The purpose of this learning experience is for students to successively research, write, edit, revise and present a paragraph, using the computer and multimedia presentation software, about the animal of their choice. The learning standards that are addressed in this learning experience include:

Math, Science, and Technology

Standard 1-Analysis, Inquiry, and Design. Performance indicators-Students learn to ask "why" questions to seek greater understanding concerning objects and events they have observed and heard about.

Standard 2-Information Systems. Performance indicators-Students use a variety of equipment and software packages to enter, process, display and communicate information in different forms using text, pictures, and sound. Students access needed information from media, electronic databases and community resources.

Standard 4-Science. Individual organisms and species change over time. Performance indicator-Students will observe that differences within a species may give individuals an advantage in surviving.

Standard 5-Technology. Performance Indicator-Students will use computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

English/Language Arts

Standard 1-Language for Information and Understanding. Performance indicators-Students will 1)attend to the speaker, visually and/or auditory, or task; 2) use information from books, magazines, newspapers, textbooks, audio and media presentations, and from such forms as basic charts, graphs, maps, and diagrams; 3) organize and categorize information/materials; 4) use functional reading sight vocabulary; 5) follow directions that involve one or two steps; 6) use communication and writing skills to acquire and transmit information requires asking questions, applying information from one context to another and presenting the information clearly; 7) use nonverbal communication skills to convey information, needs, and wants; 8) use verbal communication, including alternative communication systems, to convey information, needs, and wants; 9) use written form to convey information, needs, and wants.

This experience fits into any Science/Language Arts integrated curriculum incorporating technology.

The teacher will put animal posters and books up around the classroom. Send home a sign up sheet (if possible) having each child bring in a live animal (pet) to show. Set up a magazine rack holding animal magazines such as National Geographic. Put animal screen savers on the computers. When students arrive have them walk around and view all the displays. The teacher then introduces the discussion of animal habitats using the CD ROM Wild World of Animals. After discussion take the class outside for a walk in the woods and look for animal habitats. (If your school does not have access to a nature trail or woods, take them on a virtual tour of any zoo web site in the world that has virtual Internet tours. Try this site for example: www.sandiegozoo.org/special/ituri/ or http://www.mic.hawaii.edu/aquarium/ or http://netvet.wustl.edu/ssi.htm) Now the teacher presents the research tools in which will be used to learn about the habitats and animals. Tools include: ho w to use a computer and run the software (Encarta, Power Point), access the Internet, use paper encyclopedias, etc… Children should also be given time in the Library to learn how to find books and other information about their animals, with the help of the librarian. Children are given 15 minutes to choose an animal and discuss their choice with the teacher. After all children have chosen an animal, the teacher then explains how to proceed. This may take a few days or even up to two weeks depending on your student's prior knowledge and age.

1-Using a KWL chart have each student fill in what they already know about this animal, and what they want to know. Keep in a safe place because this will be used as an assessment tool later.

2-Give each student a graphic organizer that has six branches or bubbles with on extra in the middle. In the middle they should write the name of the animal. In the bubbles there should be a phrase to guide the students. Some examples are: description, where the animal lives, animal's diet, its habits, specialized body parts, and any other neat, amazing, or interesting facts. Every child should always have this with them when looking up information. This is an informal way of taking notes. This will be used to write the paragraph.

3-Students will write, edit revise and present a paragraph. The final product will be typed and presented on the computer using power point. A title page must also be made including the animals name, student name, date and related graphic.

4-The paragraph must include the facts found on the graphic organizer, including: description, where the animal lives (country found), what it eats, its habits, specialized body parts, and any other neat, amazing or interesting facts.

5-Next, the student will then create an illustration of their habitat using multimedia presentation software, scanned pictures, magazine pasted pictures or student drawings (scanned into presentation software). This may be done with the help of the art teacher. Then a unique art assessment can be given for a change.

6-After all information has been found children should be given a quick mini lesson on how to write paragraphs. Then, using the information from the graphic organizers, allow 1-2 days to write paragraphs and transfer them to the computer.

7-Before this project is to be presented each child must formulate an "I wonder why?" question to be emailed to Micke Grove Zoo, who is online. They must submit this and check daily for response (approx. 1-2 days) or ask Micke Grove Zoo by going to http://www.imon.com/mgzoo/pages/ask.htm

8-Try to invite a local zoo representative into your classroom as a guest to answer any questions and bring some live animals in.

9-Each child presents their paragraph and multimedia show-using power point. This can be done individually or as a class slide show. If you do not have access to power point or a multimedia projector, students can present these in front of the class as if they would a book report or you can have them present this as a show to younger children in your school.

Planning: 1 week

Implementation: 3 days up to two weeks

Student Material List: Magazines, School Library books about animals, Drawing paper, Ruled paper, Crayons, Markers, Pens & Pencils

Teacher used the KWL chart to evaluate students' knowledge; Teacher anecdotal notes; Evaluation of student and group paragraphs, drafts, revisions, and final draft; Teacher evaluation of completed presentations, and organization of material; Demonstration of facility with technology; Discussions with each child to determine a fair grade.

A rubric is used for scoring: Score Point; Criteria for Scoring

5: This is the highest rating. The student is extremely knowledgeable about the topic. The student demonstrates in-depth understanding of the relevant and important ideas. The student includes the important ideas related to topic and shows a depth of understanding of important relationships. The answer is fully developed and includes specific facts or examples. The answer is organized somewhat around big ideas, major concepts/principles in the field. The response is exemplary, detailed and clear.

4: The student is knowledgeable about the topic. The student has a good understanding of the topic. the student includes some of the important ideas related to the topic. The student shows a good understanding of the important relationships. The answer demonstrates good development of ideas and includes adequate supporting facts or examples. The answer may demonstrate some organization around big ideas, major concepts/principles in the field. The response is good, has some detail, and is clear.

3: This is the middle score of the scale. The student demonstrates some knowledge and understanding of the topic. The overall answer is OK but may show apparent gaps in his/her understanding and knowledge. The student includes some of the important ideas related to the topic. The student shows some but limited understanding of the relationships. The answer demonstrates satisfactory development of ideas and includes some supporting facts or examples. The response is satisfactory, containing some detail, but the answer may be vague or not well developed and may include misconceptions or some inaccurate information.

2: The student has little knowledge or understanding of the topic. The student may include an important idea, part of an idea, or a few facts but does not develop the ideas or deal with the relationships among the ideas. The response contains misconceptions, inaccurate or irrelevant information. the student may rely heavily on the group activity. The response is poor and lacks clarity.

1: The student shows no knowledge or understating of the topic. The student either: (1) writes about the topic using irrelevant or inaccurate information (2) recalls the steps of the Group Activity in Part II of the performance assessment, adding no new or relevant information and showing no understanding of ho9w the activity relates to the general topic.

0: The student either: (1) left the answer blank (2) wrote about a different topic (3) wrote, "I don't know."