| LU Title:"Fall Into Winter" | Author(s): Schreene Babcock, Julie Kealy, Lynn Kellogg, Scott Storey,Frank Whithead, Stephanie Widrick |
| Grade Level: Primary Grades 1-3 |
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Subject Area: Science |
School Phone/Fax: |
| Declarative | Procedural |
| Animal habitats | Classifying and sorting |
| Animal needs | Comparing and contrasting |
| Some animals migrate | Sequencing |
| Some animals hibernate | Story writing |
| Some habitats change from Fall to Winter | Role playing |
| Some animals adapt to the changing of seasons | Graphing |
How do animals prepare for winter?
What characteristics do animals have that enable them to adapt to various conditions?
How are animals dependent on their environment and habitat for survival?
The teachers will dress up and role play examples of three animal types ( squirrel - a hibernating animal, Canadian goose - a migrating animal, and a cardinal - an adapting animal). Each teacher will also carry a suitcase containing clues that will help the students figure out what kind of animal he/she is pretending to be. As the students apply the given clues to identify each animal and how it adapts to the changing season, a group-generated attribute web will be made with information about each one. These webs will be used throughout the unit.
See above Declarative and Procedural Knowledge.
Students will choose one of the following to present to the class:
1. Students will create a diorama showing:
a) How an animal (of their choice) adapts to its changing habitat.
b) How the animal's habitat changes from fall to winter.
2.Students will write a journal entry from the point of view of a selected animal, explaining what it does to prepare for winter.
3. Students will prepare a role play or skit by writing a script which shows how a particular animal adapts to its changing environment.
MST 4, 6, 7
ELA 1, 2, 3, 4
Arts 1, 2, 3
S.S. 3, 5
THEME:
"Fall Into Winter"
Unit Type: Knowledge based
Essential Questions:
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How do animals prepare for winter? |
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What characteristics do animals have that enable them to adapt to various conditions? |
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How are animals dependent on their environment and habitat for survival? |
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Content Area: Science
Level:
K - 3
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Benchmarks: Students will understand that animals are interdependent upon their habitat. |
Benchmarks: Students will read and listen to information about animal adaptaions and apply it to their written work. |
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Standard: MST # 4, 5, 7 |
Standard: ELA # 1, 2, 3, 4 |
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UNIT THEME: "Fall Into Winter" |
| Standard: Arts #1, 2, 3 | Standard: Social Studies #3, 5 |
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Benchmarks: Students will create a diorama, picture, report, or play to show their understanding of the topic. |
Benchmarks: Students will understand the importance of preserving our natural habitats for animals and plants. |
Integration Issues
Curriculum Map
| MST: research and observation, guest speakers, graphic organizers, create diorama,brainstorming, predicting | ELA: graphic organizers (KWL), , listen to stories, reading books, listen to speakers, prepare skit or role play for presentation, write a journal entry, make group chart. | |
| Arts: create and perform a play or role play, design diorama or characters for play to show animal and its habitat, draw animal and habitat, make a flip book, | UNIT THEME: | SS: make a group chart, look at a globe and find where we live, apply understanding of where we live to topic of local habitats, field trip to Nature Center, understanding their role in the conservation of natural habitats |
Type text here: Stated above.
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. |
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1.Concept: Animal Needs 2. Concept: Animal Habitats 4. Concept: Habitats change from fall to winter, hibernation, migration, and adaptation 5.Some animals migrate. 6. Some animals hibernate. 7. Some animals adapt. |
Teacher Read Aloud Frederick by Leo Lionni Field trip Guest speakers
Teacher read aloud: Animals That Build Homes By Robert McClung Crinkleroot's Guide To Knowing Animal Habitats By Jim Arnosky Animal Homes By Illa Podendorf Filmstrip: Animal Houses By Bowmar Records
Read Aloud: What Do Animals Do In Winter By Melvin and Gilda Berger
Teacher read aloud: Animals That Travel By Jennifer Urquhart Animals In Winter By Henrietta Bancroft Why Birds Migrate By Jillian May
Read Sleepy Bear By and Animals In The Fall By
Play a game of "What if?" |
webbing, discussion, learning log Brainstorming Predicting KWL Role play listing graphing charting discussion playing a game, discussion |
1. Teacher will read Frederick aloud to students and discuss. Class will complete web showing animal needs. Students will record information in Learning Log. 2. Field trip to Minna Anthony Nature Center. 3. Invite farmers and zoo keepers in to talk about what they do to animal homes to prepare them for winter.
Review animal needs. View filmstrip or read one of the listed books. Each child should choose an animal from the book or filmstrip and draw a picture of it in its home or habitat. Then, the whole class should share their pictures. Students will group themselves according to the animal's habitat. Extend the concept of "habitat" through group discussion.
Do KWL chart with group first. Then read story to students. Together, complete the L column using information from the book. Develop concept that animals adapt in 3 ways. Role play the concept of "migration". Journal entry: write why some birds migrate and why some don't. Children will then use the word processor to write and print their ideas. 1. Write: "What do the animals who don't migrate do in order to deal with the changes that occur in winter?" 2. Read the story. 3. Review yesterday's migration lesson. 4. List all animals in the story and create a graph indicating whether the animal migrates, hibernates, or adapts. Play the game by sitting in a circle and taking turns answering the question, "What would happen if ______". Give several scenarios of animals that normally stay in the same habitat and have to adapt in order to find food, deal with the weather, etc.. |
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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. |
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3. Classify animals and sort them by habitat. 8. Students will create a graphic organizer. |
Collaborative grouping Classifying Writing in a learning log Making a chart that reviews animals and animal habitats review previous knowledge KWL chart making flip books |
As a class we will create a chart of different animals and their habitats. Students will use their knowledge to make a flip book. Pages will show animals in the three groups wer'e studying - those that migrate, hibernate, and adapt. |
| 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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Comparing Classifying Inductive Reasoning Deductive Reasoning Error Analysis Analyzing Perspectives Constructing Support Abstracting Other: |
Title of task: Habitat Creation Recommended grade level(s): k - 2
Curriculum areas: science, language Approximate time frame: 2 weeks
Developed by/Adapted from: Schreene Babcock, Julie Kealy, Lynn Kellogg, Scott Storey, Frank Whitehead, Stephanie Widrick
Resources/materials: listed with specific lessons)
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Science: Students will demonstrate an understanding of animal adaptations. |
Language: Students will create a product (writing, art, or performance), and present it to the class. |
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| Description of the task using a prompt format (FAT –P-form, audience, topic, purpose) |
| Students have just finished a unit on animal adaptations. They have learned that animals and their habitats change from fall to winter. They will choose from three different activities to complete and then share with the class. The purpose of the activity is to demonstrate each child's understanding of of animal adaptations and effectively express that understanding to the class. Students will be expected to 1. be accurate 2. be neat 3. use their time wisely 4. prepare and share their product. |
| Create a diorama showing: | Keep an ongiong journal | Performance skit |
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1. How an animal of choice adapts to its changing environment. 2. How the habitat changes from fall to winter. |
Write and/or draw a series of journal entries expressing how a given animal prepares/adapts as fall changes to winter. | Prepare a skit or play that shows how a particular animal adapts to its changing environment. May include migration, hibernation, or adaptation. |
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Criteria for evaluating student products/performances |
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| see rubric below | ||
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?
Element #1 Element #2 Element #3 Element #4
ElementsScale |
Product contains accurate information | Oral Presentation | Neatness/Time Management | |
Weights |
50% | 30% | 20% | |
| 4 | You developed concepts fully. Showed both 1) the animal in its proper habitat and 2)showed what it does to prepare for winter. | You spoke clearly and information was easy to understand. Your presentation contained accurate information and showed an understanding through teacher/peer questioning. | You used all of your time effectively. Your product contains many details. Your information is accurate and presented neatly. | |
| 3 | You accurately showed both numbers 1&2 from above. | You spoke clearly and were easy to understand. Your presentation contained accurate information but showed a lack of understanding teacher/peer questioning. | You used most of the time given for your task effectively. Your product contains a satisfactory amount of details shown in a accurate and neat manner. | |
| 2 | You accurately showed either #1 or #2 from above. | You spoke clearly and were easy to understand but your presentation lacked in accurate information. | You used some of the time given for your task effectively. Your product contains few details but is shown in an accurate and neat manner. | |
| 1 | Your animal and its habitat do not correlate. | You made an attempt to present to the class, but had difficulty expressing ideas. | You used little of the time given for your task effectively. Your product contains few details and is not accurate or neat. |
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the fully
range of different degrees of understanding, proficiency, or
quality?
FThis response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.
Score Point 4 Score Point 3
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Score Point 2 Score Point 1
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Learn to Learn Skills:
Assessment Modifications:
Unit Schedule/Time Plan:
Written Overview: