Final+Project

Unit Description:
This unit is designed for students to develop an understanding that animals can be classified by observable traits and physical characteristics; to relate characteristics of animals that enable them to live in their environment; to describe helpful/harmful effects humans have on other organisms.

• What learning goals will I present to students?
===• How will I display these goals so that they are clearly evident throughout the unit?=== I will give students a learning goal sheet with the goal written on it. They will then add their personal learning goal to it. I will organize the goals and post them for all kids to see in the classroom. .
 * Students will classify animals on the basis of observable physical characteristics (backbone, body coverings, limbs)
 * Students will relate characteristics and functions of observable body parts to the ability of animals to live in their environment (sharp teeth, claws, color, body coverings).
 * Students will describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable, and non-renewable resources).

===• How will I provide guidance for students as they generate their own learning goals?===
 * I will form groups based on similarities of students goals. Students will utilize cooperative grouping for support during this unit.
 * I will add resources to eCampus and iCurio. These are two web based sites students can access both from home and at school.

===• How will student display these goals so they they are evident throughout the unit?=== Students will keep their learning goal in their science folder. I will teach them how to make a chart in the computer lab. They will use this chart to add new learning that pertains to their goal.

During a Unit - Planning for Introducing Knowledge
===• Which activities will I use to help students identify what they already know about new knowledge?===
 * I will start the unit by having children complete a kwl chart.
 * I will start each lesson with students making predictions and asking questions.

===• What activities will I use to help provide students with advanced organizers for new knowledge?===

For each animal group, I will create an advanced organizer.
 * Example 1: Classifying Physical Characteristics of Animals - For this organizer students will complete a chart that has the following criteria: Support Structures, Movement, Food-gathering, and Protection.


 * Example 2: Invertebrates - For this organizer students will complete a chart that has the animal's name, a sketch, and information about its physical characteristics from the list that was generated in example 1 ( Support Structures, Movement, Food-gathering, and Protection)


 * Example 3: Classifying Animals - For the organizer students will group vertebrates and invertebrates, and list the subgroups below.


 * Example 4: Classifying Reptiles and Amphibians - For this organizer students will complete a chart that has the following criteria: Vertebrate Group, Examples, Support Structure, Body Coverings, Limbs, Body Parts Used to Gather Food.


 * Example 5: Students will label the body parts of a reptile, lizard, and an amphibian, frog.


 * Example 6: Students will complete a web quest on birds and mammals. They will fill be given a step by step instruction sheet. This sheet has questions for them to answer while their on their quest.


 * Example 7: Classifying Birds and Mammals - For this organizer students will complete a chart that has the following criteria: Vertebrate Group, Examples, Support Structure, Body Coverings, Limbs, Body Parts Used to Gather Food.


 * Example 8: Students will label the body parts of a bird, hawk, and a mammal, mouse.


 * Example 9: Classifying Fish- For this organizer students will complete a chart that has the following criteria: Vertebrate Group, Examples, Support Structure, Body Coverings, Limbs, Body Parts Used to Gather Food.


 * Example 10: Students will label the body parts of a fish.


 * Example 11: Comparing and Contrasting Animals - For this organizer students will put an X in the appropriate boxes of the chart. Each animal group will be listed along the side. On the top will be the categories, backbone, no backbone, warm-blooded, cold-blooded, hair or fur, scales, feathers, limbs, body parts used to gather food.


 * Example 12: Similarities and Differences of Mammals and Birds - Students will complete a Venn Diagram.

===• What activities will I use to help students make inferences about new knowledge?===
 * . Students can also take what they know about one animal and try to apply it to another. For example, a student may know that zebras’ stripes help confuse predators. Now I will have them apply this knowledge to striped fish.

• What will I do to help students take notes about the new knowledge?

 * For each new animal group I will have charts and graphics for them to fill in concerning the new information.

===• What will I do to help students represent the new knowledge in non linguistic ways?=== > ) for children to see visual representations of the animals.
 * I will provide students with opportunities to sketch animals.
 * For each animal group, I will start my lesson with a song and a video clip from united streaming.
 * For the lesson on amphibians, I will make amphibian skin, for them to touch.
 * I will use Mimio (similar to Smart https://docs.google.com/document/d/1rO-LQUfjPCRsH__jJ6wfSyO3le8GnPiDWIKjf7atJLE/edit
 * Students will visit internet sites for a web quest lesson on mammals and birds.
 * I will provide students opportunities to create non linguistic representations comparing or classifying animals on kidspiration.
 * Students will make a model of an animal using objects at home.

• How will I use cooperative learning?

 * Students will work with a partner to complete the web quest on birds and mammals.
 * Students will gather information and have a study group with children that have similar learning goals.

===• What will I do to help students identify similarities and differences relative to the new knowledge?===
 * In every lesson, students will identify how animals are alike and different. Through the use of charts, diagrams, and tables, students will identify how animals are grouped based on their physical characteristics.

During a Unit - Planning for Students to Review, Apply, and Practice Knowledge
===• How will I use homework to help students practice the knowledge that has been presented to them?===
 * Students will complete a review sheet in school. Then they will be asked to study this sheet at home for their test.
 * I will use study stack to have students practice their vocabulary.
 * I will make games on Study Wiz to help students apply their knowledge at home.

===• How will I use homework to help students apply the knowledge they are learning?===
 * Student will be given a homework assignment near the end of the unit. They will be given a rubric to help guide them. Their goal is to create an animal using materials at home. The animal must include at least 4 physical characteristics to survive in its environment - its support structure, body covering, limbs, or body parts used to get its food.
 * https://docs.google.com/document/d/1rO-LQUfjPCRsH__jJ6wfSyO3le8GnPiDWIKjf7atJLE/edit
 * • What activities will I use to help students generate and test hypotheses about the knowledge they are learning?
 * I will provide students time to visit the sheddaquariaum site to build a fish. They b uild a fish by choosing a body, mouth, and color/pattern, then release it into the reef! They can drive their fish around the reef in search of food and to evade predators. They will try to find enough food without being eaten.


 * During a lesson on survival, students will be asked to generate hypotheses that predict what might happen if...
 * spoonbills had "chopstick" beaks?
 * ducks had "scales"?
 * cheetah were "slow runners"?
 * snakes didn't have "venom"?

===• What will I do to help students review and revise the non linguistic representations they have made for the knowledge they are learning?===
 * For each lesson, I will have teacher prepared charts, diagrams, and templates. Each night, I will check their understanding. The following day, I will review the most misunderstood ideas as a whole class. Then I will meet with individuals that need further practice, or instruction.


 * I will make comments on students' kidspiration of physical characteristic and animal groups document and offer suggestions for improvement.

During a Unit - Planning for Monitoring Student Progress Toward Learning Goals
===• How will I provide students with systematic feedback on their progress toward learning goals?=== ===• How will I involve students in the feedback process relative to learning goals?=== ===• How will I celebrate and recognize student progress throughout the unit?===
 * I will meet with groups to comment on the information they've gathered. I will offer suggestions or correct misunderstood information that was gathered.
 * I will send them messages through Study Wiz about their project.
 * After each graphic organizer has been checked, I will explain what was correct and incorrect. Students will be asked to explain why those choose certain answers. This will allow me an opportunity to evaluate why they've made certain mistakes. Is it because they haven't understood the content:? Is it because of a problem with the test itself? Is it because they haven't had enough time to practice?
 * Students will give peer feedback during the "critter" presentations. They may ask why a child choose certain materials to represent a physical characteristic. They may comment on how realistic or accurate their model is to the real animal.
 * I will display their homemade critters in the science lab for other classes to see.
 * I will pair my third grade students with a first grade partner (who is also learning about animals) to share their report on their animal.
 * I will display the students kidspiration projects in the hall for the entire school to admire.
 * I will take pictures of the students projects and add them to the gallery on Study Wiz so they can share with their family and friends.

Planning for the End of a Unit
===• How will I provide a summary evaluation to students for each of the learning goals?=== I will provide written feedback to each student when they complete the unit and conclude what they've learned in regrard to their learning goal. Students will be asked to complete a rubric that will be used as a discussion piece. We will compare differences from their self-evaluation to the teacher evaluation..

• How will I solicit students' self-evaluations for each learning goal?
At the end of the unit, students will be asked to write a few paragraphs about what they have learned. They will be asked to include information on the following: ===• How will I reconcile differences between my evaluation of a student's progress and the self-evaluation?=== I will meet with students individually to discuss why they think we have differences. I will give examples and explain the criteria (based on the guidelines on the rubric) I used to come to my conclusion, and I will ask students to reflect and give criteria to explain what proof they have that led them to their conclusions. At this time, I could change my evaluation if students can support their differences.
 * 1) What knew information did I gain that pertains to my personal learning goal and what/how did I gain this new knowledge?
 * 2) What new information did I learn from others (teacher and peers)?
 * 3) How did my effort impact my success either positively or negatively?
 * 4) How do I feel about my progress/achievement in this area?