Grunts, Chirps and Growls

Grade: Third
Subject Area: Science,
Language Arts, Technology
School: Dexter Elementary
415 E. Grove S
Dexter New York, 1363
(315) 639- 6858

Author: Christine Campany

Objectives of Experience

Students will:

• research animals and complete a research paper.
• use Microsoft Word to write research paper.
• Students have a basic proficiency in Microsoft Word including centering, tabbing, capitalization, deleting and spell check
• give an oral presentation to the class.
• create visual aids to present animal oral report.

Timeline

The animal unit will take six weeks.

• Two weeks for selection of animal and outline completion.
• Students will go to the library for research with classroom teacher, librarian (when available) and resource room teacher.
• Two weeks will be spent writing and editing the research paper.
• Two weeks will be spent on completing visual aids and presenting an oral report.
• Daily class period will be approximately 35 minutes.

ESSENTIAL QUESTIONS

• What is your animal's life span and gestation?
• What is your animal's habitat, and how does it effect its survival?
• What would happen to your animal's habitat if it became extinct?
• Is your animal endangered? If so, what is the cause?
• What adaptations help your animal survive?  

Initiating Activity

• A "field trip" to the library.
• Presentation of National Geographic Mammals CD ROM.
• Presentation of Grolier’s Nature’s Children books. (great book for animal research)

The students will be exposed to the resources available in the library. Students then must select and animal that they can show data on from the trip to the library.

CONTENT KNOWLEDGE

Prior Knowledge

Students have experience in basic word processing skills, such as, tabbing, capitalization, centering, bolding, and spell check. It is recommended this unit be completed in the spring.

The students should also have previous knowledge on paragraph writing, including topic sentences, main idea, and details.

Connection to State Learning Standards

Content Area: Math, Science, and Technology: English Language Arts

Level: Upper Elementary

Standard : Math, Science & Technology

2. Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Benchmarks:

Information Systems

1. Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

Standard : Math, Science & Technology

• Science

Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science

Benchmarks:

The Living Environment

The continuity of life is sustained through reproduction and development.

6. Plants and animals depend on each other and their physical

environment.

7. Human decisions and activities have had a profound impact on the physical and living environment

Standard: English Language Arts

1. Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding. As listeners and

Readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Benchmarks:

Listening and Reading

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Speaking and Writing

2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

__________________________________

Lessons

Lesson one: The students will learn the vocabulary through lecture. A worksheet will be given at this time. Attached Discussion of the research paper is presented at this time.

-45 minutes

Lesson two: "Field trip" to the library. Student must find adequate

Information on their animal and present it to teacher before they are allowed to research the animal. Upon selection of the animal, student will complete the outline.

-One week of 35 minutes daily at library. Students will be assisted by the librarian, resource room teacher (push in) and the classroom teacher. Student must have animal selected by the end of the five day period.

Lesson three: Review of topic, main idea and supporting details. Students will begin to write their paragraphs following completion of the outline.

- two weeks will be given for students to complete their research paper. All work will be in the library to accommodate students working at all phases of the project.

Lesson four: Discussion of visual aids. Teacher will present different materials available and purpose for visual aids. The grading process will be presented to the students at this time.

• one hour will be given to students to begin their visual aids.

Lesson five: A brief lesson on presentations. Discussion will include eye contact, voice projection, use of visual aids to emphasis main points, and dress.

• 35 minutes.

Presentation of projects: Students may sign up to present at any time during A two-week time frame.

Learning Experiences

Declarative Knowledge

Learning Experiences

Procedural Knowledge

Student

Pages

Name _______________________________

First paragraph:

Animal name ______________________

Physical description of animal _____________________________

______________________________________________________

Gestation _________________________

Life span __________________________

Second paragraph:

Family life ____________________________________________

_____________________________________________________

Habitat _______________________________________________

______________________________________________________

Third paragraph:

How does your animal survive?______ ______________________

______________________________________________________

Adaptations ___________________________________________

_____________________________________________________

_____________________________________________________

Fourth paragraph:

Is your animal endangered? _____ If so why? ________________

______________________________________________________

______________________________________________________

Interesting facts about your animal _________________________

______________________________________________________

______________________________________________________

______________________________________________________

Where did you find information for your report?

_______________________________

_______________________________

Name ___________________

Match the word with the correct meaning using the word bank.

Life span gestation habitat

Adaptations family structure

1. The place where an animal lives is its ______________.
2. Changes that have occurred in an animal to help it survive ______________________
3. The time it takes to create a baby. ___________________
4. How long most animals of that kind live ___________
5. How an animal lives. _____________

Evaluation

Evaluation

Outline: ______

Research

Paper ______

Oral

Presentation ______

Visual Aids ______

Total Points ______

20 Points=100%

18 Points=90%

16 Points=80%

14 Points=70%

12 Points=60%

Comments ____________________________________________________________________________________________________________________________________________________________________________________________________________

• Students will be shown examples of theses elements to help clarify what a 4, 3, 2, and a 1 are.

* The research paper will be weighted twice. The total points for the project will be 20 points.