Plan for a Learning Opportunity Field Experience Student’s Name: Kacy

8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy

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Plan for a Learning Opportunity

Field Experience Student’s Name: Kacy Winarski

Field Placement Location: Hartford University School

Date when lesson will be taught:

Title of the Learning OpportunityIntroduction to Animals

Age of Children and Grade2nd and 3rd grade

Big Idea/Conceptual Theme

What is the key knowledge that students will acquire as a result of this LearningOpportunity? Recognize that animals have different needs, that there are many different typesof animals but they all need food, shelter, water and air.

Learning Opportunity Objectives (List the specific objectives that you want thestudents to learn.)

Students will recognize that there are many different types of animals and theyhave different ways to meet their common needs.

Students will compare and contrast animals and how they meet their needs.

Learning Targets: (MPS Learning Targets, State Standards, National Standards)

Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade target

Use reading strategies that help them analyze and understand the text, such asestablishing a plan and purpose for reading. – Reading 3rd grade target

Rationale for Learning Opportunity

Why did you choose this topic?I chose this topic because it is important for students to understand the difference



between needs and wants. We can continue to categorize and discuss howanimals are alike and different using the needs they have and what they do tomeet those needs.

Why are you using this teaching format? (large group, small group, desk use,

carpet area, etc.)I will be teaching this lesson in a large group with the students on the rug duringthe story and the discussion. We do not separate into small groups for sciencebecause it is good to have the class all together and let the students constructunderstanding together as a class.

Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students shouldunderstand that all animals need shelter, food, water, and air. They should also beable to compare and contrast how animals are alike and different.

Assessment

How will you know what the students have learned?I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.

How will you know if the students learned what you intended them to learn?I will hear their answers to my questions during discussion.

How will you know if the students understood the lesson or not?I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.

The Lesson

Lesson materials and equipment needed:

Copy of Color Zoo by Lois Ehlert

Lesson teaching steps and total time needed for each part of the lesson

Introductory Action(The “Hook” – book read that is related to lesson, fingerplay, poem,

demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking aboutanimals and how they are alike and different.



During the lesson15 minutes - We will read through the book Color Zoo and discuss the differentanimals in the book. I will introduce the unit on animals. We will discuss what thestudents already know about animals and their needs.

Wrap up or conclusion5 minutes – we will brainstorm some questions to answer about animals and their needs, how they are alike and different, etc.

How will you modify your lesson to meet the needs of all of the students?Example: student who has an IEP, English Language Learner, etc.

I could have the students discuss in small groups or partners instead of a largegroup.

Participation Structures

How will the students be organized during the lesson? Whole group? Smallgroups?

Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group on the carpet in the back of theroom.

Transitions

Where transitions will occur?

We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by going back to their desksand getting out their homework folders to get ready to go home.

Determine the transitional techniques that you will use:I will use the fast animal facts and straightforward directions, being very clear of my expectations. “Clear your desk of everything.” I will dismiss them by rows to goto the carpet and leave the carpet.

Lesson extension

What are your next possible steps for students who do understand the lessonobjectives?Students could discuss their prior knowledge of animals with students who do notunderstand the lesson.

What are your next steps for students who DO NOT understand the objectives?Students could discuss their prior knowledge of animals with students who do



understand the lesson.

What will be the concluding lesson activity, review of information learned, etc.?We will discuss the book and the students’ prior knowledge of animals. Studentswill be able to ask questions and give final thoughts about the lesson.

What will be the extension lessons, activities (learning centers, etc.?)The students could work in collaborative groups or partners to classify the needsof different animals after the final lesson on animal needs. They could doresearch on a type of animal and present to the class their findings on the needs.






Date when lesson will be taught: Oct. 19th

2009

Title of the Learning OpportunityAnimals and Their Needs – Part One: Air



What is the key knowledge that students will acquire as a result of this LearningOpportunity? Students will learn about the difference between needs and wants. Students willlearn about the importance of air to animals.


Students will recognize the difference between wants and needs.Students will recognize that all animals need air.Students will compare and contrast animals based off of their different needs.


Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse reading strategies that help them analyze and understand the text, such as

establishing a plan and purpose for reading. – Reading 3rd

grade target


Why did you choose this topic?I chose this topic because it is important for students to understand the differencebetween needs and wants. We can continue to categorize and discuss how



animals are alike and different using the needs they have and what they do tomeet those needs.

Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)

I will be teaching this lesson in a large group with the students at their desksbecause then I can circulate the room and check on their progress. We do notseparate into small groups for science because it is good to have the class alltogether and let the students construct understanding together as a class.

Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students shouldunderstand the difference between needs and wants. They should also understandthat animals need air to live.

Assessment

How will you know what the students have learned?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.

How will you know if the students learned what you intended them to learn?I will read what the students have written on their worksheets.

I will hear their answers to my questions during discussion.

How will you know if the students understood the lesson or not?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.

The Lesson


Copies of the Needs and Wants worksheetAnimals Needs/Animals Need Air worksheetPencils


Introductory Action



(The “Hook” – book read that is related to lesson, fingerplay, poem,demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking aboutanimals and how they are alike and different.

During the lesson15 minutes – We will read through the Needs and Wants worksheet and discussneeds and wants. Then they will complete the bottom portion by giving examplesof needs and wants they have. After we will discuss the students’ examples.15 minutes – We will read through the Animals Need Air worksheet together.Then the students will complete the worksheet by giving as many examples of animals and how they breathe as they can.

Wrap up or conclusion5 minutes – We will go over the worksheet and have the students share their answers and why they wrote that answer. We will go over any remaining

questions on needs and wants and that animals need air.


I will have the students tell me the directions to the worksheet in their own wordsto be sure they understand what is expected of them. I could have some of thestudents work in collaborative partners or groups to complete the worksheettogether. I could have the students write short answers not complete sentences.



Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group in their desks.

Transitions

Where transitions will occur?We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by collecting the worksheets

and getting out their homework folders to get ready to go home.

Determine the transitional techniques that you will use:I will use the fast animal facts and straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”

Lesson extension



What are your next possible steps for students who do understand the lessonobjectives?These students could do research into the different respiratory systems of animals. They could look up more information on how the bugs breathe and what

the different animals look like from the inside.

What are your next steps for students who DO NOT understand the objectives?These students could work in collaborative groups with the students that dounderstand the objectives to classify the needs and wants of people and comparethem to animals.

What will be the concluding lesson activity, review of information learned, etc.?We will discuss the worksheet and the students’ answers. Students will be able toask questions and give final thoughts about the lesson.


Name ________________



Wants And Needs

Needs are goods or services that are required to survive. Examples of

needs are food, clothing, and shelter.

Wants are goods or services that are not necessary for survival but

something we wish to have. Examples of wants are toys, designer clothes,

and video games.

People need food but they do not have to have a steak or dessert.

List some examples of your wants and needs.

Wants:

Needs:

Animals and Their Needs



Different animals make their homes in different surroundings. From

their surroundings, they get all the things they need. This is something that

all animals have in common.

Animals Need Air

Have you ever thought about the air around you? Air contains a gas

called oxygen. Animals need oxygen to live.

Animals that live on land, such as giraffes, have lungs that get oxygen

from the air. Insects get oxygen from the air through tiny holes in their

bodies. Many water animals, such as fish, get their oxygen from water.

Other water animals, such as whales, must come to the surface and breathe

air to get oxygen.

Name ____________________

An alligator comes to the

water’s

surface to

breathe the

air it needs.



List as many different animals and how they breathe air as

you can below.







Title of the Learning OpportunityAnimals and Their Needs – Part Two: Water



What is the key knowledge that students will acquire as a result of this LearningOpportunity?

Recognize that animals need water to survive.


Students will recognize that animals cannot live without water.Students will compare and contrast how animals use water.


Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse reading strategies that help them analyze and understand the text, such asestablishing a plan and purpose for reading. – Reading 3rd grade target


Why did you choose this topic?I chose this topic because it is important for students to understand the differencebetween needs and wants. We can continue to categorize and discuss howanimals are alike and different using the needs they have and what they do to meetthose needs..

Why are you using this teaching format? (large group, small group, desk use,



carpet area, etc.)I will be teaching this lesson in a large group with the students at their desksbecause then I can circulate the room and check on their progress. We do notseparate into small groups for science because it is good to have the class alltogether and let the students construct understanding together as a class.

Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students shouldunderstand the importance of water to animals. They should also be able tocompare and contrast how animals use/get water.

Assessment


How will you know if the students learned what you intended them to learn?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.

How will you know if the students understood the lesson or not?I will read what the students have written on their worksheets.

I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.

The Lesson


Copies of the Animals Need Water worksheetCopies of the How Animals Use Water worksheetPencils






During the lesson5 minutes - We will read through the Animals Need Water worksheet switching off readers and stopping to discuss the information in each section.10 minutes – I will go over the How Animals Use Water worksheet with the

students then give them time to work independently on it.

Wrap up or conclusion5 minutes – We will go over the worksheet and have the students share their answers and why they wrote that answer. We will go over any remainingquestions on animals and their needs.


I will have the students tell me the directions to the worksheet in their own words

to be sure they understand what is expected of them. I could have some of thestudents work in collaborative partners or groups to complete the worksheettogether. I could have the students write short answers not complete sentences.




Transitions

Where transitions will occur?We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by collecting the worksheetsand getting out their homework folders to get ready to go home.


Lesson extension

What are your next possible steps for students who do understand the lessonobjectives?These students could do research into the different types of animals and how theyuse water. They could look up more information on how animals that live in water use water differently than animals that live on land.



What are your next steps for students who DO NOT understand the objectives?These students could work in collaborative groups with the students that dounderstand the objectives to explore more examples of how animals that live onland use water differently than animals that do not live on land.



Animals Need Water

The bodies of all animals contain water. Every day some of this water

leaves the animals’ bodies. For example, when an animal pants or sweats, it



loses some water from its body. The animal must replace this water to stay

alive.

Most animals get the water they need by drinking. The water they

drink may come from puddles, streams, rivers, ponds or lakes. Other animals

get most of their water in the foods they eat.

Name ____________________

How Animals Use Water

At this water hole on

the African plains,

animals drink thewater they need.



Compare and contrast how two different animals use water to survive.

Animal #1: _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Animal #2:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Both: _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________







Title of the Learning OpportunityAnimals and Their Needs – Part Three: Food



What is the key knowledge that students will acquire as a result of this LearningOpportunity? Recognize that animals need food to survive.

Learning Opportunity Objectives (List the specific objectives that you want the

students to learn.)

Students will recognize that animals cannot live without food.Students will compare and contrast what animals eat.Students will compare and contrast how animals get their food.


Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts

3rd grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse reading strategies that help them analyze and understand the text, such asestablishing a plan and purpose for reading. – Reading 3rd grade target


Why did you choose this topic?

I chose this topic because it is important for students to understand the differencebetween needs and wants. We can continue to categorize and discuss howanimals are alike and different using the needs they have and what they do to meetthose needs.

Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)I will be teaching this lesson in a large group with the students at their desks



because then I can circulate the room and check on their progress. We do notseparate into small groups for science because it is good to have the class alltogether and let the students construct understanding together as a class.

Why is this Learning Opportunity appropriate for this group of students?

This learning is appropriate for this group of students because students shouldunderstand the importance of food to animals. They should also be able tocompare and contrast how animals get their food and what animals eat.

Assessment

How will you know what the students have learned?I will read what the students have written on their worksheets.

I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.



The Lesson


Copies of the Animals Need Food worksheetsPencils




During the lesson5 minutes - We will read through the Animals Need Food informational worksheet



switching off readers and stopping to discuss the information in each section.10 minutes – I will go over the Animals Need Food worksheet with the studentsthen give them time to work independently on it.

Wrap up or conclusion

5 minutes – We will go over the worksheet and have the students share their answers and why they wrote that answer. We will go over any remainingquestions on animals and their needs.






Transitions


We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by collecting the worksheetsand getting out their homework folders to get ready to go home.


Lesson extension

What are your next possible steps for students who do understand the lessonobjectives?These students could do research into the different types of animals and how theyget their food. They could look up more information on how animals that eat meathave different features than animals that only eat plants.

What are your next steps for students who DO NOT understand the objectives?These students could work in collaborative groups with the students that do



understand the objectives to explore more examples of how animals that eat meathave different features than animals that only eat plants.

What will be the concluding lesson activity, review of information learned, etc.?We will discuss the worksheet and the students’ answers. Students will be able to

ask questions and give final thoughts about the lesson.


Animals Need FoodAll animals need food. Food gives animals the materials they need so

they can grow and stay healthy. Animals also get energy from food.

Unlike plants, animals cannot make their own food. Instead, they get

their food by eating plants or other animals. Some animals eat only plants.



Some eat only animals. Some eat both.

Someone that eats only meat is called a carnivore. Someone that eats

only plants is called an herbivore. Someone that eats both plants and meat is

called an omnivore.

How do animals get the food they need? Many of them have body

parts that help them get their food. For example, an elephant uses its trunk to

grab leaves from trees. A hawk can use its sharp claws to catch a mouse.

Name ______________________

Animals Need Food

1. An animal that eats only plants is called a(n) _______________________.

A panda eats only

bamboo plants.

Brown bears live in forests,

where they eat many kinds of

plants and animals. They often

eat fish they catch in streams.

They also eat grass and other

lants.



2. An animal that eats only meat is called a(n) _______________________.

3. An animal that eats both meat and plants is called a(n)

________________________.

4. Give an example of an animal that eats only meat and specifically what

that animal eats: ____________________________________

5. Give an example of an animal that eats only plants and specifically what

that animal eats: ____________________________________

6. Give an example of an animal that eats both plants and meat and

specifically what that animal eats: _________________________________

7. Animals get ______________________ from food.







Title of the Learning OpportunityAnimals and Their Needs – Part Four: Shelter



What is the key knowledge that students will acquire as a result of this LearningOpportunity? Recognize that animals need shelter to survive.


Students will recognize that animals cannot live without shelter.Students will compare and contrast how animals find/make shelter.


Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, group

animals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse reading strategies that help them analyze and understand the text, such asestablishing a plan and purpose for reading. – Reading 3rd grade target


Why did you choose this topic?I chose this topic because it is important for students to understand the differencebetween needs and wants. We can continue to categorize and discuss how

animals are alike and different using the needs they have and what they do to meetthose needs.

Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)I will be teaching this lesson in a large group with the students at their desksbecause then I can circulate the room and check on their progress. We do notseparate into small groups for science because it is good to have the class all



together and let the students construct understanding together as a class.

Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students should

understand the importance of shelter to animals. They should also be able tocompare and contrast how animals find shelter.

Assessment




The Lesson


Copies of the Animals Need Shelter worksheetsPencils, crayons, markers, colored pencils




During the lesson5 minutes - We will read through the Animals Need Shelter informationalworksheet switching off readers and stopping to discuss the information in eachsection.



15 minutes – I will go over the compare and contrast worksheet with the studentsthen give them time to work independently on it.

Wrap up or conclusion5 minutes – We will go over the worksheet and have the students share their

answers and why they wrote that answer. We will go over any remainingquestions on animals and their needs.






Transitions

Where transitions will occur?We will transition into the lesson by having the students clear their desks and then

I will read the fast animal facts. We will transition out by collecting the worksheetsand getting out their homework folders to get ready to go home.


Lesson extension

What are your next possible steps for students who do understand the lesson

objectives?These students could do research into the different types of animals and how theyfind shelter in their habitat.

What are your next steps for students who DO NOT understand the objectives?These students could work in collaborative groups with the students that dounderstand the objectives to explore more examples of how animals find shelter in different habitats.





Animals Need Shelter

Most animals need shelter, or a place to live. Shelters protect animals

from other animals and from the weather. Some birds build shelters called

nests high in tree branches. They build their nests out of twigs, grass and



mud. Other animals, such as deer mice build their homes in hollow logs or in

spaces under rocks. Turtles use their own hard shells as their homes. Many

other animals dig tunnels and make their homes in the ground.

The types of shelters animals will build or use will depend on the

animal’s habitat and the animal’s physical features.

Name ____________________________

Compare and contrast how your shelter is different from an animal’s. You

may pick any animal and their shelter to compare to your own shelter.

Include a drawing of the different shelters on the back.

A bird’s nest

made of twigsgrass and mud.



Your shelter

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

The animal’s shelter

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Both

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________




Date when lesson will be taught: Oct. 19th 2009



Title of the Learning OpportunityAnimal Homes

Age of Children and Grade

2nd

and 3rd

grade


What is the key knowledge that students will acquire as a result of this LearningOpportunity? Observe and describe the habitats or organisms, describe how animal homes arealike and different, group animals according to the types of homes they live in.


Students will observe and describe the habitats of organisms.Students will tell how animal homes are alike and different.Students will group animals according to the type of home they live in.


Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade target

Identify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade target


Why did you choose this topic?I chose this topic because it is important for students to understand the difference between and wants. We can continue to categorize and discuss howanimals are alike and different using the needs they have and what they do to meet those n

Why are you using this teaching format? (large group, small group, desk use, carpet areaetc.)I will be teaching this lesson in a large group with the students at their desksbecause then I can circulate the room and check on their progress. We do not separate intosmall groups for science because it is good to have the class all together and let the studentconstruct understanding together as a class.



Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students should understand timportance of shelter to animals. They should also be able to compare and contrast howanimals make their homes.

Assessment

How will you know what the students have learned?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.

How will you know if the students learned what you intended them to learn?I will read what the students have written on their worksheets.



The Lesson


Copies of the animal pictures and worksheet for each childOverhead of the animal picturesPencils



demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking about

animals and how they are alike and different.

During the lesson5 minutes - We will look at the animal pictures and go over what type of animaleach picture shows and what home that animal lives in.15 minutes – I will go over the worksheet with the students then give them time towork independently on it.



Wrap up or conclusion5 minutes – We will go over the worksheet and have the students share their answer and why they wrote that answer.






Transitions

Where transitions will occur?We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by collecting the worksheetsand getting out their homework folders to get ready to go home.

Determine the transitional techniques that you will use:

I will use the fast animal facts and straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”

Lesson extension

What are your next possible steps for students who do understand the lessonobjectives?Students could find another way to classify the animals in the animal picturesother than by their homes.

What are your next steps for students who DO NOT understand the objectives?

Students could practice classifying animals they are more familiar with thenmoving up to the more unfamiliar animals like the albatross and the armadillo.


What will be the extension lessons, activities (learning centers, etc.?)



I could do a journal topic on animals and their homes. The students could writeabout an animal, where it lives, why it lives there, who lives near by it, etc.

Self Evaluation:

What worked well? What might you do differently next time you teach thislesson?

I would include the animal names underneath the pictures; the students

were very confused by some of the animals and needed me to write their names



and numbers on the board. I would also do this in small groups or partners

because not all of the students were familiar with the types of homes the animals

had. I would also change the worksheet to have the animal names not ‘animal

home 1’ because some of the students didn’t understand that the numbers

connected to the numbers on the pictures and they would just write about any

random animal first.

The students were really interested in the lesson and were excited to get

to do science since we haven’t done any science lessons yet this year. They

liked the animal fast facts so I will probably continue to use those as a transition

into the lessons in my unit. I liked having a discussion with the students after they

finished writing, they could build off of each other’s ideas and we could really

build understanding together. The discussions we had really made me feel like

the lesson was effective even though I kept realizing there were major changes I

wished I had made.

Animal Homes



QuickTimeª and adecompressor

are needed to see this picture.





QuickTimeªandadecompressor

are neededto see this picture.

QuickTimeª andadecompressor

are neededto see thispicture.



Name ___________________

1 2

3 4

5 6



Animal Homes

Describe the animal home you observe. Record your descriptions.

Animal Home 1: ________________________________________

_____________________________________________________

_

Animal Home 2: ________________________________________

_____________________________________________________

_

Animal Home 3: ________________________________________

_____________________________________________________

_

Animal Home 4: ________________________________________

_____________________________________________________

_

Animal Home 5: ________________________________________

_____________________________________________________

_

Animal Home 6: ________________________________________



_____________________________________________________

_

Compare two of the animal homes you observed. Tell how each

home helps protect the animal that lives there.

_____________________________________________________

_

_____________________________________________________

_

_____________________________________________________

_

What did you observe about the home of a Canada goose and the

home of an albatross?

_____________________________________________________

_

_____________________________________________________ _

_____________________________________________________

_



Scientists classify animals into groups based on what the animals

have in common. How many groups did you classify the animals

into? What were the groups?

_____________________________________________________

_

_____________________________________________________

_

_____________________________________________________

_





Title of the Learning OpportunityUrban Ecology Center



What is the key knowledge that students will acquire as a result of this LearningOpportunity? Observe and record information about local animals’ needs – food, shelter, water,



air, etc.


Students will observe local animals’ habitats.Students will record and explain their findings on animals’ shelters, food, water sources, etc.


Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, group

animals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetDiscuss probability, meaning the chance that something can happen in everydaylife, using terms such as certain, impossible, and equally likely. – Math 3rd gradetarget


Why did you choose this topic?I chose this topic because it is important for students to practice observing,predicting and recording information. We can continue to categorize and discuss

how animals are alike and different using the needs they have and what they do tomeet those needs.

Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)I will be teaching this lesson in a large group with the students breaking into pairsfor the students to do their observation of the local habitat.

Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students should be

able to observe, record, predict and make inferences on information. They shouldalso be able to compare and contrast how animals in the local habitat meet their needs. This lesson connects the information we previously learned about animalsand their needs to the students’ lives by putting them in a place near their schoolor neighborhood where animals cohabitate with humans.





understand what is expected of them. I could have some of the students work incollaborative partners or groups to do their observations and recordings. I couldhave the students write short answers and do drawings not write completesentences.



Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group in their desks and at the UrbanEcology Center.

Transitions


We will transition into the lesson by having the students clear their desks and thengoing over expectations for the lesson.

Determine the transitional techniques that you will use:I will use straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”

Lesson extension

What are your next possible steps for students who do understand the lesson

objectives?These students could do research into the different types of animals inSoutheastern Wisconsin and Milwaukee specifically to see if their information theycollected is compatible to what the experts have found.

What are your next steps for students who DO NOT understand the objectives?These students could do research in collaborative groups with the students thatdo understand the objectives to explore the different types of animals inSoutheastern Wisconsin and Milwaukee specifically to see if their information theycollected is compatible to what the experts have found..

What will be the concluding lesson activity, review of information learned, etc.?We will discuss the students’ observations, predictions and drawings in their field

journals. Students will be able to ask questions and give final thoughts about whatthey saw.

What will be the extension lessons, activities (learning centers, etc.?)The students could work in collaborative groups or partners to classify the needsof different animals after the final lesson on animal needs. They could do



research on a type of animal and present to the class their findings on the needs.





Title of the Learning OpportunityIndividual Animal Research



What is the key knowledge that students will acquire as a result of this LearningOpportunity? Recognize that animals need shelter, air, food, and water to survive.




Students will recognize that animals cannot live without food, water, air and

shelter.Students will research how one particular type of animal meets its needs for water, air, food and shelter.


Research topics using computer resources and the Internet. – English LanguageArts 3rd grade targetListen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts

3rd

grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse nonfiction books to research new information and connect it to what they

already know. – Reading 3rd grade target


Why did you choose this topic?I chose this topic because it is important for students to make connections between

what they know and have learned from the unit with what they still wish to learnabout animals. We can continue to categorize and discuss how animals are alikeand different using the needs they have and what they do to meet those needs.The class can practice using different tools like the encyclopedia and the internetto find the answers to their questions. It is also important for students to be able topresent their findings to the class.

Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)I will be teaching this lesson in a large group for the directions, then I will havestudents work independently or in collaborative partnerships because I want the

students to have an opportunity to research an animal they are interested in.

Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because these studentsshould be given an opportunity to find information about something they areinterested in to present to the class. The class is not often given choices or anopportunity to use the tools like the library, internet, encyclopedia, etc.



Assessment

How will you know what the students have learned?I will read what the students have written on their posters.I will hear the students talk about how their animal meets their needs during their presentation to the class.I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.

How will you know if the students learned what you intended them to learn?I will read what the students have written on their posters.I will hear the students talk about how their animal meets their needs during their presentation to the class.


How will you know if the students understood the lesson or not?I will read what the students have written on their posters.I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.

The Lesson


Animal encyclopedias, computers with internet access, non fiction books onanimals, paper, colored pencils, markers, glue, scissors, miscellaneous artsupplies for the posters



demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking about

animals and how they are alike and different.

During the lesson5 minutes – Review wants and needs, the animal needs (air, water, shelter, food)10 minutes – I will go over the instructions on how to complete the researchproject. Possibly pair students up to work together. Give the students a fewminutes to pick their animal.15 minutes – visit the library for the students to find non fiction books on their



animals, use the encyclopedias20 minutes – Visit the computer lab and allow the students to find informationfrom approved sites like National Geographic25 minutes – Let students organize their information on a poster.25 minutes – Students will present their information to the class.

Wrap up or conclusion15 minutes – compare and contrast the different animals chose in the class basedoff of their needs.


I will have the students tell me the directions to the project in their own words tobe sure they understand what is expected of them. I could have some of thestudents work in collaborative partners or groups to complete the project together.I could have the students make a collage of pictures rather than written sentences

and have them explain it as their presentation.



Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group for directions then the students willbe individually working or working in pairs I assign.

Transitions

Where transitions will occur?We will transition into the lesson by having the students clear their desks. We willtransition out by getting out their homework folders to get ready to go home.

Determine the transitional techniques that you will use:I will use straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”

Lesson extension

What are your next possible steps for students who do understand the lessonobjectives?These students could do research into a different type of animal and have themcompare and contrast the two types of animals in another poster. (one poster for each animal and one for the compare and contrast)

What are your next steps for students who DO NOT understand the objectives?



These students could work in collaborative groups with the students that dounderstand the objectives to explore an animal and how they meet their needs.

What will be the concluding lesson activity, review of information learned, etc.?We will compare and contrast all of the animals the students did projects on.

Students will be able to ask questions and give final thoughts about the lesson.

What will be the extension lessons, activities (learning centers, etc.?)We could visit another habitat and observe the way animals meet their needsthere. Ex: a farm, the zoo, an aquarium

Documents

Plan for a Learning Opportunity Field Experience Student’s Name: Kacy