Embed Size (px)
Citation preview
Title of Project : Animals
Unit the lessons belongs to: Science Core Unit: Animals Foundational Objectives of the unit: 1. Observe and describe many types of animals 2. Describe the basic needs of animals 3. Explain how animals are adapted to their environments Learning Objectives: Students will: -recognize characteristics which can be used to identify and describe animals -identify by sight or by sound a wide variety of animals -classify animals by their size, body coverings, foods they eat and their relationships to humans -describe the physical changes of several animals from newly hatched to the mature adults. Skills and Abilities: Students will: -be able to access information from a number of different sources - collect and record data -present information in various ways Attitude and Value Objectives: Students will: -appreciate the diversity of animals within the group -understand that some animals are endangered Lessons: A) Amphibians Lesson 1 - Frog and Toad - What is the difference? Lesson 2 - Life Cycle of Frogs B) Birds Lesson 1 - What is a Bird? Lesson 2 - Research a Bird C) Fish Lesson 1 - What is a Fish? Lesson 2 - What are the Main Parts of a Fish? D) Insects Lesson 1 - What are the Characteristics of an Insect? Lesson 2 - From Caterpillar to Butterfly E) Mammals Lesson 1 - What is a Mammal? Lesson 2 - Mammals That Live in Water - Whales F) Reptiles Lesson 1 - Characteristics of Reptiles Lesson 2 - Reptile Colors and Patterns
A) Amphibians
Title of Project : Animals - Amphibians - Grade One Lesson 1: Frog and Toad - What is the difference? Objectives: Students will be able to: - identify the unique characteristics of frogs and toads - use the computer as a tool to access web sites to gather information - gather information to create a simple comparison chart - use the word processor to create a chart heading (optional) Instructional Methods: - inquiry, discussionMaterials Needed: - Internet site bookmarked - COMPARISONS OF SPECIES (http://cgee.hamline.edu/frogs/science/faq1.html#comparisons) - book Frog and Toad Are Friends by Arnold Lobel - markers, crayons, glue, pencils, chart paper Activities Prior to Computer: - Use a guided reading strategy to read the book Frog and Toad Are Friends by Arnold Lobel - discuss differences between these fictional characters - ask students to list the differences between live frogs and toads - the teacher records the differences on chart page Activities While at the Computer: - Click on the title of the Internet site below:(already bookmarked) COMPARISONS OF SPECIES from "The Life of Frogs and Toads" (Center for Global Environmental Education) - have the students read (with adult assistance) 1. What is the difference between frogs and toads? Activities For After Using the Computer: - students will create a T- chart displaying some of the differences between frogs and toads - sample of chart Student Assessment: - Select a few students to observe. Talk with these children while they are working on the computer and on their T-chart. Make anecdotal notes on sticky notes or make a chart to fill in. For each child, note things such as: * Did the student use the computer with some assistance to gather information? * Can the student explain two differences between frogs and toads? * Did the student use the T-chart to display the differences between frogs and toads.
Optional Activity: - Each student will use word processing skills to print the titles Frog , Toad in large font for headings on their chart.
Title of Project : Animals - Amphibians - Grade One Lesson 2: Life Cycle of Frogs Objectives: Students will: - understand that there are changes in a frog from egg to full adult development - demonstrate an understanding of the frog's life cycle through the creation of an illustration - use the computer as a tool to access web sites to gather information Instructional Methods: - inquiry, discussion, reading for meaning Materials Needed: - Internet site bookmarked - Life Cycle of a Frog/Toad (http://www.vtaide.com/png/frog.htm) - book Fish is Fish by Leo Lionni - construction paper (various colors), glue, scissors, markers, crayons Activities Prior to Computer: - Use a shared reading strategy to read the book Fish is Fish by Leo Lionni - discuss changes that occurred in the frog Activities While at the Computer: (as a class or in small group with an adult) - Click on the title of the Internet site below:(already bookmarked) Life Cycle of a Frog/Toad - Have the adult read with the students "Life Cycle of a Frog or Toad".- Have a student click on the underlined words to see how the stages are illustrated.- Use the BACK button to return to the lifecycle after viewing each stage. Activities For After Using the Computer: - students will create their own illustration of the frog's lifecycle - before beginning this activity, review the illustrations in the book Fish is Fish and compare them to the ones viewed on the web site - draw conclusions about techniques that were used - color background for lifecycle picture and use cut or torn pictures to create eggs, tadpoles, frogs, - have students place arrows appropriately to show the continuous cycle Student Assessment: - Hold a teacher conference with a small group of 4-6 students about the frog's lifecycle they just made. Ask them to:
* describe the various stages of the frog lifecycle * tell the order of these changes - Make anecdotal notes during this conference noting such things as: * Did the student use the computer with some assistance to gather information? * Did the student include all stages of the frog's lifecycle in his/her illustration?
B) Birds
Title of Project : Animals - Birds - Grade One Lesson 1: What is a Bird? Objectives: Students will: - learn characteristics of a bird - use the computer as a tool to gather information from web sites Instructional Methods: - brainstorming, concept attainment, reading for meaning Materials Needed: - pictures of birds - bird books (fiction and non-fiction) - Internet site bookmarked - All About Birds (http://www.enchantedlearning.com/subjects/birds/Allaboutbirds.html) - chart paper - magazines, brochures, newspapers - worksheet ( Be sure to choose the Landscape Orientation from the Print Properties box) Activities Prior to Computer: - Provide students with a collection of fiction and non-fiction books and pictures on the topic of birds. - Before browsing and viewing, write the frame sentence "Birds have ......." on the board or chart paper. Discuss with the students what they think birds have. Record their ideas beneath the beginning phrase and read them together. - Invite the students to browse the collection of books and to view the pictures of birds. - Add more ideas to complete the frame sentence as students contribute. - Refine ideas to make a chart of characteristics common only to birds eg. All Animals Birds - have 2 eyes - covered with feathers
- living - have wings - warm blooded - beak - two legs - hatches from egg Activities While at the Computer: - while the other students are copying down the characteristics of birds, have groups of students (with the aid of an adult) look for answers to questions on the worksheet using the Internet site below. - Click on the title of the Internet site below:(already bookmarked) All About Birds - complete the bottom of the worksheet Activities For After Using the Computer: - Design a Collage - Have the students look through magazines, newspapers, brochures, ....to find pictures of birds. They can also draw their own pictures. Talk about how a collage gives information through pictures. Have students work in small groups or individually to create a "Bird" collage, including a title. These can be displayed for viewing. Student Assessment: - Collect and assess the students' worksheets, using questions such as the following: * Are the characteristics put under the correct heading? * Did the student answer the questions correctly using the information from the web site?
Title of Project : Animals - Birds - Grade One Lesson 2: Research a Bird Objectives: Students will: - gather information on a bird of their choice - use the computer as a tool to gather information from the web sites Instructional Methods: - brainstorming, inquiry Materials Needed: - Internet site bookmarked - Birds(http://www.nature.ca/NOTEBOOKS/ENGLISH/birdpg.htm) - worksheet Activities Prior to Computer: - As a class, brainstorm names of birds the students would like to research - students will pick one bird to research Activities While at the Computer: - Click on the title of the Internet site below:(already bookmarked) Birds (This will take a few days for all students to get through this site and you will need to enlist the help of an adult or older student) - Have students find the bird that they wish to research. - Complete the worksheet Activities For After Using the Computer:
- Draw and color their researched bird appropriately (to best of their ability) - The teacher will compile the pages and make them into a class book for all students to read. - The teacher may read the book outloud to the class Student Assessment: - Collect and assess the students' worksheets, using questions such as the following:- * Did the student answer the questions correctly? * Is the picture drawn to the best of his/her ability? * Does the student use his/her drawing to help explain his/her learning? Additional Resources: All About Birds (http://www.enchantedlearning.com/subjects/birds/Allaboutbirds.html) Bird Beaks (http://www.iit.edu/%7Esmile/bi9407.html) Birds of a Feather (http://www.mcn.org/ed/cur/liv/ind/birds/) Making a Bird Mural (http://www.reachoutmichigan.org/funexperiments/quick/birdmural.html)
C) Fish
Title of Project : Animals - Fish - Grade One Lesson 1: What is a Fish? Objectives: Students will: - learn characteristics of fish - choose a fish to print out and color - use the computer as a tool to gather information from web sites Instructional Methods: - brainstorming, inquiry, discussion Materials Needed: - chart paper - Internet site bookmarked - Fish Printouts (http://www.enchantedlearning.com/subjects/fish/printouts/)
- book What's It Like To Be A Fish? by Wendy Pfeffer (Harper Collins Publishing, 1996, ISBN 0-06-0244283) Activities Prior to Computer: - Use a K-W-L Chart to record what students know about fish in the first column. Help them to develop questions about other things they want to know about fish, using the question words what, why, where and how. Write their questions in the second column. Discuss with the students how they might find the answers to these questions. Guide them to realize that they can use books, magazines, encyclopedias, "experts" - like veterinarians, pet store staff, CD-ROMS, the
Internet and videos. - Use a guided reading strategy to read the book What's It Like To Be A Fish? by Wendy Pfeffer - Teacher-led discussion to develop a chart of fish characteristics eg. A Fish - lives in water - breathes through gills - has a backbone - covered with scales - cold-blooded - Record answers in the "What We Learned" section ot the K-W-L chart Activities While at the Computer: - Click on the title of the Internet site below:(already bookmarked) Fish Printouts (with adult help) - Scroll down to see colored examples of fish. - Have students selected a picture of a fish to color from the chart. - Students compare their uncolored picture with the colored version. - They can then return to their work area to color their picture appropriately Activities For After Using the Computer: - Students will return to workplace and color picture appropriately -The teacher will compile the pages and make them into a class fish book for all students to read. - The teacher may read the book outloud to the class Student Assessment: Select a few students to observe. Talk with these children while they are coloring their picture. Make anecdotal notes on sticky notes or make a chart to fill in. For each child, note things such
as: * Did the student use the computer with some assistance to select and print out their fish picture? * Can the student name two characteristics of fish? * Is the student able to articulate information learned from reading and listening?
Title of Project : Animals - Fish - Grade One Lesson 2: What are the Main Parts of a Fish? Objectives: Students will: - learn parts of fish - use the computer as a learning tool
Instructional Methods: - cooperative learning Materials Needed: - chart paper - Internet site bookmarked - Fish Parts (http://www.ncfisheries.net/kids/fishparts.htm) - worksheet Activities Prior to Computer: - Tell students they will be looking at the picture of a fish on the Internet - They will be using it to help them label their own fish picture Activities While at the Computer: - Click on the title of the Internet site below:(already bookmarked) Fish Parts -In small groups (4-6), with aid of reader or an adult, look at the picture of the fish on the
bookmarked Internet site. - Decide where the following part are located: 1. mouth 2. eye 3. fin 4. gills 5. tail - Label their picture of a fish (worksheet) Activities For After Using the Computer: - The teacher can make a large fish picture together as a class, label the various parts. Student Assessment: Hold a teacher conference with a small group of 4-6 students about their fish picture. Ask them
to: * describe each part of the fish - Make anecdotal notes during this conference noting such things as: * Did the student use the computer with some assistance to gather information? * Did the student include all parts of the fish? * Are the parts of the fish labelled correctly?
D) Insects
Title of Project : Animals - Insects - Grade One Lesson 1: What are the Characteristics of an Insect? Objectives:
Students will: - identify the characteristics of insects - label the main body parts of an insect - use the computer as a tool to gather information from web sites Instructional Methods: - teacher-led discussion, concept attainment, inquiry Materials Needed: - chart paper - diagram of insect to label (one per student) - Internet site bookmarked - Virtual Insects (http://www.ento.vt.edu/~sharov/3d/virtual.html)The movies take a short while to download but they are worth it.
Activities Prior to Computer: - Instruct the students will be going to the bookmarked website and to view several insects in a short 3D movie format. As they are viewing the movies, ask them to look for common
characteristics of insects. Activities While at the Computer: - Click on the title of the Internet site below:(already bookmarked) Virtual Insects (with adult assistance) - With adult assistance, have the students compare and contrast insect movies to come up with a
list of common characteristics for insects. Activities For After Using the Computer: - Teacher leads a discussion and list on chart paper the main characteristics of insects 1) Insects have 6 legs. 2) Insects have 3 body parts - head, thorax, abdomen) 3) Insects usually have two large eyes. 4) Insects usually have one or two pair of wings. 5) Insects have tough waterproof skin. 6) Insecnts are the largest group of animals. - Students label the main body parts of an insects on the worksheet provided. (teacher answer sheet) Student Assessment: - Select 4-6 students to observe. Talk with these children while they are working on the computer and on their insect sheet. Make anecdotal notes on sticky notes or make a chart to fill in. For
each child, note things such as: * Did the student use the computer with some assistance to view the movies? * Can the student name three characteristics of an insect? * Were the parts of the insect labelled correctly?
Title of Project : Animals - Insects - Grade One Lesson 2: From Caterpillar to Butterfly Objectives: Students will: - use the characteristics identified in Lesson 1 to determine if butterfly is an insect. - investigate the changes in a butterfly from egg to adult. - learn to use the printer as a way of obtaining information (also the location of printer - if it is not
in the classroom) -use the computer as a tool for communication Instructional Methods: - concept formation, concept attainment, discussion Materials Needed: - computer - printer - colored markers - Internet site bookmarked - Butterfly and Moth Life Cycle(http://bsi.montana.edu/web/kidsbutterfly/life-cycle)
Activities Prior to Computer: - Review the characteristics of insects and determine if the butterfly can be classified as an
insect. Activities While at the Computer: - Click on the title of the Internet site below:(already bookmarked) Butterfly and Moth Life Cycle- Work in small groups with at least one reader or an adult to read and discuss the four stages of
butterflies' and moths' lifecycle - Click on the small inline images to view full-sized images. Print these out. - Have the students collect the four pages from the printer Activities For After Using the Computer: - In a teacher directed discussion with the whole class, determine a sentence or heading for each
picture. - Have each student print or label their own picture - Color - Place pictures in correct sequence and staple into a booklet Student Assessment: - Select 4-6 students to observe. Talk with these children while they are working on their lifecyle sheets. Make anecdotal notes on sticky notes or make a chart to fill in. For each child, note
things such as: * Did the student use the computer with some assistance to print and retrieve the lifecycle pages?
* Was the student able to recall three insect characteristics? * Can the student describe the four stages of a butterfly's development? Optional Activity: Write an Expert - Help the students to make plans to write an expert, Dr. Paul Opler
([email protected]), about butterflies. Brainstorm a list of questions the students would like to ask and write these on chart paper. Discuss how to word the questions clearly so the reader will understand what information is wanted. Review punctuation for questions. Make the necessary revisions to the students' questions. Use a shared writing approach to write a letter (collaborative activity) that includes one or two of the students' questions. You may wish to have
the students work with the basic letter format such as the following: ^address and date ^greeting (Dear Dr. Opler) ^opening sentences (1 or 2) ^ questions (2 or 3) ^ending (Thank you. Hope to hear soon) ^sign off (Your friend) ^writer's name Children can each write their own letter to Dr. Opler, following the pattern of the shared letter. They can work in partners to check their letters for meaning and punctuation. The teacher or
another adult can email the letters to Dr. Opler at his email address [email protected] Optional Student Assessment: Collect and assess the students' letters, using questions such as the following: - Can the student think of appropriate questions? - Can the student write questions and punctuate them correctly? - Can the student follow the suggested letter format? Store the assessments and letters in the students' portfolios.
E) Mammals
Title of Project : Animals - Mammals - Grade One Lesson 1: What is a Mammal? Objectives: Students will: - identify the characteristics of mammals - use the computer as a tool to gather information from web sites - choose a mammal, draw and write facts Instructional Methods: - teacher-led discussion, inquiry Materials Needed: - chart paper - book - Animals Born Alive and Well by Ruth Heller - 1982, Grosset & Dunlap: New York (ISBN
0-448-01822-5) - mammal worksheet -pencil, markers, crayons - Internet site bookmarked - All About Mammals (http://www.enchantedlearning.com/subjects/mammals/Mammals.shtml) Activities Prior to Computer: - Show the cover of the book Animals Born Alive and Well by Ruth Heller. Have the students
predict the kind of information this book might tell them. - Use a guided reading strategy to read this book. Use the pictures to help the students predict
what they will read about and to lead them to identify mammal characteristics. As the characteristics are identified, the teacher will write them on chart paper to develop a list. For Example: Mammals have backbones. Mammals are warm-blooded. Mammals have fur or hair covering their body. Mammals have a developed brain. Their babies are born live. Their babies are fed milk from the mother's body. Activities While at the Computer: - Individual students will work with an adult helper - Click on the title of the Internet site below:(already bookmarked)
All About Mammals - Read "What Is a Mammal?" - Have the student choose a mammal from the list provided on this web site and click on the
mammal's name to learn about this mammal. - Have the adult read the information on the mammal and discuss the selection using questions
such as: What does it look like? Where does it live? What does it eat? - Have the student identify the information needed to complete their worksheet: Activities For After Using the Computer: - When all are complete, the teacher can plan time for the students to share their information on
mammals. - The teacher can also compile into a book to have available for individuals to read. Student Assessment: -During the oral part of the lesson, choose three or four students to observe closely. Consider: * Does the student contribute answers voluntarily? when asked directly? * Can the student identify facts from information read and heard? - Select a few students to observe. Talk with these children while they are working on the computer. Make anecdotal notes on sticky notes or make a chart to fill in. For each child, note
things such as: * Did the student use the computer with some assistance to gather information? * Can the student name three characteristics of their chosen mammal?
Title of Project : Animals - Mammals - Grade One Lesson 2: Mammals That Live in Water Objectives: Students will: - recognize that whales are mammals - use the computer as a tool to gather information Instructional Methods: - teacher-led discussion, inquiry Materials Needed: - chart paper with list of mammals characteristics from previous lesson - chart paper - pre-made whale booklets - pencils, glue - book - Whales Giants of the Sea by Katherine D. Marko (ISBN 0-687-44560-4) - Internet sites bookmarked - Whale Pages to Color Online (http://www.enchantedlearning.com/painting/whales.shtml) and Whale Print-outs
(http://www.enchantedlearning.com/subjects/whales/activities/whaletemplates/ Templatelist.shtml) Activities Prior to Computer: - Use a guided reading strategy to read the book Whales Giants of the Sea. - Review the characteristics of mammals as discussed in the previous lesson. - List facts about whales on chart paper. These might include: Whales are mammals. Whales live in oceans. Whales migrate. Whales are balleen or toothed. Whales exhale through their blowhole. Whales communicate by echolocation. Whales are endangered. Activities While at the Computer: - Individual students will work with an adult helper - Click on the title of the Internet site below:(already bookmarked) Whale Pages to Color Online - Have the student click on a whale's name to go to an online coloring page. Pick 5 different
whales to color. - Then click on the next Internet site below:(already bookmarked) Whale Print-outs - Have the student choose one whale to print out a black and white picture and information facts. Activities For After Using the Computer: - Color their whale picture and read their facts about their whale to a partner. - When all are complete, the teacher can plan time for the students to share their information on
mammals. - The teacher can also compile into a book to have available for individuals to read. Student Assessment: - Select a few students to observe. Talk with these children while they are working on the computer. Make anecdotal notes on sticky notes or make a chart to fill in. For each child, note
things such as: * Did the student use the computer with some assistance to gather information? * Can the student explain why the whale is a mammal?
F) Reptiles
Title of Project : Animals - Reptiles - Grade One Lesson 1: What is a Reptile? Objectives: Students will: - identify the characteristics of reptiles - use the computer as a tool to gather information from web sites - identify some common reptiles -complete identification chart Instructional Methods: - brainstorming, concept attainment Materials Needed: - chart paper - markers - book - A New True Book on Reptiles by Lois Ballard, 1982, Regensteiner Publishing Enterprises Ic. or A Child's Book on Snakes, Lizards and Other Reptiles by Kathleen Daly, 1980, Double Day & Co., New York or an introductory book on reptiles of your choice - identification chart - Reptile Checklist - What Is A Reptile? - Internet site bookmarked - Reptile Gardens Reptile, Amphibian, and Bug Photo Gallery (http://web.archive.org/web/20040605191445/http://reptile-gardens.com/reptile/herpphotos.html)
Activities Prior to Computer: - Use a guided reading strategy to read an introductory book on reptiles to the class. - Brainstorm and list on chart paper the common characteristics of reptiles. For example: All reptiles have backbones. All reptiles breathe with lungs. All reptiles have scales on the outside of their body. All reptiles are cold-blooded. All reptiles live in warm places. Baby reptiles hatch from eggs. Babies look much like their mother and father. Activities While at the Computer: - Individual students will work with an adult helper or older student. - Click on the title of the Internet site below:(already bookmarked) Reptile Gardens Reptile, Amphibian, and Bug Photo Gallery - There are twelve photos for view. Have the student pick six to study in-depth. - Have the student click on any one of the photos to view full-sized images of the animal. - Complete the Reptile Checklist for each animal to determine if the animal is a reptile or not. *(Some animals on this website are not reptiles). The teacher or adult supervisor may need to review the introductory book. Activities For After Using the Computer: - Use the box on the reptile checklist page to illustrate only the reptiles that were indentified - Print the reptile's name on the sheet and illustrate in the box. ie. The turtle in a reptile. Student Assessment: - Select a few students to observe. Talk with these children while they are working on the computer. Make anecdotal notes on sticky notes or make a chart to fill in. For each child, note things such as: * Was the student able to identify several common reptiles? * Can the student name three characteristics of reptiles? * Were the checklists and illustrations completed with accuracy and detail?
Title of Project : Animals - Reptiles - Grade One Lesson 2: Reptile Colors and Patterns Objectives: Students will: - observe and study the colors and patterns of reptile skin.. - use the computer as a tool to gather information from web sites recognize that there are many types of snakes and turtles - complete one art project Instructional Methods: - cooperative learning Materials Needed: Project #1 - coat hangers, masking tape, newsprint, paint (thick tempra or acrylic), brushes, spray
shellac Project #2 - paper plates, construction paper, glue, paint/markers, scissors
Project #3 - paper, paint, brushes - Internet sites bookmarked - Central Snakes Page (http://centralpets.com/pages/reptiles/snakes.shtml) and Central Turtles Page (http://centralpets.com/pages/reptiles/turtles.shtml)
Activities Prior to Computer: - Explain to students that they will be givien the opportunity to view several different pictures of
snakes or/and turtles. Ask them to study the colors, patterns and designs on the reptiles' skin. Activities While at the Computer: - Individual students will work with an adult helper or older student. - Click on the title of the Internet site below:(already bookmarked) Central Snakes Page or Central Turtles Page- Have the student click on any one of the stamp-sized pictures to view a full screen picture of
that particular snake or turtle. - Students study and compare the reptile as directed in the activity prior to computer. Activities For After Using the Computer: - Teachers can choose one of the following art activites Project #1 - Paper Mache Snakes (This is a major project - but well worth it! Lots of parent help
is required) 1) Have a parent vounteer bend and shape coat hangers into snake shapes. 2) Cover with newsprint and masking tape. 3) Use wall paper paste (or paper mache gel) and newsprint to paper mache snakes. Some
touch-up may be required on another day. 4) When snakes are thoroughly dry, paint with either thick tempra or acrylic paint depicting the
colors and designs viewed on the website. 5) Spray on a coat of shellac for shine Project #2 - Paper Plate Turtles 1) Have students use markers or paint to decorate a paper plate to look like a turtle shell
depicting the colors and designs viewed on the website. 2) Cut four legs and a head shape from construction paper to complete their turtle. Project # 3 - Painting - Snakes or Turtles 1) Have students paint a turtle or snake on a large sheet of large art paper depicting the colors and designs viewed on the website.
