Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: "I have a Bone to Pick With You" |
Author(s): Julie Kealy |
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| Grade Level: Primary Grades 2 |
School Address: South Jefferson Central School District P.O. Box 457 Adams Center, NY 13606 |
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| Subject Area: Science |
School Phone/Fax: (315) 583-5418 (315) 583-5381 |
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CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Teacher will bring in a paper mache' egg with a toy dinosaur inside and tell students that he/she dug it up in his/her backyard. Through guided questions and discussion, teacher will lead students to the possibility that it may be a dinosaur egg! Open it together! Then discuss and begin a KWL chart on what students know about dinosaurs, would like to know, and, as the unit goes on, what they have learned.
LEARNING EXPERIENCES
(See above Declarative and Procedural Knowledge)
CULMINATING PERFORMANCE
Students will use their knowledge to create a name of a new dinosaur. They will fill in a fact sheet that will correspond with the new dinosaur name. Students will also make a poster-sized picture of the dinosaur, making sure it has the appropriate characteristics, habitat and size.
They will then present the above mentioned pieces at a "Prehistoric Press Conference". This could be done for the class, parents, and/or other guests.
CONNECTIONS TO STANDARDS
MATH, SCIENCE AND TECHNOLOGY
Standard #1: Analysis, Inquiry, and Design
Standard #4: Science
Standard #5: Technology
Students will study and chart dinosaur characteristics and habitats. They will seek answers through questioning and investingating theories of extinction.
ENGLISH LANGUAGE ARTS
Standard #1: Language for Information and Understanding
Standard #2: Language for Literacy Response and Expression
Standard #3: Language for Critical Analysis and Evaluation
Standard #4 Language for Social Interaction
Students will write an informational or fictional story demonstrating their knowledge of dinosaur habitats and characteristics and then share it with the class.
THE ARTS
Standard #1: Creating, Performing, and Participating in the Arts
Students will draw new dinosaurs and their habitats and then present it to an audience.
Connection to State Learning Standards
Content Area: Science
Level: Primary Grade 2
| Benchmarks: Students will understand the relationship of dinosaurs to their environment. |
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Benchmarks: Students will draw and illustrate a dinosaur in its habitat. |
| Standard: MST #1, #4, #5 |
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Standard:Arts #1 |
Unit Theme: "I Have a Bone to Pick With You"
| Standard: SS #2, #3 |
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Standard: ELA #1, #2, #3, #4 |
| Benchmarks: Students will demonstrate their understanding of a turning point in world history by understanding the theories of extinction. Students will understand the geographical composition of the earth long ago. |
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Benchmarks:Students will listen, speak, read, and write for information through their written stories and their culminating performance. |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Ways to study animals long ago Dinosaur (& non-dinosaur) characteristics Dinosaur name semantics Time periods of long ago (Triassic, Jurassic, Cretaceous) Dinosaur habitats Theories of Extinction |
Guest speaker - invite a paleontologist Classroom library of books about dinosaurs web sites: www.dinodon.com/dinosaurs/dictionsry.html www.enchantedlearning.com/subjects/dinosaurs Hand out with chart showing word parts and meanings Classroom Library of dinosaur books Video "The Magic School Bus - Busasaurus" Read News article from - "Dinosaur Daily" for information or other available resources |
KWL Graphic Organizer Teacher Model Concept Webbing Matching Cooperative Learning Sharing Teacher model Graphic organizer Pair and Share Graphic Organizer Small group discussion |
1. Begin a KWL chart on ways to study dinosaurs and have students prepare questions. 2. Invite a paleontologist to speak to the class 3. Have students "interview", by asking questions they've prepared and fill in their graphic organizer 4. Add to KWL chart 1. Teacher models first the following: 2. Students will use books in the room or information acquired from websites and choose a dinosaur to draw a picture of in the center of a piece of paper 3. They will then web the characteristics of that dinosaur around the picture 1. Students will work in groups on a set of given dinosaur names to determine their meaning and then share results with class. 1. Teacher will model the following steps first: 2. Using previously made pictures along with books available in room and websites students will label pictures with the correct time period in which their dinosaur lived 3. Then students will place their picture in the appropriate place on a class-sized timeline to be displayed in the room or hallway. 1. Students will watch the video and then with a partner will recall and list observations of dinosaur habitats. 2. Share lists with class 1. During small group reading - each group will read "The Dinosaur Daily" and discuss specifically the article on Theories of Extinction 2. Students will then choose one of the theories to title and illustrate. |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Classify and Sort Compare and Contrast Write a fictional story or non-fictional composition |
Whole class will chart information after whole class activity. Collaborative Pairs Graphic Organizer Review and use the Writing Process Use Microsoft Works on the computer |
1. Students will work in groups and use the pictures of dinosaurs they have already drawn to classify and sort into groups according to the characteristics they observe. 2. Then as a whole class discuss groups' results and chart the ways to group and classify dinosaurs according to their characteristics. 1. Students will work in pairs and chart the world "then" (habitat) during the time of the dinosaurs and the world as it is "now" 2. Share charts and discuss why dinosaurs can not survive in our world today 1. Students will follow the steps of the classroom writing process to develop a fictional story including dinosaur habitats and characteristics or an informational composition. 2. Students will then type stories onto the computer using Microsoft Works. 3. Students will read aloud stories to class. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
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| Planning Guide |
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Unit: |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
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[ ] Decision Making |
Products/Performances |
| Criteria for evaluation |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
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Element #1 |
Element #2 |
Element #3 |
| Elements Scale |
Written Facts Sheet |
Illustration |
Oral Presentation |
| Weights |
50% |
20% |
30% |
| 4 |
Accurately included the following: 1. Name of dinosaur 2. Meaning of name 3. Weight/Size 4. Time Period of Existence 5. Food it ate 6. How it walked 7. Shape of teeth 8. Theory of Extinction 9. Other interesting facts. 8-9 criteria are met |
Accurately showed the following: 1. Name of dinosaur matches picture 2. Background (habitat) is appropriate 3. Size od dinosaur is accurate to its surroundings 4. Neat and colorful. All 4 of the above criteria were met |
Presentation included the following: 1. Spoke loud and clear 2. Easy to understand 3. Information was accurate 4. Demonstrated understanding through questions from the audience All 4 of the above criteria were met |
| 3 |
7-6 of the criteria were met |
3 of the above criteria were met |
3 of the above criteria were met |
| 2 |
5-4 of the above criteria were met |
2 of the above criteria were met |
2 of the above criteria were met |
| 1 |
3 or less of the above criteria were met |
1 or less of the above criteria were met |
1 or less of the above criteria were met |
NOTE: Rubric or other performance asessment instruments may be used.