Adventist International Institute of Advanced StudiesSchool of Graduate Studies

A Unit Plan on Animals for First Year High School Sciences

Assignment presented in partial fulfillment for the course

EDCI 615 Instructional ModelsProfessor – Dr Prema Gaikwad

ByAmon NdagijimanaOn May 26, 2017

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Table of Content

Goal ……………………………………………………………………………………………….3 Scope………………………………………………………………………………………………3

Sequence ……………………………………………………………………………………….... 3

Topic Summary ………………………………………………………………………………….. 3

Introduction ……………………………………………………………………………………… 3

Lesson 1: Graffiti…………………………………………………………...…………………..…4

Lesson 2: Taba Inductive …………………………………………………………………....….10

Lesson 3: Concept Attainment ………………….…………………………………………..…...16

Lesson 4: KWL ………………………..………………………………………………………...21

Lesson 5: Jigsaw………….. …...………………………………………………………………..24

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Unit on Sciences First Year High School

Goal

Animals’ sciences are taught in fulfillment of the national education curriculum requirement for sciences in first year of High school. The goals of this unit are:

To help students identify different habitats of animals. To make a classification of animals in the ecosystem. Distinguish domestic animals and wild animals. Understand the differences between domestic and wild animals. To discover the main characteristics of animals and their habitat. To identify different ways and the why of protecting animals.

Scope

This unit seeks to understand the animals’ characteristics, their habitat; their classification, the different types of animals, and the protection of animals.

Sequence

The various topics talk about animals and their life. The most important here is to know and give examples for each category or type of animals. Our unit is ended by showing the importance of protecting the animals.

Topic Summary

Lesson Topic Teaching Strategy Purpose of Strategy1 Animal Habitat and

the examples of animals living in each habitat

Graffiti Assess prior knowledge & promote sharing of ideas

2 Classification of animals

Taba Inductive For inductive thinking

3 Domestic animals Concept Attainment For inductive thinking4 Wild animals KWL Allows students to be on the same level5 Protection of

animalsJigsaw Cooperative learning

Introduction

Animals are very important in the life of our ecosystem. Human being can’t live without the animals, that is why it is very important to know different types of animals, their habitat, and how and why it is very important to protect them.

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Lesson 1: Graffiti

Subject: Sciences Level: First year of High School Topic: Animal Habitat Date: May, 2017Major Strategy: Graffiti Class Duration: 50 minutes

Materials:Sheets of paper with questions on Animal Habitat and the animals living in it.

Instructional Objectives:

By the end of the class, students will be able to1. Discuss and enumerate the animal habitats and the examples of animals in each one2. Explain how those animal habitats are different from one another.3. Explain why some animals prefer one habitat than another.

Introduction:I will start this lesson by asking the students if they have read what I told them to read about animal habitats, and the examples of animals in each habitat.

Presentation:

Teacher’s Activity Students’ Activity1. Explain the Graffiti strategy to the students Listening my explanations. 2. Group the students into three groups

according to the three sheets of paper

containing the three activities we will have to

do and by Graffiti strategy I will put all

students in an overall circular formation, and

I will name the group by using the numbers:

group 1, group 2, and group 3.

I will also explain to the students the

activities they are going to do.

The students will listen the instructions of

the teacher

The students will seat in the three groups

according to the suggestions of the teacher.

The students will follow the instructions I

will be giving.

3. Distribution of the material to use in our

study (the question paper to each group)

Receive the material to use.

4. Now it is time to begin our class activity, I

want that after discussing of what you need

to write, your group writes two or three

The students will start doing what I asked

them to do and pass the paper to the next

group when the signal is given

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elements on a paper given to you, and after

that give the paper to the next group when

the signal is given. After distributing the

question papers I will give the signal for

answering, and another one will be given

always when it will be time to pass a paper to

the next group.

5. When the papers arrive back to the original

groups, I will ask each group to discuss the

answers given and make a best summary

(agreeable and disagreeable points).

The students in their groups will discuss

the answers given and they will make a

summary

6. I will ask each group to make a report of

their summary and at the same time together

we will discuss on the animal habitat and

many different examples for each habitat

The students will make a report of their

summary and there will be the discussion.

Assignments:

For the next lesson, I would like to ask you to go and search in the books or internet on how we can protect the animal habitat.

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Group 1: Please fill this table by what you understand by desert (two answers only) and give three examples of animals living in it.

What do you understand by Desert?

What are three animals living in desert?

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Group 2: Please fill this table by what you understand by forest (two answers only) and give three examples of animals living in it.

What do you understand by forest?

What are three animals living in the forest?

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Group 3: Please fill this table by what you understand by grassland (two answers only) and give three examples of animals living in it.

What do you understand by grassland?

What are three animals living in the grassland?

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Group 4: Please fill this table by what you understand by wetland (two answers only) and give three examples of animals living in it.

What do you understand by wetland?

What are three animals living in wetland?

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Lesson 2: Taba Inductive

Subject: Sciences Level: First Year of High SchoolTopic: Classification of animals Date: May, 2017Major Strategy: Taba Inductive Class Duration: 50 minutes

Materials: Many different pictures of animals, Papers

Instructional Objectives:By the end of the lesson, students will be able to1. Categorize different animals according to their attributes2. Name each group of animals3. Find the similarities and differences of the two different groups4. Find the hypothesis based on the knowledge constructed during the concept formation.

Introduction:After greeting the students I will tell them what we are going to study and ask them to participate actively in this lesson by doing what I will ask them to do.

Presentation:

Teacher’s Activity Students’ ActivityPhase one: Concept Formation1. By introducing this lesson I will remind the

students the rules and the procedures we need to follow in this lesson, for example the signals for doing an activity or for reminding them to follow what I am doing or stop writing.

2. I will call the material manager to come and get the pictures prepared for this lesson and I will tell them how we are going to proceed. From the pictures find three groups, and find three attributes for each group. Name each group. I will tell to the students that the third group is composed by the pictures not related to our topic of study (there are miscellaneous).

3. I will ask students to list the attributes and I will write on the board what we will be giving as classification of animals.

The students will seat in the three groups according to the suggestions of the teacher, and they will listen the instructions and guidelines of the teacherThe material manager will come to take the material.

The students will list the attributes

Phase two: Interpretation of data

1. I will ask the students to compare by finding the similarities and differences between the

The students will find and discuss the similarities and differences between the groups they have made, and

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groups they have made.2. I will ask the students to make inferences

about the data they have from the comparison made.

they will make inferences

Phase three: Application of principles

1. I will ask students to find hypothesis based on the knowledge constructed during the concept formation and interpretation.

2. They will also explain the logic of their hypothesis and verify their hypothesis

The two classification of animals the students have to find in the pictures are the following

All around the world many different types of animals are present. Many animals are quite similar to each other while others are different from others. So animals can be classified based on their similarities.

The whole animal kingdom is divided into two main groups. They are Vertebrates and Invertebrates.Animals with backbone are called vertebrates. They are found in land, oceans, rivers, forests, mountains and even in deserts. This group can be further divided into smaller groups by their characteristics. They are fish, amphibians, reptiles, birds, and mammals.Animals that lack the backbone are called invertebrates. About 97% of the animal kingdom is made up of the invertebrates. These animals are found in lands, ponds, oceans and other water bodies. They are six groups of invertebrates. They are annelids, mollusks, arthropods, arachnids, echinoderms and protozoa.

Assignments:1. I will ask the students to find more similarities and differences between groups they made. 2. The students will go to search from the library more information about the two categories they found.

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Pictures to be used in the lesson

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Lesson 3: Concept Attainment

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Subject: Sciences Level: First Year of High SchoolTopic: Domestic animals Date: April, 2017Major Strategy: Concept attainment Class Duration: 50 minutes

Materials:

1. YES exemplars: Pictures of various domestic animals (e.g., cats, dogs, got, cow, rooster,

hens. donkey, sheep, etc.)

2. NO exemplars: Pictures of animals which are not domestic (e.g., giraffe, zebra, hippo, lion,

leopard, etc)

Instructional Objectives:

By the end of the class, students will be able to

1. Identify the main essential attribute and three secondary attributes of the concept of a

domestic animal, given a data set.

2. Name the concept, given a data set.

3. Analyze their own thinking processes used to arrive at the concept.

Introduction:

In the lesson of sciences, last time we have studied together the characteristics of the

animals, and we have seen why the animals are different. Today we are going to continue that

lesson but with another topic. I would like to ask you to listen careful and follow what I am

doing.

Presentation:

Teacher’s Activity Students’ ActivityI will start the lesson by briefly introduce the strategy we are going to use, and I will draw the chart with YES and NO. I will write the strategy we are going to use above the chart.

The students will be observing and listening the instructions I will be giving.

Phase 1: Presentation - I will explain to the students how we are going

to learn. For helping students to know what to do I will tell them that: “I have an idea in my mind and they are going to help find it. I am going to show you some picture, please don’t talk to each other right now and this will help everyone to think I will tell them that they will have time to share a while later”

The students will observe and listen what I will be doing and explaining.

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- I will place the labels, YES/NO on the board- I will show first four exemplars of YES and

three of NO and Stagger the presentation- I will encourage students to think and form

hypothesis in their mindStudents will think and form the hypothesis in their mind.

Phase 2: Testing- I will show more exemplars while students

respond non-verbally (thumbs up/down)

- I will ask students to define and name the concept

- I will show additional exemplars- The students will be asked to identify their own

examples.

- Students will identify attributes of the Yes exemplars. And by thumbs up/down, they will show if the picture showed to them has to be in the side of YES or the side of NO. - Students will define and name the concept

Students will identify their own examples.

Phase 3: Analysis of thinking- I will ask students to describe their thinking

processes when they saw the first exemplar- I will ask them what confused them in the

pictures presented to them.- I will ask them to tell me what helped them

to think of the right idea.

The students will answer to the questions I will be asking them.

Assignments:

1. The students will be asked to find other characteristics of the domestic animals and to find

also other examples in the books and bring them in the next class.

Reflections:

1. Everything has been done according to the plan done before.

2. The students were able to discover easily the concept by considering the pictures I used.

3. Students have been able to discover the characteristics and examples of the domestic animals.

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Lesson 4: KWL

Subject: Sciences Level: First Year of High SchoolTopic: Wild animals Date: May, 2017Major Strategy: KWL Class Duration: 50 minutes

Materials:Text to read on Wild animals.

Instructional Objectives:

By the end of the class, students will be able to

1. Use their prior knowledge about wild animals.

2. Discuss in their group before writing what is required by the teacher.

3. Ask questions related to the lesson “wild animals”.

4. Read the text about wild animals

5. Identify in the list the wild animals while they are mixed with domestic animals.

6. Discuss the importance of wild animals.

Introduction:Last time we have studied together the domestic animals, today we are going to study the

wild animals, which is another category of animals we find in the ecosystem.

Presentation:

Teacher’s Activity Students’ Activity

I will draw the K-W-L chart and write the

topic above the chart. I will do it at the same

time talking to the students what I am doing

and what they are asked to do.

The students will be observing and listening

the instructions I will be giving.

I will asking the students what they know

about the wild animals in general and

complete the column of K.

After that I will also ask them what they want

to know in this lesson, and I will complete the

column of W.

The students will give the answers to the

oral questions I will ask.

For the students to find more information

about the wild animals, they will be given a

The students will read the sheet of paper

with the information about wild animals and

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sheet of paper containing the colorful

information, and they will read and discuss in

group of two or three.

discuss what they are reading.

I will ask the students to read the sheet of

paper with the information on wild animals at

the same time trying to find the information

related to what we have recorded in K and W

columns and also I will ask them to find

something new in their reading.

The students will read the information

written on a paper and find the information

asked by the teacher.

After that, I will ask the students what they

found, and at the same time verifying if in

their reading the information gotten

correspond to the items of K column, and at

the same time answering to the questions of

column W. by doing it, we will write the

additional ideas (new ideas) found in the

column of learned (L).

The students will be responding to the

questions of the teacher, and they are the

ones to say if they have found the

information related to the column K and W.

The students will give the new information

found in the reading but not written on the

board.

I will give to the students the items or

questions of K and W columns that are not

answered as homework, and tell them that

they will be discussed in the next class.

The students will write in their homework

book the items or questions they have to

search or answer for the next class.

Assignments:

The assignment will be related to the items or questions that we will not be able to

answer in our reading about Wild animals. It is about the items or questions not answered but

written in K and W columns.

Wildlife animals

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Wildlife is a term which is usually associated with the non-domesticated vertebrates, and

is more readily used with reference to animals, organisms, and wild plants, and other organisms

that grow or live wild in an area without being introduced by humans.

Wildlife can be found in all ecosystems. Deserts, forests, rain forests, plains, grasslands and

other areas including the most developed urban areas, all have distinct forms of wildlife. All

animals that are understood under the pretext of wildlife are untouched by humans, although

humans have affected these animals in one way or the other. Most scientists agree that much

wildlife is affected by human activities.

The domesticated wild plants and animal species have always been kept for the human

benefits and they’ve played a major role in creating an impact on the earth’s environment.

Humans have historically tended to separate civilization from wildlife in a number of ways

including the legal, social, and moral sense. Some animals, however, have adapted to suburban

environments. This includes such animals as domesticated cats, dogs, mice, and gerbils. Some

religions declare certain animals to be sacred, and in modern times concern for the natural

environment has provoked activists to protest against the exploitation of wildlife for human

benefit or entertainment.

The global wildlife population has decreased by 52 percent between 1970 and 2014,

according to a report by the World Wildlife Fund. The wildlife underwent drastic changes since

our exodus from Africa some 130,000 to 70,000 years ago. According to conservationists, the

killing of certain animal species has been high so much that many became extinct in the last 100

years. Some of the forefront reasons of their extinction are fragmentation, habitat loss, poaching,

and overkill.

Lesson 5: Jigsaw

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Subject: Sciences Level: First Year of High SchoolTopic: Protection of animals Date: May, 2017Major Strategy: Jigsaw Class Duration: 50 minutes

Materials:Jigsaw cut-out papers.

Instructional Objectives:

By the end of the class, students will be able to

1. Identify different ways used to protect the animals; 2. Discuss the importance of protecting the animals; 3. Participate actively in the jigsaw activity; 4. Encourage others in protecting the animals and especially the environment.

Introduction:In different lessons we have discussed about animals, their habitat, the types or

classification of animals, we have seen different examples of those animals, today we are going

to study how and why to protect those animals we have seen in those lessons.

Presentation:

Teacher’s Activity Students’ Activity

Phase 1: Base Group FocusI will divide the class into“home” groups with three members for each group through counting off and I will divide it according to the number of parts in the lesson; Each group member will be given a jigsaw material and silently reads.

The students will go in their respective group and each student in the group will receive his/her jigsaw material to read.

Read silently.

Phase 2: Expert Group Focus

The group members are split into “expert” groups

to discuss the topic.

Direct students to go to their respective

The students will discuss in the expert group for a better understanding of their part of the

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expert groups.I will encourage the students in the jigsaw group to share the information by discussion for a better understanding.

lesson.

Phase 3: Base Group Re-focus

I will tell students to go back to their home group for further sharing of what they have gained from expert groups

The students will go back to their home group and they will share the knowledge gained from expert groups

Phase 4: Assessment

The teacher assesses the class by questioning.

I will ask questions to each group for to see if they have understood very well the topic, if necessary I will pick students’ names at random for to answer the questions

.Listen to the questions and those who are picked get to answer but the group members will get to help their colleagues who are picked to answer.

Assignments:

The students will be asked to read other books I will indicate them for more

understanding.

1. Protection of animals

There are many, many ways to help animal conservation. There are so many areas you can help

in, even if you never leave your hometown! Some you aren't old enough for, but others you can

start any time. There's field work with tracking and monitoring animals in the wild, there's

veterinary work in the wild or captivity, volunteer work, education- telling others is essential to

spreading the word and finding more people to care, zoo keeping, breeding, studying, donating,

making informative websites... even becoming an expert and accurately answering questions on

Yahoo Answers!

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It is actually very important to volunteer, although most places will not let you near the animals

if you are under 18. A lot of zoos and conservations programs will not hire you until you've

volunteered long enough to prove you are smart and safe with animals as well as responsible.

In the meantime, focus on educating yourself. Watch documentaries, look up animals you are

interested in, bookmark key websites and follow the news, find your special area. There are

thousands of endangered animals, but you can't be an expert in every one, so you have to find

one type of animal or geographic area that speaks to you. I highly recommend you join zoos and

visit regularly. Get to know the animals and their habits, read the information, follow the

newsletters, start to understand and learn as much as possible. In the future, if you wish to study

animals in college think of majors like animal biology, zoology, husbandry, veterinary skills, etc.

2. Why is important to protect animals?

The biggest reason to preserve species is to promote biodiversity. Every animal in an

ecosystem plays a specific role and if that role is no longer fulfilled, it could be detrimental to the

food chain. Without the food chain intact, it’s possible that every other species to suffer.

For example, if grey wolves were to die out, elk would lose one of their natural predators.

Fewer elk die and the entire species will start to suffer from issues that come with

overpopulation. Diseases become more rampant and wide spread, food resources deplete, and

other species of animals will start to die off without those shared resources.

No species of animal exists is in a vacuum. All species in an ecosystem have a

relationship with that ecosystem, even small seemingly unimportant species (like zooplankton or

coral polyps!). Losing one species in an ecosystem can have dire consequences for that entire

community of organisms. Humans threaten numerous ecosystems and thousands of species. It’s

our responsibility to try and preserve the biodiversity that exists on earth. We only have one

earth and so far, earth is the only planet we’ve ever seen with life on it. Why not try and conserve

something, which on a cosmic scale seems to be so extremely rare?

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3. What God says about how we should treat animals

By Brad L. Bloom

Do animals have rights? Does God give us sacred laws on how to treat animals under our care?

In Genesis, we see that God assigns to human beings the stewardship of the animal world. In

fact, the first human being Adam is charged with the task of naming the animals in the Garden of

Eden. The story of Noah demonstrates that God wanted us to care for animals of all kinds, not

just the typical pets we love today. In Genesis 9:3-4 God tells us that a person cannot cut off the

limb of a living animal. In Exodus, the Ten Commandments remind us that we are supposed to

treat animals with respect and care, particularly those who work our lands. When it comes to the

laws on the Sabbath, not only are humans commanded to rest and not engage in any form of

work, but animals, too, are exempt from work as well. “For six days, you shall do all of your

work, but the seventh day is God’s Sabbath; you shall not do any work, neither you nor your son

or daughter or your servant or your animal, or the stranger who is in your midst,” (Exodus 20:8).

The Bible gives examples that emphasize the ethical treatment of animals, such as Deuteronomy

(22:6) with the commandment to send a mother bird away before taking eggs or chicks from her

nest. In the book of Proverbs it is written, “A righteous person knows the needs of his beast, but

the compassion of the wicked is cruelty,” (Proverbs 12:10). In the vision of Isaiah for a world

where there will be peace for human beings, he invokes the animals who will represent that

wonderful dream when adversaries will join together.“The wolf shall dwell with the lamb, and

the leopard shall lie down with the kid, and the calf and the young lion. ... They shall not hurt nor

destroy in all my holy mountain: for the Earth shall be full of the knowledge of the Lord.”

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These are just a few of the examples from the Bible of how humans are supposed to treat the

animals under their care. There are many more issues than we face today such as animals used in

medical experimentation and slaughtering of animals in stockyards.

If the prophets taught us to care for the most vulnerable of the human community, such as the

poor, the widows and the orphans, then how much the more so are we obligated to pursue justice

for the animal world.

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