deer, squirrels, foxes, birds and reptiles.2 types of forests:

One is very cold. This forest like what you find in the mountains. Pine trees grow here. Pine trees are trees with needle-like leaves. They do not shed their leaves in cold months. The second type of forest: is warmer area. Trees have wide leaves that change color in the fall and are shed in the winter.

The grassland biome

Grassland is a massive areas dominated by one or a few species of grass, with a few trees. This is what the Savanna in Africa is called. The major savanna is located in Africa, and takes up more than a third of the continents land area. Grassland – The Grassland is a warm place with a fair amount of rain Some animals that live there are: wildebeest, warthogs, elephants, zebras, rhinos, gazelles, hyenas, cheetahs, lions,

leopards, ostrich

4. Guided Practice Model for the students how to fill out one box on the sheet. See link below for the worksheet. Make sure the students know to add at least one fact they learn from each table. Draw a picture of one animal. Explain to the students they will be rotating to the different biome centers we did with the teacher in their daily 5

groups. Tell the students that they are rotating like a mini zoo and how they will be walking from one exhibit to another like Annie and Moby did in the video.

http://www.brainpopjr.com/science/animals/classifyinganimals/activity/ Have the students use what they learned during each rotation mini focus lesson to fill out a card with 1 fact about each

biome as they rotate with their daily 5 groups. They need to write one fact they learned from each biome. They also will need to draw an animal that can be found in that particular biome to next to a fact card on the sheet. Let the students know if they have extra time at the center, that they can write more than one fact on the fact card.

This is the same sheet the students will have to do at the zoo while they are there. Play Biome Jeopardy with the whole class. Show the class each page of the book with the words covered up that they

will be doing during independent practice. Give the children each two large index cards; Have them write Tundra biome, Forest biome, Grassland/savanna biome, Aquatic/marine biome. The students should write one biome name on the front side of the index card and one name on the back. Have the kids hold up cards to represent each one of the biome names that each student wrote on the flash cards.

Check for comprehension to see how much the students can recall. Explain that the pictures that they see in the jeopardy game will be the pictures in the books that the students are

going to create. Give the students instructions on how to create the biome book. Explain that you want the students to:

o Write their name on the front cover

20 mins

o Color all of the pages and draw at least 2 animals in each biome that they learned in the center rotations on each page.

o Students need to write what each of the biome is called underneath the picture.o Have the students cut out and attach the fact card and animal card to the back of each biome page that

corresponds with the fact they recorded.o Remind the students to be neat and use lots of color.o Make sure the students add details to the pictures.

5. Independent Practice

Students will create a biome book where they will color, and add the animals for each biome by drawing them into the pages of the book.

30 mins

6. Assessment Methods of all objectives/skills:

Formative Assessment: Through student question, t-charts, animal biome and fact cards, and jeopardy game.Summative Assessment: The Animal Biome book.

Mastery: o Student’s name on the front covero All of the pages are colored and student has drawn at least 2 or more animals in each biome that they learned lived

there in the center rotations on each page.o Student wrote what each of the biomes are called underneath each of picture son every page in complete sentences.

(The (blank) biome is….)o Student cut out and attached all the fact cards and animal cards to the back of each biome page that corresponds with

the fact they recorded.o Pages are neat and colorful.o Student added extra details to the pictures on each page.

Partial Mastery: o Student’s name on the front cover.o All of the pages are colored and student has drawn 1 or 2 animals in each biome that they learned lived there in the

center rotations on each page.o Student wrote on half the pages the (Blank) biome is…. in a sentence underneath the picture on every page in

complete sentence form.o Student cut out and attached up to 2 of the fact cards and animal cards to the back of each biome page that

corresponds with the fact they recorded.o Pages are semi neat and colorful.o Student added some details to the pictures on each page

Non- Mastery:o Student’s name is not on the front cover.o None of the pages are colored and student has drawn no animals in each biome that they learned lived there in the

center rotations on each page.o Student wrote none of the pages the (Blank) biome is…. in a sentence underneath the picture on every page in

complete sentence form.o Student did not cut out and attach any of the fact cards and animal cards to the back of each biome page that

corresponds with the fact they recorded.o Pages aren’t neat and colorful.o Student added no details to the pictures on each page

7. Closure

Have some of the students share their biome animal books and read them to the class. Have the students as a class, chorally respond with the name of the 4 biomes to check to make sure they know what

they are. Ask the class to tell you what a biome is and how ecosystems, biomes and habitats are connected. Have the class recap what plants and animals need to survive and what a habitat is. “ Today class, we worked on learning and recalling what we learn about biomes and their animals and got to create

animal biome book to show how much we learned and help us remember and refer back during our unit.” “Tomorrow we are going to the zoo. We are going to fill out a sheet while we are at the zoo with fact cards and animal

cards we did today. While you are at the zoo, I want you to think about the biomes we learned about today and see if the exhibits are classified in habitats in their certain biome when we are there tomorrow. So on that sheet we filled out today, you will fill out one fact about the animal and draw the animal’s picture.”

10 mins

Targeted Students Modifications/Accommodations Have the student who is dyslexic and has

processing issues get to have more pictures and group work and less writing activities. The student will do well to add pictures to work instead of the amount of writing required.

Be sure to give more oral instructions. Doing a lot of the Check for Understanding

orally, will allow the student to demonstrate understanding of all the lesson content.

Have the student dictate his responses to the teacher for any written work.

Student/Small Group Modifications/Accommodations High Flyers should be asked to write more sentences than the rest of the class, if they finish early

working on the animal biome book and they can write more than 1 fact in each center. Struggling Readers or ELL’s can trace the sentences on each page of the book and read their

sentences to the teacher to help check for understanding.

Materials/Technology: http://eschooltoday.com/ecosystems/what-is-an-ecosystem.html (Biome Research source)

See attached pdfs for additional resources, and animal biome book, cut out pictures for each of the biomes, interactive whiteboard for brainpop, crayons, markers, scissors, fact card sheets for the zoo field trip, The Very Hungry Bear Again By: Nick Bland, sticky notes, creatively cut information on the biomes for the centers, and animal pictures to represent each of the biomes, a slide with the list of the names of the biomes on them, ( so the students will create the flash cards with the 4 biome names on them) 2 large index cards per student, scissors.

PDF #1 : Biomes: Literacy Activityhttp://www.teacherspayteachers.com/Store/The-Lone-Wolfe!

PDF#2 : Land Biomes By Tanya Rae DesignsAuthors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010

MY ANIMAL BIOME BOOK

#2 STUDENT FIELD TRIP- TO THE ZOOStudents will have a field trip to the zoo in-between lessons one and two of the unit.

Students will fill out the same fact cards and animal cards from lesson #1 at the zoo on the animals that reside there for each biome we reviewed.

Lesson # 3Lesson Title: Biomes – All about Endangered Animals! Molly Anderson

Subject: Integrated Unit Lesson Plan # 2 Science- Endangered Animals

Central Focus: N/A

Common Core/Essential Standard Objective:1.L.1 Understand characteristics of various environments and behaviors of humans that enable

plants and animals to survive.

1.CX.2.2 Identify connections between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts.

1.TT.1.1 Use a variety tools to gather data and information (e.g., web-based resources, e-books, online communication tools, etc.)

RL.1.1 Ask and Answer questions about in a key details in a text.

Date submitted: N/A

Date taught: N/A

Daily Lesson Objective: Students will recall what endangered animals are through the creation of a written explanation and drawing of an endangered animal that the student wants to save, based on the grading rubric to prove 100% mastery. 21st Century Skills:

CREATIVITY AND INNOVATIONo Think Creativelyo Implement Innovations

CRITICAL THINKING AND PROBLEM SOLVINGo Make Judgments and Decisionso Solve Problems

COMMUNICATION AND COLLABORATIONo Communicate Clearly

Academic Language Demand (Language Function and Vocabulary):

Ecosystems Forrest Aquatic Marine=Ocean Tundra Safari Biome Classified

Prior Knowledge:

The basic overview of the biomes, ecosystems, habitats, needs of plants and animals. That animals are classified in different ways Basic concept of how the zoo classifies their animals. Animals live in different biomes and those have different ecosystems, which has habitats. Different animals live in different environments and have specific things to help them survive in their specific environment. Different animals have things that help them survive in their certain environment.

Activity Description of Activities and Setting Time

1. Focus and Review

Say to the students: “ Earlier this week, we looked at different types of animals and that different animals live in biomes, which have different ecosystems and animal habitats. We also looked what animals and plants need to survive. Who can tell me what one of those was? Did you see different types of animals and different ecosystems at the Zoo? Can anyone give me an example of one of those that you saw at the Zoo? ”

Have the student pull out fact cards and animal picture card worksheets students did at the zoo from yesterday. Have students share what they learned at the zoo, and some of the animals they picked, in a think pair share. List what the students know about what animals and plants need to survive in a K-W-L chart in the K-section. Pre- Reading Strategies: “Friends, do you all remember we read this book earlier this week before we went to the zoo about

the very hunger bear? I want y’all to look at the book again. But this time I want y’all I want to look why the polar bear is having issues with his home? Why do you think he is having trouble finding his home (with the iceberg)? What details can you recall about why the polar bear was sad?”

Then read the book: The Very Hungry Bear Again By: Nick Bland During Read Strategies: Briefly read the book again. Touch on the polar bear’s lack of habitat. Then ask students after you read: Did you notice anything about the animals in the book? Did you notice what the Polar Bear said about his home? What was the Polar Bears Problem? What was the Grizzly bears problem? What other animals do we see in the book? Did we see more than one animal habitat in the book? Or more than one habitat? How did you know? Have you guys ever heard of an endangered animal? Have you guys ever heard of an extinct animal? Then have the students fill out anything they want to know about endangered animals on a sticky note. Then have the

students add their sticky note to the chart. “ Before we watch a Brain Pop, I wanted to tell you guys a little about what you guys are going to be working on over the

next few weeks will be a project on an endangered animal that we will pick groups for later. You all will even get to put on a live museum for the 2nd Graders in a few weeks. What we learn today about endangered animals will really help us with our group projects.”

15-20 mins

2. Statement of Objective

“Today we are going to learn what endangered animals are and look at how people, show us how we should treat them and try and save them through art; And then we are going to create our own piece of art on how to save your endangered animal.”

2-3 mins

for Student

3. Teacher Input

Have the students to fill out the L in the K-W-L about what they want to learn about what are endangered animals in the W column. Using a sticky notes for each student.

Watch the BrainPop Jr (http://www.brainpopjr.com/science/conservation/extinctandendangeredspecies/ )video on Endangered and Extinct species.

Stop the video at various points and ask questions for the students to predict when the terms: endangered and extinct are introduced.

Ask the students, questions that will check for comprehension of the terms after they are introduced and see if they understand what the video is talking about.

Have the students as a class take both the brain pop easy and hard quizzes. (See the link below for the quizzes) http://www.brainpopjr.com/shttp://2.bp.blogspot.com/_GpVKKdQxT-0/TGbzldYtbYI/AAAAAAAAFRI/wFuLkjawjHU/s1600/Sem+t%C3%ADtulo.JPGcience/conservation/extinctandendangeredspecies/

Make sure that the student’s aren’t just raising their hands and are comprehending what they are watching and learning. As well as make sure the can retell you what the question, answer and why their answer choice was correct.

Review after the video definitions of extinct and endangered specieshttp://www.brainpopjr.com/science/conservation/extinctandendangeredspecies/wordwall/

o Use the flashcards from brain pop to go over the terms with the students. o It will help students who have been sitting for too long. After the definitions as a whole class, call on a student to be

the teacher and click on each flash card definition and have numerous students repeat the definitions. See if students know of any endangered animals or extinct animals. As a class make a list of endangered animals with the students. Look at different art pieces and mediums of campaigns and pictures to raise awareness to endangered animals.

30-45 mins

4. Guided Practice

As a class, have the students as a class compare and contrast various elements of each of the art pieces on endangered animals.

(Pull up Google images, and look at various art pieces of endangered animals with the class)—Make sure the art images looked at with the class are varied. From vastly different mediums.

Make a t-chart with one column of compare and one column in contrast what their elements Ask the students questions about the chart: “Can any notice a pattern on our chart in either of the columns?” “Does anything stand out on the chart to you?” “Are there any similarities on the chart?” “Are there any differences on the chart?” As a whole class, model for the students, how to fill out one of the worksheets on the SMART Board, that they will be doing

for their live museum on the animal that they are “picking” from the select endangered animals. Pick one of the animals that are common to the students, (like a panda). Show the students how to fill out the entire sheet with the help of the students. (See link below for worksheet)

25 mins

http://www.brainpopjr.com/science/conservation/extinctandendangeredspecies/activity/ Students will complete worksheet web on endangered animals. They will add words or properties that described

endangered animals and also will add pictures from the website below into one of the bubbles on the chart. (first website has the link to the chart and the second, third, and fourth have pictures you need to print out for each student to be able to add to their web.)

http://www.brainpopjr.com/science/conservation/extinctandendangeredspecies/talkaboutit/ http://www.discovery.com/tv-shows/curiosity/topics/endangered-animal-pictures.htm http://4.bp.blogspot.com/-Iu2fE5-R-bw/T7Zrg73A_rI/AAAAAAAAG9s/qyAA1SIv_0A/s1600/endangered_animals72.jpg http://2.bp.blogspot.com/_GpVKKdQxT-0/TGbzldYtbYI/AAAAAAAAFRI/wFuLkjawjHU/s1600/Sem+t%C3%ADtulo.JPG

Think Pair Share with the person sitting next to them about their sheet and explain to their partner why they picked the reasons they did.

Have the students share their ideas to the whole class. 5. Independent Practice

Explain to the students: “Another thing that they will be doing in their live museum walk would be creating an Art Piece like we saw in our lesson today, in an effort to try and get people to save the animal that they will do in their group.”

Let the students know that today they will be allowed to pick any animal we talked about today that extinct to do their art piece on, but in the project for the live museum they will have to do the animal they are studying in their group.”

Students are then creating an art piece on how to save their specific endangered animal like they saw early during the lesson.

Give students the expectations of the assignment: The students are expected to:

o Create a Picture that, is trying to convince people to try and save the animal of the student’s choosingo Has to be an animal covered in class.o Needs to be neat and colorful.o Needs to be detailedo Student needs to write 3-4 sentences to explain why we should try and save this specific animal they

choseo The Picture and sentences, relate to each other.o Remind the students to make sure they use capital letters, periods and another punctuation marks like

20 mins

exclamation marks and question marks. Review with students some of the examples of the art pieces that were looked at earlier in class. Students, who don’t finish, will be given a chance to work on it during morning work the following day.

6. Assessment Methods of all objectives/skills:

Formative Assessment: Student Questioning throughout the lesson, K-W-L chart, t-chart Summative Assessment: The Endangered Art piece and written explanation

Mastery: o Student creates a picture, which is trying to convince people to try and save the endangered animal of the student’s choosing.o Must be about an endangered animal covered in class.o Picture is neat and colorful.o Picture is detailed.o Written explanation has at least 3-4 complete sentences to explain why we should try and save this specific animal they

chose.o The Picture and sentences, relate to each other.o Student uses basic grammar in their sentences with 2 or less mistakes (uses periods, capital letters, and other punctuation

marks correctly) Partial Mastery:

o Student creates a picture of an animal of the student’s choosing.o Must be about an endangered animal covered in class.o Picture is semi neat and colorful.o Picture is semi detailed.o Written explanation has at least 1-2 complete sentences to explain why we should try and save this specific animal they

chose.o The Picture and sentences, relate to each other.o Student uses basic grammar in their sentences with 2 or more mistakes (uses periods, capital letters, and other punctuation

marks correctly) Non- Mastery:

o Student creates a picture student’s choosing.o Picture isn’t about an animal covered in classo Picture isn’t neat and colorful.o Picture isn’t detailed.o Written explanation has 1 complete sentence to explain why we should try and save this specific animal they chose.o The Picture and sentences, don’t relate to each other.o Student doesn’t use much basic grammar in their sentences and has made a lot of mistakes (uses periods, capital letters, and

other punctuation marks correctly)

7. Closure Have students who finished their art pieces share they pitch on why they say to save their specific animal. 10-15

“Today we looked what an endangered animal was and we watched a video and read a book about a few endangered animals. We also practiced parts of what you all will do during your live museum project at the end of the unit. Tomorrow we are going to start looking at one of the biomes/ecosystems we talked earlier this week, the forest.”

As an exit ticket have students, add one sticky note to what they learned in the lesson on the K-W-L chart in the L column. Compare the W’s to the L’s on the chart that the students had come up with.

mins

Targeted Students Modifications/Accommodations: Have the student who is dyslexic and has processing issues

get to have more pictures and group work and less writing activities. The student will do well to add pictures to work instead of the amount of writing required.

Be sure to give more oral instructions. Doing a lot of the Check for Understanding orally, will

allow the student to demonstrate understanding of all the lesson content.

Have the student dictate his responses to the teacher for any written work.

Student/Small Group Modifications/Accommodations: High Flyers should be asked to write more sentences than the rest of the class for

the explanation of saving the endangered animal. Struggling Readers or ELL’s can write less sentences than the amount required.

Materials/Technology: Interactive Whiteboard, picture sheets for each student to cut out, endangered animal art pieces pulled up on Google images, primary paper with a picture section and lines underneath, crayons, markers, scissors, fact card sheets from the zoo field trip, The Very Hungry Bear Again By: Nick Bland, sticky notes, KWL chart paper, sheet practice for the PBL worksheet

Lesson # 4Lesson Title: Biomes – All About the Forest! Katie Reynolds

Subject: BIOMES - Habitats/Ecosystems: Forest Central Focus: N/A

Common Core/Essential Standard Objective:1.L.1 Understand characteristics of various environments and behaviors of humans that enable

plants and animals to survive.

1.L.1.1- Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.

1.L.1.2- Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.

1.TT.1.1 Use a variety tools to gather data and information (e.g., web-based resources, e-books, online communication tools, etc.)

1.CX.2 Understand the interdisciplinary connections and life applications of the visual arts

RL.1.1 Ask and answer questions about key details in a text

Date submitted: N/A

Date taught: N/A

Daily Lesson Objective:Following the lesson on endangered animals, students will research and record information about an animal from the Forest with at least 90% accuracy. Objective RationaleThe students need to learn about the world around them; there are so many different types of biomes, habitats, and ecosystems in the world that have thousands of various animals living in them. Students need to have a true understanding of what these different animals need to survive in nature, as well as their impact on the world around them. This is so important because we live on this earth; we have such a strong influence on the lives around us and can be affected by any change that might occur.Revised Bloom’s level of thinking/type of knowledge:

Remembering Applying Evaluating

21st Century Skills:

Learning and Innovation Skills - Communication and Collaboration

Academic Language Demand (Language Function and Vocabulary):- biome- habitat- ecosystem- forest

Information, Media and Technology Skills - ICT (Information, Communications and Technology) Literacy

Life and Career Skills - Initiative and Self-DirectionProductivity and Accountability

- endangered - nutrients- predator- environment - community

Prior Knowledge: Students have been introduced to the unit about biomes and have learned what endangered animals are. Students also have reviewed and practiced how to use key details to ask and answer questions in a text. The students have practiced the Daily Five rotation and will know how to act appropriately during Teacher Instruction and during centers.

Activity Description of Activities and Setting Time

1. Engage

Before starting the lesson, review with students about habitats/ecosystems. Review with students about animals/plants and what they need to survive.

o In order to survive, animals need air, water, food, and shelter (protection from predators and the environment)o Plants need air, water, nutrients, and light. o Every organism has its own way of making sure its basic needs are met. o Be sure to review how humans can impact an animal’s life. o Review with students the BrainPop Vocabularyo Review previous lessons on Biomes:

Biomes are very large areas that have animals and plants adapting to their environment. If you take a closer look, you will notice that plants or animals in any of the biomes have special things

that make it possible for them to exist in that area You could find many units of ecosystems within one biome

Use websource: https://www.nationalforests.org/explore/forests/nc/north-carolinao Pull up the picture of the forest on the front page, and keep it on the SMARTboard during discussion.

Can anyone tell me what they see here? This picture was taken right here in North Carolina; it is from one of our four “forests” in NC. What kind of animals do you think lives in the forest?

o Make a list on the board of the different animals student’s suggest (be sure to leave room on the board – the list will grow once students return from the Explore stage).

15 minutes

2. ExploreTake the class outside for a nature walk! (Should last around 20 minutes)

Once outside, ask students if they notice any animals outside. BE SURE TO BRING PAPER WITH YOU TO MAKE NOTE OF WHAT STUDENTS SAY!

20-25 minutes

o Some acceptable answers will include: Squirrels Birds Ants/bugs Ect.

o Point out to students the different plants that you see. Trees Leaves Flowers Weeds

Upon arrival back to classroom, discuss with students the trip they took outsideo “What did you see outside?” (Guide student’s responses to both animals and plants).

3. Explain Make note of the picture that was referenced at the beginning of the lesson (https://www.nationalforests.org/explore/forests/nc/north-carolina)

This picture on the SMARTboard is a picture of a forest, similar to the one you just explored outside. Who can tell me in their own words what a forest is?

Gauge student’s responses. Teacher provides definition:

o A forest is a highly complex, constantly changing environment made up of a variety of living things (wildlife, trees, shrubs, wildflowers, ferns, mosses, lichens, fungi and microscopic soil organisms) and non-living things

(water, nutrients, rocks, sunlight and air).o Trees are the biggest part of this complex community.

Have a discussion with students on everything that might live in the forest. o Reference the first list students made on the board.

- Would any of these animals in the forest? o Create a new list on the board (beside the one created at the beginning of the lesson).

- Tell me some of the things you noticed outside. Be sure to guide student’s responses to both animals, and plants.

IF students cannot remember everything they observed, refer to the list you created outside of their observations.

o Once the new list has been created, ask students: “Do you see any similarities to the previous list we created?” “What are some differences?” After a student provides a difference, ask students:

“Is it possible for this animal to live in the forest? Thumbs up or down if you agree.” (Checking for Understanding)

30 minutes

Pinpoint a specific animal listed (example: bear)o Everyone will stand up together: I want you to show me what a bear looks like. Gesture students to get on all

fours. What would its face look like? How about how it sounds? This provides opportunity for students to get a stretch break, and have fun in the lesson (also benefits

students of multiple intelligences – bodily)o Once class settles down:o What do you think a bear needs to survive?o For example, what kind of food do you think it eats? Where do you think it sleeps (its shelter)?

Think-Pair-Share with your partner to discuss it. When students complete discussion (1-2 minutes), ask students to provide an example of what their

partner said.

Explain different animals/plants needs that are listed on the board. o Example: fish – Does it need water to survive? How about food? Do you think that the water it lives in is also

considered its shelter? (challenge question)o Example: owl – What kind of food do you think an owl eats? Is that food found in a forest too? What kind of

shelter do you think an owl sleeps in during the day?

4. Elaborate Begin separating students in Daily Five groups.

CENTERS Read to self

o Students will read the book: Lost In The Woods: A Photographic Fantasy by: by Carl R. Sams and Jean Stoick Questions regarding the book: (Remembering) Describe what happened to the fawn after the mother left it alone. (Applying) What questions would you ask the fawn’s mother? (Evaluating) Do you think it is a good idea for the mother deer to leave her young along for so long?

Writingo Students will write about their experience outside and what they learned about the forest.

Listen to reading (Center #3)o Students will use laptops provided for the 1st grade (6-7 in this center) Students will watch to a short clip on what

animals eat. o http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.eat/what-do-animals-eat/ o After watching the video students will answer the questions:

Why do animals need to eat? What kinds of things do they eat? Do all living things eat? (Challenge Question) Do plants eat?

Students will rotate every 25 minutes.

After the centers have been completed, have students gather in the middle of the room. So, now that we have talked a little bit about the Forest ecosystem, who can tell me something interesting about what

they have learned so far? Give the students the opportunity to share with the class interesting things they have learned so far.

5. Evaluate Assessment Methods of all objectives/skills

Formative Assessment: Through teacher questioning

Summative Assessment: Students will be required to work in partners (no more than 3 in a group; there is only 7 laptops students can use while completing the summative assessment)

In this assessment, students will research one of the many animals that have been discussed within the lesson; this animal must reside in the forest ecosystem.

o Students will research this animal with their group. The worksheet provided here will be the assessment.

o (A physical chart will be provided for struggling learners and ELLs – found at the end of the lesson) o Students will also work collaboratively with one another to find photos of their animal. They will create a poster

(with the worksheet glued in the middle) and draw their animal on the poster. Higher level students will be asked to draw their animal in different scenarios; for example: draw the animal eating one of

its common meals, or draw the animal sleeping where it lives (its shelter).

30 minutes

6. Assessment Mastery:

Results of all objectives/skills

~ Neat and Colorful~ Each question is answered correctly and is in a complete sentence.~ A picture is drawn to depict the animal the students chose; this picture relates the sentences written in the worksheet (3 pictures are drawn and relate to the sentences written (for the higher level students)

Partial Mastery:~ Semi Neat and Colorful~ Less than 3 questions are answered correctly and are in a complete sentences.~ A picture is drawn to depict the animal the students chose; this picture does not relate to the sentences written in the worksheet.

Non-Mastery:~ Not Neat and Colorful~ No questions are answered.~ No picture is drawn to depict the animal the students chose.

Targeted Students Modifications/Accommodations

Have a student who is dyslexic and has processing issues to have more pictures and group work and less writing activities. Be sure to give more oral instructions.

Doing a lot of the Check for Understanding orally, will allow the student to demonstrate understanding of all the lesson content.

Have the student dictate his responses to the teacher for any written work.

Student/Small Group Modifications/Accommodations

A physical chart will be provided for struggling learners and ELLs (found at the end of the lesson)

o Students will also work collaboratively with one another to find photos of their animal. They will create a poster (with the worksheet glued in the middle) and draw their animal on the poster.

o Higher level students will be asked to draw their animal in different scenarios; for example: draw the animal eating one of its common meals, or draw the animal sleeping where it lives (its shelter).

Global Awareness

Our unit focuses on different areas of the world. Not only does forests exist in North Carolina, but they also exist in different areas of the United States, North America, Canada, and other areas in the world. Culturally Responsive Teaching

Student-Centered Instruction- This culturally responsive teaching strategy can be found in the elaborate section of the lesson plan. The students are working in collaborative, cooperative

and community-oriented learning groups to research and record information they find on the animals of the forest. Materials/Technology:

- SMARTBoard

- Pencils, paper, colored pens/markers/crayons- Laptops (provided for the first grade classes (at least 6-7)- Lost In The Woods: A Photographic Fantasy by: by Carl R. Sams and Jean Stoick

- https://www.nationalforests.org/explore/forests/nc/north-carolina (photo of forest)- http://www.smithsroom.com/downloads/animal_homes.pdf (source for worksheet)- http://www.smithsroom.com/forest%20animals.htm (source for Forest animal’s table)- http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.eat/what-do-animals-eat/

black bear raccoon fox skunk deer rabbit owl squirrel

Food Grasses Forbs FruitsNuts

Berries.

They occasionally will prey on small mammals, deer and livestock.

Bears will also seek insects

(particularly ants and bees),

scavenge carrion, and raid bird feeders and

garbage cans

fleshy fruitsAcorns

Hickory nuts beechnuts

Grains

invertebrates (particularly crayfish and

insects)

rodentsyoung rabbits

birds bird's eggs turtles

fishcarrion

garbage crops such as corn

MiceVoles

woodchucks, rabbits chipmunks

fruits, insectsbirds eggs

carrion garbageamphibians

reptiles

Insects (like grubs)

small mammalsearthworms

snailsgrainsnutsfruits

reptiles vegetationamphibians

birdseggs

carrion garbage

grasses forbsacorns apples

twigs

Buds from a wide variety of

hardwood trees

Leaves from conifer trees such as white

pine and hemlock.

grasses herbscrops peas, beans,

and lettuce

bark twigs

Buds of shrubs and young trees

Rats mice

voles chipmunks lizardsfrogsfish

birds

large insects

Fruitacorns hickory nuts beechnuts

butternuts

berries mushrooms maple seeds

field crops such as corn

Enemies no major threats other than

humans

HumansDogsTrapscars

wolves coyotesbobcats

humans cars Great-horned

Owls

cars hunters dogs foxes raccoon weasels bobcats lynxes

hawkseagles humans

humans coyotes bobcats owlscars

Protection sharp teeth claws

climbing ability

fierce fighters

talented swimmers

talented climbers

fast runners offensive odor spray

fast runners

white tail warning

fast runners

blends well with surroundings

camouflagenocturnal

sharp talons

agile climbers

agile jumpers

Lesson # 5Lesson Title: Biomes – All About the Ocean! Margeline Picado

Subject: Ocean Central Focus: Biomes

Common Core/Essential Standard Objective:1.L.1 Understand characteristics of various environments and behaviors of humans that enable

plants and animals to survive.

RL.1.1 Ask and answer questions about key details in a text

Date submitted: N/A

Date taught: N/A

Daily Lesson Objective:Following a lesson on oceanic biome, students will be able to write what sea animals need to survive in the ocean with at least 85 points or higher for mastery.21st Century Skills: Communication and Collaboration- Students will be collaborating with each other during centers to answer the questions as a group which will require communicatingInformation Literacy and Responsibility- Students will be responsible to use their time wisely in finishing up the work. Students will be working with informational literacy to answer the question on the worksheet.

Academic Language Demand (Language Function and Vocabulary):Reading, writing, and listening Ocean/sea, plankton, fins, gills, blow hole, habitat, predator/prey, camouflage, survival

Prior Knowledge: What is a biome.Students have been introduced to the unit about biomes and have further discussed the Forest Biome. Students have also been introduced to endangered animals, and that they reside all over the world.

Students have reviewed and practiced how to use key details to ask and answer questions in a text. The students have practiced the Daily Five rotation and will know how to act appropriately during Teacher Instruction and during centers.

Activity Description of Activities and Setting Time

1. Focus and Review

“Yesterday we spoke about forest and the animals that live there.” “What were some of the things we talked about?”

Turn and talk to your partner and discuss what we have learned in the previous lessons. (I want you to quickly turn to your partner and tell them.) “I overheard a lot of your comments and I am so glad you learned so much.”

1 min

2. Statement of Objective

(Students will be identifying the sea animals need to survive) “Today we’re going to talk about Ocean’s biome and cool sea animals that live in it.”

for Student

3. Teacher Input

Teacher will put video on http://www.brainpopjr.com/science/habitats/oceanhabitats/ . -After the video have the students think, pair, and share some of the things they learned or experience they have had in the ocean. (Have a word bank for the ELL’s)

Have the students share what they said out loud.“Ocean animals are different than animals that live on land. The video did not mention this but how do you think animals breathe under water? (Give them a minute to think) They use gills. (Show them a picture of fish) Gills are specials organs that take in oxygen from the water.

Do you think all sea animals have gills?(thumbs up if you say yes… thumbs down if you think they don’t)

No not all animals have gills some have blow hole like whales and dolphins these are like their noses. They grasp a lot of air and fill up air sacs they have under it so they can swim underwater and make noises.With this being said do you think sea animals can survive on land? No they cannot they need water to survive.

As you saw on the video some sea animals eat plankton others eat smaller fish and some eat crabs or lobsters. Some of the sea animals do not need light because of how they are created. Usually dark sea animals have some sort of lighting on them like jellyfish or some other fish little light bulb on them.

Some animals defend themselves from predators by camouflaging. Predators are animals that hunt and kill others for food. This also includes us because we like to eat sea animals. Camouflaging is when something blends in with their surrounding that it’s hard to see them.

(Show a picture of a fish being camouflaged in it its surrounding http://www.telegraph.co.uk/earth/earthpicturegalleries/7420825/Camouflaged-animals-playing-hide-and-seek-by-blending-into-the-background.html?image=8 )

Today you are going to be scuba divers and explore other cool things about sea animals in your centers. Each one of you guys will receive a sheet and will have to find out things the animals will need to survive. Fill the sheet out as much as you can. You may find yourself filling out all the answers in just one center which is fine because then you get to explore each center for fun.”

15 min

4. Guided “Before we begin exploring I want to demonstrate each center so you can be careful and come back to land safely.” 15 min

Practice

Demonstrate centers with a student (pick different students at each center.) Give expectations-Each student will receive a worksheet that they will have to fill out as a group (groups of 6). One student should not do all the work. Assign 1-2 students per question. One could be the scribe and the other could be the scripter.

Book center- students will read on different types of sea animals and their needs.Video center- students will watch Magic school bus for 15 minutes. Starting from 8 min and 30 seconds time stamp. Computer center- Students will explore on specific sites to explore facts or see a small video clip.Mural center- Students will create a sea animal with construction paper. (There crafts will be put on the wall for a reuse, reduce, and recycle lesson)

**Describe what they should be doing and not doing especially safety concerns in the mural center (scissors)***

5. Independent Practice

Centers-1. Ocean books- research

Animals in the oceans by Maria Butterfield The Earth Is Mostly Ocean by Allan Fowler Life in the Oceans by Lucy Baker The Magic School Bus: on the Ocean Floor by Joanna Cole

2. Website-http://www.brainpopjr.com/science/animals/fish/ and http://www.brainpopjr.com/science/habitats/oceanhabitats/ -explore

3. Video Center- http://www.youtube.com/watch?v=skZ6EBDeDwY 4. Mural- create sea animals

15 minutes each center (Have a timer go off) total 1 hr. 15 min (allow time for having the videos back on time stamp)

6. Assessment Methods of all objectives/skills:

Formative- Teacher will be going around the room making sure they are all participating. Have one scribe and scripter as well as asking question throughout each center.

Summative- Worksheet- Students will answer 5 questions with at least 85 pts accuracy for mastery. 84- 75 pts needs more support and 75 pts and below needs reteach.

7. ClosureYou guys looked like ya’ll learned so much. I want you to grab a sheet of paper and tell me one thing that sea animals need to survive? When your done will have a snowball fight. (When ALL students are done tell them to throw the

5 min

paper ball to someone and have everyone pick a ball and read what the paper says.)

Targeted Students Modifications/AccommodationsLow academics and ESL students will have a word bank sheet.Early finishers: Can go back to the mural and keep creating sea animals for the wall.

Student/Small Group Modifications/AccommodationsStudents will be in groups of 5 with at least 1 reading achiever and 1 at or above reading level.

Materials/Technology: Books (Animals in the oceans by Maria Butterfield, The Earth Is Mostly Ocean by Allan Fowler, Life in the Oceans by Lucy Baker, The Magic School Bus: on the Ocean Floor by Joanna Cole), worksheet, pencils, crayons, construction paper, scissors, glue, ipads, tablets, computers

5. Websites: http://www.brainpopjr.com/science/animals/fish/ ; http://www.brainpopjr.com/science/habitats/oceanhabitats/ ; http://www.youtube.com/watch?v=skZ6EBDeDwY; http://www.telegraph.co.uk/earth/earthpicturegalleries/7420825/Camouflaged-animals-playing-hide-and-seek-by-blending-into-the-background.html?image=8 ; http://www.brainpopjr.com/science/habitats/oceanhabitats/

Name: ______________________ Date:___________________

In your groups answer the questions

1. What kind of animals live in the ocean? (Name four)

2. What are 2 ways sea animals can breathe? (Remember what we talked about after the video)

3. What are some things sea animals eat? (Name 2)

4. Name one place some sea animals rest? Ex: Do they live in corals, in the sand, they do not live in one place, in a tree

5. Challenging question: Name a 1 way sea animals protect themselves? (We talked about it after the video)

Created by: Margeline Picado

Word bank: (this sheet is for strugglers or ESL)

Corals Plankton

fish whales

tree, gills

Floating octopus

Squid jellyfish

Rubric for Worksheet:

POINTS TOTAL1 5 pts for every correct sea animal2 10 pts each (gills and blow hole)3 10 pts each (fish, plankton, etc.)4 20 pts (should select one of the place I mentioned except

tree)5 20 pts (camouflage unless they say something the animal

uses to protect themselves like jellyfish sting or anemones poke etc.)

Lesson # 6Lesson Title: Biomes – All About the African Savanna! Katie Reynolds

Subject: BIOMES - Habitats/Ecosystems: African Savanna Central Focus: N/A

Essential Standard/Common Core Objective:

1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive.

1.L.1.1- Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.

1.L.1.2- Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.

1.TT.1.1 Use a variety tools to gather data and information (e.g., web-based resources, e-books, online communication tools, etc.)

1.CX.2 Understand the interdisciplinary connections and life applications of the visual arts

RL.1.1 Ask and answer questions about key details in a text

Date submitted: N/A

Date taught: N/A

Daily Lesson Objective:Following the lesson about the ocean, students will be able to identify and record information about the Savanna and the animals that reside there with at least 90% accuracy.21st Century Skills:

Learning and Innovation Skills - Communication and CollaborationCritical Thinking

Information, Media and Technology Skills – Information Literacy ICT (Information, Communications and Technology) Literacy

Academic Language Demand (Language Function and Vocabulary):- biome- habitat- ecosystem- Savanna- grasslands- endangered - predator- environment

Life and Career Skills - Initiative and Self-Direction Productivity and Accountability

- community

Prior Knowledge: Students have learned about two different types of biomes and the animals that live in them. They have knowledge that all animals need air, water, space, food, and shelter to survive, and continue to build that knowledge in the continuing lessons. Students regularly practiced how to use key details to ask and answer questions in a text. The students have also practiced the Daily Five rotation and will know how to act appropriately during Teacher Instruction and during the Guided Practice.

Activity Description of Activities and Setting Time

1. Focus and Review

Students will gather to the middle of the room (carpet). REVIEW

“For the past couple of weeks, we’ve been discussing biomes. We have talked about different types of habitats and ecosystems; we’ve primarily been focusing on the different types of animals and plants that live in these places and what kinds of things they need to survive.”

What kind of animal would live in the forest?o Have students give you examples of animals that live in the forest (recap of previous lesson).

What kind of animal lives in the ocean?o Have students give you examples of animals that live in the ocean (recap of previous lesson).

So, if we were talking about ________ (an animal one of the student stated), what do you think they would need to survive?

o These answers should include: food, water, shelter, air, ect. What kind of food does ___________ eat? How does it protect itself from its enemies?

10 minutes

2. Statement of Objective for Student

“Today we will be learning about a new ecosystem, and all the animals that live there. This place is called The African Savanna, also known as the grasslands biome, and it is home to many unique and interesting animals, which we will learn about by reading the book, Here is the African Savanna. By the end of this lesson, you will be able to write about an animal from the savanna and what kinds of things this animal would need to survive in this habitat.”

1 minute

3. Teacher Input Pre-reading strategies: Introduce the book by displaying the cover, and indicating the title, author, and illustrator. I notice a lion on the front cover. I wonder if that is who the story is about.

o Ask students to stand up. o I want you to show me what you think a lion looks like! How does a lion sound?

Gesture for students to walk like a lion, and make the same noise a lion would (this provides an opportunity for students to get a stretch break, and have fun and be engaged in the lesson (also benefits students of multiple intelligences – bodily)

Do a quick picture walk of the book.

25-30 minutes

o “By looking at the title, we can infer that the book will be about the African Savanna. What else do you think the book might be about?”

o Lead students to make predictions based on the pictures of the different animals that were seen on the various pages.

During the reading strategies: Read the text aloud to students. Begin questioning after discussing the baboons.

o Do you notice a pattern in the text? o How do you think that pattern might continue?

Have students Think-pair-share with a partner (quickly) to discuss how the pattern will evolve through the rest of the text (no more than 1 minute)

Allow a couple students to share how or if the pattern will continue.o It looks as though each animal and plant depend on one another in the text. Do you agree? Thumbs up or down.

Gain feedback from students – gauge where their understanding of the text is. Then continue reading the book.

After the reading strategies: Once book is completed, ask students: “What did you notice about the book? Was there a pattern that you saw?”

o Make sure students understood the pattern the book was (rain -> grass -> zebras -> lions -> giraffes -> trees -> baboons, ect.)

o “Do you think that one thing could survive without the other?” Have students do another Think-pair-share with a partner to discuss their ideas (1 minute)

o “Share with me one thing your partner said.” Allow 3-4 students to share before continuing with the lesson.

“So, the book focuses on how the animals and plants in the grasslands of the savanna depend on one another. One of the things we hear constantly in the book is that the grass (that grows on the plain, and changes green or brown, depending on the rain) is key to some of the animals that live there. What do you think would happen to the animals if the rain stopped completely and the grass died?”

o Check for understanding here – students should be able to make connections – the grass is essential for all life in the savanna.

To add to students knowledge of the African Savanna, use the websource: http://www.youtube.com/watch?v=renh2H2MWzI While watching this video, I want you to make note of the different animals you see in the Savanna. Think about what

they might need to survive: what kind of food would it eat? Where would it live? Once video is completed, ask: What types of animals did you see? Were they similar to the ones that were in our book? Thinking question: How might some of the animals survive in the savanna?

4. Guided Practice

On the SMARTBoard, use the websource: http://nationalzoo.si.edu/Animals/PhotoGallery/AfricanSavanna/thumbnails/default.cfm

Using the individual whiteboards at each table group, click through the images from the national zoo website of animals in the savanna. Groups will work as a team to decide what the particular creature may eat, where it would take shelter, and what types of ways it would protect itself from enemies (some images may prove more difficult than others: in this case, provide guidance to the groups)

Before clicking through the images, have students collaborate about how they think the savanna feels. Is it wet? Hot? Dry? Dusty? This will be the first thing they work together on in their groups; their answers will be written on the whiteboards.

Begin clicking through the pictures (the amount of time per picture should range from 3-4 minutes so students can collaborate together)

While students work together in their groups, walk around and check the understanding of the students; be sure to guide answers, but not provide them.

Before moving on to a new image, have students reveal their whiteboards to the class (this is a great way to check for overall understanding in the classroom).

15-20 minutes

5. Independent Practice

Students will put materials away and return to their seats.

Students will be presented with colorful worksheets, ultimately depicting their knowledge they learned about the African Savanna in the lesson.

Students will choose 2-3 sheets provided (excluding the initial “safari explorer” name sheet) and complete them for the assessment.

20 minutes

High fliers: these students will be given an additional sheet to choose from; this will ask them to pinpoint the different parts of an animal that may help them survive in the savanna (this can pertain to food, protection, or shelter).

If these students finish early, they are permitted to complete more sheets that are provided.

6. Assessment Methods of all objectives/skills:

Formative: Teacher questioning throughout the lesson.

Summative: Collecting the packets students completed. Mastery:

~ Neat and Colorful~ Each question is answered correctly and is in a complete sentence.~ A picture is drawn in an appropriate place and depicts what the sheet is requesting.

Partial Mastery:~ Semi Neat and Colorful~ Some questions are completed and are written in complete sentences.~ A picture is drawn in an appropriate place but does not depict what the sheet is requesting.

Non-Mastery:~ Not Neat and Colorful

~ No questions are answered.~ No picture is drawn.

7. Closure

Have students take turns sharing what they created on their worksheets. Find an area in the room (or in the hallway) to display their “explorer cards” and one sheet of their choosing.

Once gathered in the classroom, ask students: What can someone tell me they learned today about the African Savanna? Allow students to share their new found knowledge with you. Make connections to previous habitats/ecosystems with the material learned today.

Targeted Students Modifications/Accommodations

Have a student who is dyslexic and has processing issues to have more pictures and group work and less writing activities. Be sure to give more oral instructions.

Doing a lot of the Check for Understanding orally, will allow the student to demonstrate understanding of all the lesson content.

Have the student dictate his responses to the teacher for any written work.

Student/Small Group Modifications/Accommodations

High fliers: these students will be given an additional sheet to choose from; this will ask them to pinpoint the different parts of an animal that may help them survive in the savanna (this can pertain to food, protection, or shelter).

If these students finish early, they are permitted to complete more sheets that are provided.

Materials/Technology: - http://www.youtube.com/watch?v=renh2H2MWzI

o Here Is the African Savanna by: by Madeleine Dunphy

- http://queenofthefirstgradejungle.blogspot.com/2011/03/africa-safari.html (resources for worksheets)- http://nationalzoo.si.edu/Animals/PhotoGallery/AfricanSavanna/thumbnails/default.cfm (resource for visual photos of the savanna)

Lesson # 7Lesson Title: Biomes – All about the Tundra Jessica Glover

Subject: Biomes, ecosystems, and habitats. Central Focus: Tundra

Essential Standard/Common Core Objective:

1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive.

RL.1.1 Ask and answer questions about key details in a text1.TT.1.1 Use a variety tools to gather data and information (e.g., web-based resources, e-books, online communication tools, etc.)

Date submitted: N/A

Date taught: N/A

Daily Lesson Objective: Following a lesson on the safari ecosystem, students will be able to write and record what animals from the Tundra need to survive in the ocean with at least 90% accuracy on the worksheet (see rubric).

21st Century Skills: Critical thinking skills- Information literacy

Communication and collaboration skills- Students will work alongside of other students to talk/discuss possible solutions to save these animals and will be able to collaborate and discuss main ideas about this ecosystem

Academic Language Demand (Language Function and Vocabulary):

Language Function: Explain in writingKey Vocabulary:

Tundra Ecosystem Endangered Habitat

Prior Knowledge: What is an ecosystem? What does endangered mean?Students have researched and gained knowledge of a couple of biomes throughout the unit. Students understand what a biome, an ecosystem, and a habitat is. They have also gained prior knowledge of endangered animals and the impact humans have on the lives of these animals.

Students have reviewed and practiced how to use key details to ask and answer questions in a text. The students have practiced the Daily Five rotation and will know how to act appropriately during Teacher Instruction and during centers.

Activity Description of Activities and Setting Time

1. Focus and Review “Yesterday we spoke about the safari! What were some of the main ideas or things that we talked about yesterday about the safari? Turn to your partner and share some things or ideas you learned about the safari!” Student will then be picked on to share with the class the things they have learned. Students should respond by telling you what the animals need to survive as well as the conditions of that ecosystem. “It is so wonderful that we learned all of those things. Today, we are going to talk about the Tundra and it’s ecosystem and some of the animals that live there!”

5 min

2. Statement of Objectivefor Student

Students will identify the animals in the Tundra and what they need to survive.

“Today when we learn about the Tundra, we will explore in many ways including this video I am about to show you. Just remember, if the video mentions the arctic this is the same thing as the Tundra”

30 sec

3. Teacher Input “Today when we learn about the Tundra, we will explore in many ways including this video I am about to show you. Just remember, if the video mentions the arctic this is the same thing as the Tundra”

Teacher will put this video on:http://www.brainpopjr.com/science/habitats/arctichabitats/

After the video, teacher will have students think about some things they remember from viewing the movie and will write it down in their journals. After doing so, students will turn to the partner beside them and think, pair share. After giving the students a couple of minutes, students will be chosen on to share with the class what they remember from the video.

“The tundra/the artic surrounds the north pole. We can find mountains, oceans, and glaciers in the tundra. What are glaciers?” (Large bodies of ice that move very slowly). “The tundra gets very cold! In some places, the temperature it can drop below zero and even to about negative 40 degrees C! During the summer the tundra is tilted towards the sun and the earth spins on its axis. The tundra gets MANY hours of sunlight. In some places, it doesn’t get dark ALL summer! During the winter, the tundra is tilted away from the sun. Many parts don’t get any sunlight! It could stay dark for months!”

“How is the artic changing? People are making big changes Cutting down trees, gas emissions and factories are ruining the ozone, which are making

temperatures to up. The glaciers are melting The habitats of many artic plants and animals are changing

10 minutes

The sea may rise higher when the ice all melts Cause temperatures in ocean to change and will affect many living things This can change the whole planet

Ask students, “How do animals survive in the artic?” Some animals grow thick fur in the winter to stay warm Walruses, seals, and whales grow thick layers of fat called blubber

“Food can be hard to find. Caribou migrate to find food and polar bears hunt for seals, whales, and walruses. But hunting can be difficult. Polar bears have adapted to go without food for months!”Artic fox and artic hair have camouflage to help them stay safe!”

4. Guided Practice Explain to students that now we are going to do some exploring!! Introduce to them their centers and how to approach and work in each center. Each student will receive a worksheet and they will again split into their groups of 6 and answer the worksheet.

Book Center – students will begin to read on different types of animals that survive in the tundra/artic and their needs in that ecosystem.Video/Research Computer Center – students will watch videos about the tundra and will take notes on the needs of the animals and different aspects of their environmentStudents will be given a list of already predetermined sites for which they can explore facts and see small video clips on the tundra.Mural Center – students will create animals in the tundra out of construction paper and glue. They will put them on the designated wall.

Ask students, “How do animals survive in the artic?” Some animals grow thick fur in the winter to stay warm Walruses, seals, and whales grow thick layers of fat called blubber

“Food can be hard to find. Caribou migrate to find food and polar bears hunt for seals, whales, and walruses. But hunting can be difficult. Polar bears have adapted to go without food for months!”Artic fox and artic hair have camouflage to help them stay safe!”

10 min

5. Independent Practice Centers:Book Center –

Explore the Tundra – by Linda Tagliaferro Living in the Artic – By Allan Fowler An Artic Tundra - By Michael H. Forman Journey Into the Artic – By Bryan Alexander Artic World – By Jen Green

15 min

The Artic Habitat – by Molly Aloian Video/ Research Computer Center –

http://www.brainpopjr.com/science/habitats/arctichabitats/ http://www.brainpopjr.com/science/habitats/arctichabitats/easyquiz/ http://www.youtube.com/watch?v=KSuyknu4JGs http://www.youtube.com/watch?v=CL3PCnz-qHg

Mural Center – Create sea animals

6. Assessment Methods of all objectives/skills:

Formative- Teacher will be going around the room making sure they are all participating. Have one scribe and scripter as well as asking question throughout each center.Summative- Worksheet- Students will answer 5 questions with at least 85 pts accuracy for mastery. 84- 75 pts needs more support and 75 pts and below needs reteach.

7. Closure I am so glad we got to explore the Tundra today together. What were some things that you learned today that you thought were cool or interesting?

Targeted Students Modifications/Accommodations

For ELL students or low level learners, I provided a word bank for their worksheet so that it would be easier finding and writing these words into their worksheet.

Materials/Technology: Books, iPad, computers, pencils, crayons, markers, construction paper, glue, scissors

Materials: Worksheet

Name: ___________________________ Date: ______________________________________

In your groups answer the following questions:1. What animals live in the tundra/artic?

2. Describe the things that these different animals need to survive?

3. Name some of the things these animals eat?

4. Where do these animals live?

5. What are some things that are endangering these animals?

Word Bank: (for ELL students/struggling writers)

Polar bear Walrus

Whale Artic Fox

Artic seal

Rubric for worksheetpoints Total

1 5 pts for every correct animal2 10 pts each (animals need to survive)3 10 pts each (things they eat: fish, etc.)4 20 pts (shelter)5 20 pts (camouflage unless they say something the animal uses to protect themselves.)

Lesson # 8Lesson Title: Let’s Review and Recap! Jessica Glover

Subject: Biomes, ecosystems, and habitats. Central Focus: Tundra

Essential Standard/Common Core Objective:

1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive.

RL.1.1 Ask and answer questions about key details in a text1.TT.1.1 Use a variety tools to gather data and information (e.g., web-based resources, e-books, online communication tools, etc.)

Date submitted: N/A

Date taught: N/A

Daily Lesson Objective: Following a lesson on the safari ecosystem, students will be able to write and record what animals from the Tundra need to survive in the ocean with at least 90% accuracy on the worksheet (see rubric).

21st Century Skills: Critical thinking skills- Information literacy

Communication and collaboration skills- Students will work alongside of other students to talk/discuss possible solutions to save these animals and will be able to collaborate and discuss main ideas about this ecosystem

Academic Language Demand (Language Function and Vocabulary):

Language Function: Explain in writingKey Vocabulary:

Tundra Ecosystem Endangered Habitat

Prior Knowledge: What is an ecosystem? What does endangered mean?

Students have researched and gained knowledge of all the biomes in the unit. Students understand what a biome, an ecosystem, and a habitat is. They have also gained knowledge of endangered animals and the impact humans have on the lives of these animals.

Students have reviewed and practiced how to use key details to ask and answer questions in a text. The students have practiced the Daily Five rotation and will know how to act appropriately during Teacher Instruction and during centers.

Activity Description of Activities and Setting Time

1. Focus and Review “Yesterday we spoke about the safari! What were some of the main ideas or things that we talked about yesterday about the safari? Turn to your partner and share some things or ideas you learned about the safari!” Student will then be picked on to share with the class the things they have learned. Students should respond by telling you what the animals need to survive as well as the conditions of that ecosystem. “It is so wonderful that we learned all of those things. Today, we are going to talk about the Tundra and it’s ecosystem and some of the animals that live there!”

5 min

2. Statement of Objectivefor Student

Students will identify the animals in the Tundra and what they need to survive. 30 sec

3. Teacher Input “Today when we learn about the Tundra, we will explore in many ways including this video I am about to show you. Just remember, if the video mentions the artic this is the same thing as the Tundra”

Teacher will put this video on:http://www.brainpopjr.com/science/habitats/arctichabitats/

After the video, teacher will have students think about some things they remember from viewing the movie and will write it down in their journals. After doing so, students will turn to the partner beside them and think, pair share. After giving the students a couple of minutes, students will be chosen on to share with the class what they remember from the video.

“The tundra/the artic surrounds the north pole. We can find mountains, oceans, and glaciers in the tundra. What are glaciers?” (Large bodies of ice that move very slowly). “The tundra gets very cold! In some places, the temperature it can drop below zero and even to about negative 40 degrees C! During the summer the tundra is tilted towards the sun and the earth spins on its axis. The tundra gets MANY hours of sunlight. In some places, it doesn’t get dark ALL summer! During the winter, the tundra is tilted away from the sun. Many parts don’t get any sunlight! It could stay dark for months!”

“How is the artic changing? People are making big changes Cutting down trees, gas emissions and factories are ruining the ozone, which are making

temperatures to up. The glaciers are melting The habitats of many artic plants and animals are changing The sea may rise higher when the ice all melts Cause temperatures in ocean to change and will affect many living things This can change the whole planet

10 minutes

Ask students, “How do animals survive in the artic?” Some animals grow thick fur in the winter to stay warm Walruses, seals, and whales grow thick layers of fat called blubber

“Food can be hard to find. Caribou migrate to find food and polar bears hunt for seals, whales, and walruses. But hunting can be difficult. Polar bears have adapted to go without food for months!”Artic fox and artic hair have camouflage to help them stay safe!”

4. Guided Practice Explain to students that now we are going to do some exploring!! Introduce to them their centers and how to approach and work in each center. Each student will receive a worksheet and they will again split into their groups of 6 and answer the worksheet.

Book Center – students will begin to read on different types of animals that survive in the tundra/artic and their needs in that ecosystem.Video/Research Computer Center – students will watch videos about the tundra and will take notes on the needs of the animals and different aspects of their environmentStudents will be given a list of already predetermined sites for which they can explore facts and see small video clips on the tundra.Mural Center – students will create animals in the tundra out of construction paper and glue. They will put them on the designated wall.

Ask students, “How do animals survive in the artic?” Some animals grow thick fur in the winter to stay warm Walruses, seals, and whales grow thick layers of fat called blubber

“Food can be hard to find. Caribou migrate to find food and polar bears hunt for seals, whales, and walruses. But hunting can be difficult. Polar bears have adapted to go without food for months!”Artic fox and artic hair have camouflage to help them stay safe!”

10 min

5. Independent Practice Centers:Book Center –

Explore the Tundra – by Linda Tagliaferro Living in the Artic – By Allan Fowler An Artic Tundra - By Michael H. Forman Journey Into the Artic – By Bryan Alexander Artic World – By Jen Green The Artic Habitat – by Molly Aloian

Video/ Research Computer Center – http://www.brainpopjr.com/science/habitats/arctichabitats/

15 min

http://www.brainpopjr.com/science/habitats/arctichabitats/easyquiz/ http://www.youtube.com/watch?v=KSuyknu4JGs http://www.youtube.com/watch?v=CL3PCnz-qHg

Mural Center – Create sea animals

6. Assessment Methods of all objectives/skills:

Formative- Teacher will be going around the room making sure they are all participating. Have one scribe and scripter as well as asking question throughout each center.

Summative- Worksheet- Students will answer 5 questions with at least 85 pts accuracy for mastery. 84- 75 pts needs more support and 75 pts and below needs reteach.

7. Closure I am so glad we got to explore the Tundra today together. What were some things that you learned today that you thought were cool or interesting?

Targeted Students Modifications/Accommodations

For ELL students or low level learners, I provided a word bank for their worksheet so that it would be easier finding and writing these words into their worksheet.

Materials/Technology: Books, iPad, computers, pencils, crayons, markers, construction paper, glue, scissors

Unit Project and Assessment: Biomes/EcosystemsDear Parents,

During our time here in class, your children have been learning about different biomes and the ecosystems that are included in these biomes. Not only have we researched these ecosystems, but the endangered animals in these. We will be completing a project for the end of this unit to display what we have learned! Below is the outline/guidelines of this project and what I will be assessing the students on! We can’t wait to show you all we have learned!

The students at the end of the unit are going to be given an endangered animal and work in there Daily 5 groups to research about the animal based on a guided resource sheet. (See Link given below)

http://www.brainpopjr.com/science/conservation/extinctandendangeredspecies/activity/ 1 student from their daily 5 group will choose an animal name out of the a brown bag 4 endangered animal names will in the brown bag with one animal for each of four daily 5 groups The students will receive a list of choices of activities to present their content on the solution. They will all be able to present different solutions to the problem of

how to save the endangered animal their group was assigned.Each child is required to:

Come up with a solution on how to save their animal.o They need to present all 5 questions from their research worksheet, each person in the group completed.o Each Student will create a poster where they will wear with a face hole cut out that is the animal their group is researching. The students will create their

animal and then put the research question answers and facts around it.o Students will then need to create some sort of art piece and written pitch to convey reasons to save their animal. With written explanation of atleast 4-5

sentences on why we should save their animal.o Students then need to create a poster, diorama, mobile, or book with their solution on how to save their animal.

Students will graded on neatness, spelling, complete sentences, and use of punctuation and capital letters.Students project should be colorful.Poster has all 5 answers from the research worksheet.They have to create an art piece of their choosing and a 4-5 sentence write up convincing people why to save their animal. Their solution to the problem should have 5 to 6 steps on how to save the animals.

Rubric:Mastery:

Students uses correct spelling, complete sentences, and use of punctuation and capital letters. Students project should be neat and colorful. Poster has all 5 answers from the research worksheet. They have to create an art piece of their choosing and a 4-5 sentence write up convincing people why to save their animal. Their PBL solution to the problem should have 5 to 6 steps on how to save the animals.

Partial: Students most correct spelling, complete sentences, and use of punctuation and capital letters and has 5-6 errors. Students project was semi neat and colorful. Poster has almost 3-4 all the answers to the from the research worksheet. They have to create an art piece of their choosing and a 2-3sentence write up convincing people why to save their animal. Their PBL solution to the problem should have 3-4 steps on how to save the animals.

Non-Mastery: Students doesn’t use correct spelling, complete sentences, and use of punctuation and capital letters. Students project is not neat and colorful. Poster has only 1 or 2 answers from the research worksheet. They have to create an art piece of their choosing and a 1-2 sentence write up convincing people why to save their animal. Their PBL solution to the problem should have 1-2 steps on how to save the animals.

MY ANIMAL BIOME BOOK

#9: Research Days (Molly) Span of 8 daysResearch Days: http://www.brainpopjr.com/science/conservation/extinctandendangeredspecies/activity/

Day 1: Students will be put into their Daily 5 Groups (4 Daily 5 Groups) and one person selected by the teacher will pull the name of their group’s endangered animal out of a

brown bag. Students will start researching using the worksheet attached on the link above. Students will complete ONLY Questions #1, 2, and Draw their animal at the bottom of

the worksheet. Students will all complete individual worksheets so they all have access to the research doing individual part of the project. After students research and answer the questions in the allotted block of time ( 30 minutes), students will be able to partner with another teacher appointed Daily 5

group and share their research that they found for the day. There will be large groups essentially half the class and then the other half of the class together. This will serve as a group debriefing time each research day. Teacher will rotate between groups to facilitate discussion while the student compare and contrast their

research orally. Student Work Time: Students will begin sketching a rough design of the art piece that they will compose to convince people to try and save their endangered animal.

Students will also start composing their written Reflection.Day 2:

Students will start researching using the worksheet attached on the link above. Students will complete ONLY Question # 3. After student’s research and answer the question in the allotted block of time (30 minutes), students will be able to partner with another teacher appointed Daily 5

group and share their research that they found for the day. There will be large groups essentially half the class and then the other half of the class together. The groups will swap each day. Starting on the second day, students will be given an hour to start brainstorming ideas for how they want to start creating a face poster of their animal. Which is what

students will wear doing their live museum? During this time, students will also be allowed to work on all elements of the construction of their projects. Essentially student work time.

Day 3: Students will continue researching using the worksheet attached on the link above. Students will complete ONLY Question # 4. After students research and answer the question in the allotted block of time ( 30 minutes), students will be able to partner with another teacher appointed Daily 5

group and share their research that they found for the day. There will be large groups essentially half the class and then the other half of the class together. The groups will swap back to their day 1 partner group. Students will be given an hour to start creating a face poster of their animal and other elements of the project, which is what students will wear doing their live

museum. During this time, students will also be allowed to work on all elements of the construction of their projects. Essentially student work time.Day 4:

Students will start researching using the worksheet attached on the link above. Students will complete ONLY Question # 5. After student’s research and answer the question in the allotted block of time (30 minutes), students will be able to partner with another teacher appointed Daily 5

group and share their research that they found for the day. There will be large groups essentially half the class and then the other half of the class together. The groups will swap back to their day 2 partner group. Students will be given an hour to start creating a face poster of their animal and other elements of the project, which is what students will wear doing their live

museum. During this time, students will also be allowed to work on all elements of the construction of their projects. Essentially student work time.Day 5:

Students will start researching using the worksheet attached on the link above. Students will complete ONLY Question # 6. The last question on the worksheet After student’s research and answer the question in the allotted block of time (30 minutes), students will be able to partner with another teacher appointed Daily 5

group and share their research that they found for the day.

The students Daily 5 groups will share as whole class parts of their research. (20 Mins) Teacher will guide discussion about the student’s findings and how we as humans have caused certain animals to become endangered.

Focus or Re-direct discussion to why we have endangered animals. Spark students thinking towards PBL and get them thinking about the solutions they are coming up with.

After Whole Class discussion, (15 mins) send students to Daily 5 groups to brainstorm solutions to save their animal from becoming extinct. Students will be given (25 mins) all elements of the project, which is what students will wear doing their live museum. During this time, students will also be allowed to

work on all elements of the construction of their projects. Essentially student work time.PROJECT WORK Day 6 and 7:

Students will be given an hour each day to work on all writing components of their project. Students will be given an additional 30 mins to work on any creative art elements to their projects and museum exhibits. Students should bring some materials from

home to work on projects these 2 days. During the student work time, Teacher will be conferencing with each Daily 5 group and monitoring how student’s projects are coming along. STUDENTS will have additional 2 week days to finalize their projects at HOME for HOMEWORK.

DRESS REHEARSAL/DRY RUN of REHEARSAL:Students will bring all Live Museum Materials to rehearse how they will showcase each endangered animal with the other members of their Daily 5 group.Teacher will check over student’s project and send home a note with what students still need to work on the weekend to finish out their project.

*Live Museum Walk will be Monday of the Following Week.

Lesson # 10Lesson Title: All about Reducing, Reusing, and Recycling! Margeline Picado

Subject: Science Central Focus: Reduce, reuse, and recycle

Common Core/Essential Standard Objective:1.L.1 Understand characteristics of various environments and behaviors of humans that enable

plants and animals to survive.1.L.1.3Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering).

1.TT.1.1 Use a variety tools to gather data and information (e.g., web-based resources, e-books, online communication tools, etc.)

Date submitted: N/A

Date taught: N/A

Daily Lesson Objective:

After observing the classroom destruction, students will write at least one realistic solution to participate in taking care of the environment as well as writing one sentence expressing how they feel about the matter with a score of at least 2 points or higher for mastery.

21st Century Skills: Creating and Innovating-Students have to create ways we can save the planetAnalytical thinking- students have to classify things we can use reuse and recycleCommunicating- students have to discuss in their groups solutions to saving the planetProblem solving- Students determine relationship how we affect the earth.

Academic Language Demand (Language Function and Vocabulary):Reading, writing, and listeningreuse, reduce, and recycle, environment, Fertilizer

Materials: Books

o Why Should I Recycle? written by Jen Greeno The Earth Book by Todd Parro Where Does the Garbage Go? by Paul Showers

Trasho cardboard boxes

o papero pictures of foodo black garbage bagso plastic cups that look like glasso diaperso paper towel and tissue,

iPad computers,

Websites

o http://pbskids.org/eekoworld/index.html?load=garbage_recycling o http://kids.nationalgeographic.com/kids/games/actiongames/recycle-roundup/ o http://youtu.be/lHNtcqksWwg

Prior Knowledge:Definition of Endangered and reasons why some animals become endangered.

Students will be able to identify biomes, habitats, and ecosystems and elaborate on what they have in common.Students have researched and gained knowledge of all of biomes throughout the unit. Students understand what a biome, and ecosystem, and a habitat is. They have also gained prior knowledge of endangered animals and the impact humans have on the lives of these animals.

The students have practiced the Daily Five rotation and will know how to act appropriately during Teacher Instruction and during centers.

Activity Description of Activities and Setting TIME

1. Engage Have the class decorated as the ecosystem we described and put trash all over the room. (For the ocean part have black large bags ripped representing oil) The class will see that the earth is dirty from humans littering. Ask the class what do they think about this? What do they think happens to the animals with all the trash and oil everywhere? What can we do to save the planet?

10 minutes

2. Explore Have the class come up with ideas to save the planet. 15 minutes

CentersInformational CenterTeacher will provide with books on the tables. (Students books are on recycle

Why Should I Recycle? written by Jen Green, The Earth Book by Todd Parr, Where Does the Garbage Go? by Paul Showers

Electronic Center-Students can you use the internet or ipads with websites already approved by the teacher.Websites

- http://pbskids.org/eekoworld/index.html?load=garbage_recycling - http://kids.nationalgeographic.com/kids/games/actiongames/recycle-roundup/

Sort your trash Center-Each wall will have the habitat filled with trash (They will have to sort the trash in buckets (recycle, trash, compost (pictures of food)) worksheet- see attachment the students will have to categorize each item in the bucket. Explain to them what usually goes in a compost bin)

in each center.

3. Explain “Before I say something I want you to write in your journal how do you feel about this whole experience and tell me why? As well as write one realistic solution of how we can save the planet? Remember what you saw in the centers to help you answer the question.” (On the board have a smiley face or sad face) “Thank you class now I want you to tell me some things you learned from the centers.”

Students will share results from each centers and answer any clarify questions. Teacher will be asking what happens with the recycle products.

“How does this affect our environment and the animals that live in it? Do you guys think this is something we need to keep in mind when we throw away stuff? Tell your partner of somewhere you have been and you have seen a lot of litter.”

Pick two or three students to say something that they talked about with their partner. If they don’t know express to them about the recycle program that there is in school as well as personal experience.

“I saw that you categorized some things that can be thrown into a variety of bins. Have you guys ever seen a

20 minutes

compost bin? Compost bins are for fertilizing the ground. You can put all types of green food, fruits and vegetables left overs and throw it in the bin with a couple of worms and bam you have healthy food for your yard in other words fertilizer. Fertilizer makes your yard look greener and healthier. Let’s take a look in the bins.” The teacher at this point can go into some buckets and clarify any objects that were put in the wrong box.

4. Elaborate BP spill news clip http://youtu.be/lHNtcqksWwg (This is for global awareness to show the students that this really does happen in the real world and not just in classroom scenario. I believe this should be an eye opener for the kids and have concern to proactive in helping the environment and the animals.) Explain the importance of us as people on Earth have effect on our environment may it be good or bad. “We as a community can be proactive in reducing, reuse, and recycle to help our community. The things we recycle go to a factory where new things can be made from our recycle products.” “I want you to go home today and ask your parents what kind of recycle system did they use in their country or if your parents were born here how do they recycle their products?”

15 minutes

EvaluateAssessment Methods of all objectives and skills

Formative: teacher will go around the class asking questions as well as students will have a worksheet students will have to receive a Summative: Students will write one realistic solution on how they can participate in taking care of the environment as well as writing one sentence expressing how they feel about the matter.

See RubricMastery- 2-3 pointsContent was not understood- 0-1 points

Global Awareness

In my elaborate part of the lesson I will show a clip of the news showing where the bp had the oil spill and how it affected the animals and the environment. The students will see that many animals were killed due to the explosion and gas spill and how long it takes to clean up the mess. If we had been proactive in our responsibilities this would not have happened.

Culturally Responsive Teaching

Student Centered- I promoted student engagement throughout the whole lesson I don’t see any part where the children could feel board with any of the topics there either hands on or exploring throughout the center. Reshaping Curriculum- Recycling is a universal theme that I believe every country is fully aware of. I have a lot of Latin country students in my class and I personally know from experience that these countries have a very a high litter issue in their home countries. This lesson will give them an idea of how one day that can be changed if they become a president or someone in the presidential cabinet. In the explain in my lesson I asked the class to tell a partner where you have seen a lot litter this gives the opportunity for students to pull their funds of knowledge and share with other students in the class. In my elaborate section I asked the students to ask their parents what kind of recycling program they used in their home country or even here. This is also great because it becomes more real life scenario to the students.

Materials: Name: ________________________________ Date:________________________

Categorize the objects in the correct bin

a. b. c.

d. e. f.

g. h. i.

Recycle bin Trash can Compost Bin

Created by: Margeline Picado

Rubric for solution to save the planet

Solution Realistic ThoughtsMastery Used the word reduces, reuse,

or recycle in their solution… I will give credit if they say that they will inform the community. (One of the centers did say to make global awareness club)

1

Something that they saw in one of the sources

1

Expressed how they felt about the topic Happy, Sad, indifferent and why.

1Did not understand the

conceptDid not use any of the key words learned in class.

0

Imagined something impossible (Fantasy)

0

Did not write anything on how they felt about the matter

0

Score

____

____

____

____

____

____

____

____

____

Live Museum Walk (Molly)Project Based Learning Summative Assessment: PBL: (What we will say to the students) “Endangered animals are animals that are on the verge of extinction. It is our job as human to try and preserve the last remaining animals. Something called Conservation which is efforts to preserve something in danger of no longer existing. We as humans greatly affect animals and their biomes, ecosystems and habitats we have been studying. You and the members of your Daily 5 group will draw an endangered animal out of bag, and that will be what part of what you present to us in the live museum walk. We will put on the Live Museum Walk with all the other first grade classes for the third and fourth graders at our school and any of your parents are also welcome. The first part of the problem you are presenting is about the endangered animal and why is it endangered and on the verge of extinction, but also you are trying to figure out how to save this endangered animal from becoming extinct. So what solution can you come up with to stop the endangered animal from becoming extinct?”

The students at the end of the unit are going to be given an endangered animal and work in their Daily 5 groups to research about the animal based on a guided resource sheet. (See Link given below)

http://www.brainpopjr.com/science/conservation/extinctandendangeredspecies/activity/ 1 student from their daily 5 group will choose an animal name out of the a brown bag 4 endangered animal names will in the brown bag with one animal for each of four daily 5 groups The students will receive a list of choices of activities to present their content on the solution. They will all be able to present different solutions to the

problem of how to save the endangered animal their group was assigned. Each child is required to: Come up with a solution on how to save their animal.

o They need to present all 5 questions from their research worksheet, each person in the group completed.o Each Student will create a poster where they will wear with a face hole cut out that is the animal their group is researching. The students will create their

animal and then put the research question answers and facts around it.o Students will then need to create some sort of art piece and written pitch to convey reasons to save their animal. With written explanation of at least 4-5

sentences on why we should save their animal.o Students then need to create a poster, diorama, mobile, or book with their solution on how to save their animal.

Students will be graded on neatness, spelling, complete sentences, and use of punctuation and capital letters.Student’s project should be colorful.Poster has all 5 answers from the research worksheet.They have to create an art piece of their choosing and a 4-5 sentence write up convincing people why to save their animal. Their solution to the problem should have 5 to 6 steps on how to save the animals.

Rubric:Mastery:

Students use correct spelling, complete sentences, and use of punctuation and capital letters. Student’s project should be neat and colorful. Poster has all 5 answers from the research worksheet.

They have to create an art piece of their choosing and a 4-5 sentence write up convincing people why to save their animal. Their PBL solution to the problem should have 5 to 6 steps on how to save the animals.

Partial: Students should have correct spelling, complete sentences, and use of punctuation and capital letters and has 5-6 errors. Students project should were semi neat and colorful. Poster has almost 3-4 all the answers to the from the research worksheet. They have to create an art piece of their choosing and a 2-3sentence write up convincing people why to save their animal. Their PBL solution to the problem should have 3-4 steps on how to save the animals.

Non-Mastery: Students don’t use correct spelling, complete sentences, and use of punctuation and capital letters. Student’s project is not neat and colorful. Poster has only 1 or 2 answers from the research worksheet. They have to create an art piece of their choosing and a 1-2 sentence write up convincing people why to save their animal. Their PBL solution to the problem should have 1-2 steps on how to save the animals.