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|Project Overview / Thoughtful Classroom |
|Step One: Identify the Title and Core Concept |
|Name of Project: |The ZOO Crew |Duration: 3-4 Weeks |
|Subject/Course: Science |Teacher(s): Beth Crump, Sherrie Adams, Shadia Nesheiwat, Tara Cline, Anne |Grade Level: 1st |
| |Moore | |
|Other subject areas to be included, |ELA, Technology |
|if any: | |
|Living Things: A Study in Survival |
|(Unit Topic) (core concept) |
|Step Two: Identifying Standards to Be Addressed |
|Project Idea |Students will have choice of an animal to research to create a grade level resource book for the library to inform readers on how to care for the animal. The book will |
|Summary of the issue, challenge, |include: Diet, Habitat, Life Cycle, Adaptations and Interesting Facts discovered through the in-depth inquiry and research. |
|investigation, scenario, or problem: | |
|Driving Question |How can we create a guide to teach others how to care for a variety of animals? |
|Philosophical or Debatable | |
|Product-Oriented | |
|Role-Oriented | |
|Guiding Questions: |What do animals need to survive? |
| |What are animal habitats? |
| |What is a life cycle? |
| |How do we use multiple resources to research? |
|CCSS to be taught and assessed: |RI.1 |
| |5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. |
| |6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. |
| |7. Use the illustrations and details in a text to describe its key ideas. |
| |9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
| |10. With prompting and support, read informational texts appropriately complex for grade 1. |
| | |
| |WI.1 |
| |2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. |
| |5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. |
| |6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| |7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). |
| |8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
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| |SL.1 |
| |1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| |a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). |
| |b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. |
| |c. Ask questions to clear up any confusion about the topics and texts under discussion. |
| |5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. |
|Additional Standards to be taught and|Science 1-Standard 1: Analysis, Inquiry, and Design SCIENTIFIC INQUIRY: |
|assessed: |Key Idea 1: |
| |The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. |
| |S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. |
| |S1.1a Observe and discuss objects and events and record observations |
| |S1.1b Articulate appropriate questions based on observations |
| |S1.2 Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. |
| |S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings |
| |S1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. |
| |S1.3a Clearly express a tentative explanation or description which can be tested |
| | |
| |STANDARD 1 Analysis, Inquiry, and Design: ENGINEERING DESIGN: |
| |T1.2 Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members. |
| |T1.2a Identify appropriate questions to ask about the design of an object |
| |T1.2b Identify the appropriate resources to use to find out about the design of an object |
| |T1.2c Describe prior designs of the object |
| | |
| |STANDARD 2 Information Systems |
| |Key Idea 1: |
| |Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. |
| |• use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom |
| |• select appropriate hardware and software that aids in word processing, creating databases, telecommunications, graphing, data display, and other tasks |
| |• use information technology to link the classroom to world events |
| | |
| |Standard 4: Living Environment |
| |Describe the characteristics of and variations between living and nonliving things. |
| |Major Understandings: |
| |1.1a Animals need air, water, and food in order to live and thrive. |
| |3.1c In order to survive in their environment, plants and animals must be adapted to that environment. |
| |• animal adaptations include coloration for warning or attraction, camouflage,defense mechanisms, movement, hibernation, and migration |
| |Describe the major stages in the life cycles of selected plants and animals. |
| |4.1a Plants and animals have life cycles. These may include beginning of a life, development into an adult, reproduction as an adult, and eventually death. |
| |4.1e Each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from |
| |egg to larva to pupa to adult. |
| |4.1f Each kind of animal goes through its own stages of growth and development during its life span. |
| |4.1g The length of time from an animal’s birth to its death is called its life span. Life spans of different animals vary |
| |5.2b Animals respond to change in their environment, (e.g., perspiration, heart rate, breathing rate, eye blinking, shivering, and salivating). |
| |5.2c Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment. |
| |5.2d Some animals, including humans, move from place to place to meet their needs. |
| |5.2e Particular animal characteristics are influenced by changing environmental conditions including: fat storage in winter, coat thickness in winter, camouflage, shedding of |
| |fur. |
| |5.2f Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, hunting, migrating, and communicating. |
| |5.2g The health, growth, and development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter, heat, and sunlight.|
|Identify Learning Targets and/or ”I |I can write a non-fiction piece with facts and details of an animal of my choice. |
|can…” statement |With help I can do research and gather information. |
| |I can work collaboratively with my classmates to write an informational page. |
|Key Academic Vocabulary: |Adapt, life-cycle, habitat, diet, adaptations, |
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|Step Three: Develop Your Learning Window |
|Knowledge Goals |Behavioral Goals/Habits of Mind |
|(Facts, sequences, and vocabulary terms-list terms under “Key Academic Vocabulary) |(Habits of mind/attitudes that will foster success in the unit) |
| | |
|Animal adaption and facts about different animals. |Behavioral Goals: |
|What is non-fiction? |Collaboration |
|What, why and how to research. |Global citizenship and compassion for wildlife |
|What do animals’ needs to survive? |Conservationist |
| | |
| |Habits of Mind (p.36 Classroom Curr. Design): |
| |Persisting |
| |Questioning and Posing problems |
| |Thinking and communicating with clarity and precision |
| |Thinking interdependently |
|Understanding Goals |Skill-Acquisition Goals |
|(Big ideas, generalizations, principles) |(Targeted skills and/or Hidden Skills of Academic Literacy) |
| | |
|Every animal has needs and wants to adapt and live in its environment. |Reading & Study Skills: |
| |Informational reading |
| |Informational writing |
| |Reasoning & Analysis Skills: |
| |Compare/Contrast |
| |Production & Communication Skills: |
| |Write a shared/collaborative piece |
| |Using “Craft Moves”: Captions, titles, table of contents etc. |
| |Reflection & Relating Skills: |
| |Peer Critique |
| |Self-Reflection |
| |Readers response notebooks |
|21st Century Skills |Collaboration |X |Creativity & Innovation | |
|Competencies to be taught and | | | | |
|assessed | | | | |
| |Communication (Oral Presentation) |X |Other: | |
| |Critical Thinking | | | |
| | | |Presentation Audience: |
| |Group: |In Pairs Animal Choice: Page for the Book |Class: | |
|The KITCHEN: | |-two pages: | | |
| | |1. Writing about the animal | | |
|Culminating Products and | |2. Illustration | | |
|Performances | |Peer Critique will be used for both | | |
| | | |School: |x |
| | | |Community: |x |
| | |Four Square Research paper tied to skills needed from CCLS RI and WI |Experts: | |
| |Individual: | | | |
| | |Presenting their portion of the project | | |
| | | |Web: | |
| | | |Other: |
|Project Overview |
|The FOYER: | In circle, have many books on animals and one for every child in the circle. They will have about 30 sec. to skim and scan the book until teacher gives a signal to pass to the right|
| |and they now will have a new book to do the same. Continue until may books have been seen. Teacher leads discussion on what were some things they noticed about the animals. What |
|Entry event to launch |they found interesting. What would they like to learn more about? Turn this now into a category game by having children sort animal books into categories that make sense. They will|
|inquiry, engage students: |move about the circle mixing and mingling sharing the book they ended up with during the book swop. Discuss what and how they categorized. |
|Assessments |
|And Benchmarks |
|Resources |On-site people, facilities: |Librarian |
|Needed | | |
| |Equipment: | |
| |Materials: |Non-fiction books; APP: 100 Zoo Animals & Real Animals |
| |Community resources: |Public Library, The MOST-Animal Adaptation Traveling Science program ($250), The Zoo: I’ve Got Needs ($250); |
| |Websites: |, |
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|The PORCH: |
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|Reflection |
|Methods |
|Project: The Zoo Crew |
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|The LIBRARY & WORKSHOP: |Knowledge and Skills Needed by Students |Scaffolding / Materials / Lessons to be Provided |
|Major Product(s) and Presentation |to successfully complete culminating products and |by the project teacher, other teachers, experts, |
|Student needs to complete |performances, and do well on summative assessments |mentors, community members |
|Individual Research Four-Square |Research | |-Modeling and think a louds |
|note-taking | |( |-Librarian research help |
| | | |-Small groups |
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| | | |-APP: 100 Zoo Animals; Real Animals |
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|Group Page | | | |
| |Read Informational texts: captions, illustrations | |-Close reads |
| | |( |-Small group |
| |Take notes with accurate facts with evidence | |-Mini-lesson/Workshops |
| | |( |-Small group |
| |Summarizing vs. copying | |-Mini-Lesson Whole group close read and paraphrasing; Individual and pair |
| | |( |group |
| |Collaboration and Ideas: Writing | |-Shared whole writing experience |
| | |( |-Small groups |
| |Grammar and Mechanics | |-Peer Editing |
| | |( |-Table resources |
| | | |-Checklists (peers) |
|Project Teaching and Learning Guide (Continued) |
|The LIBRARY & WORKSHOP: |Knowledge and Skills Needed by Students |Scaffolding / Materials / Lessons to be Provided |
|Major Product(s) and Presentation |to successfully complete culminating products and |by the project teacher, other teachers, experts, |
|Student needs to complete |performances, and do well on summative assessments |mentors, community members |
|Group Page Continued |Organization/Page Layout | ( |-Class discussion on what they notice with other non-fiction books |
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|Presentation | | | |
| |Illustration(s)/Caption | |-Details that support the writing |
| | |( |-Close Reads |
| | | |-Whole Class discussion |
| | | |-Peer review |
| |Summarizing Whole Project Research | |-Peer Critique |
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| |Public Speaking/Shared tasks | |-Projecting voice |
| | |( |-Eye Contact |
| | | |-Visuals and use |
| |Audience/Listening Skills | |-Asking relevant questions not a statement |
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|PROJECT CALENDAR |
|project: The ZOO Crew |Start Date: |
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|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |
|PROJECT WEEK ONE |
|Driving Question |Day 1 continued |Apps and website shares |Apps, Websites and books: |End the week with consolidating research |
| | | | |and creating a whole class shared |
|Entry Event |Research Teacher designated animal: Book |Continue modeling of note-taking w/ apps |Continue modeling of note-taking w/ apps |informational page on week-long research |
| |Section: Description |On Habitat and Life Cycle |Needs and Interesting Facts |on the designated animal. |
|Need To Know Chart: KWL |Books and note-taking guides. Guided | | | |
| |practice create page 1 of the book as a | | | |
|BOOK SECTIONS: |class shared informational writing on | | | |
|Habitat |animal description | | | |
|Description | | | | |
|Life Cycle |Collaboration | | | |
|Needs for Survival (food, Shelter) | | | | |
|Interesting Fact(s) | | | | |
|PROJECT WEEK TWO |
|Revisit day 1 and whole group shared | | | | |
|writing and begin the choice paired | | | | |
|research teams. | | | | |
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|PROJECT WEEK THREE |
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|PROJECT CALENDAR |
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|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |
|PROJECT WEEK FOUR |
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|PROJECT WEEK FIVE |
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|PROJECT WEEK SIX |
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