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RUNNING HEAD: Integrated Thematic Unit: Extra! Extra! Food Chains in the News! 1

Integrated Thematic Unit: Extra! Extra! Food Chains in the News!

Samantha Comerota, Maelyn Discua, Frank Haba,

Kathy Johnson, Maria T. LaRocco, Trisha Williams

RED 4012

Edison State College

June 18, 2012

Integrated Thematic Unit: Extra! Extra! Food Chains in the News! 2

Nonfiction Text Name: Maria T. Larocco

Title of Text: Butternut Hollow Pond

Author/Illustrator: Brian J. Heinz/Bob Marshall

Subject English Language Arts (ELA)

reading, writing, listening, speaking, viewing, visually representing

(circle those that apply)

Grade Level 4th

Grade

National Standard (s) 4.RI.3 Explain events, procedures, ideas, or concepts in a historical,

scientific, or technical text, including what happened and why, based

on specific information in the text.

Sunshine State

Standard (s)

LA.4.2.2.3 The student will organize information to show an

understanding of main ideas within a text through charting, mapping, or

summarizing;

Subject Science Social Studies Health (circle one)

National Standard (s) N/A

Sunshine State

Standard (s)

SC.4.L.17.4 Recognize ways plants and animals, including humans,

can impact the environment.

SC.4.L.17.2 Explain that animals, including humans, cannot make their

own food and that when animals eat plants or other animals, the energy

stored in the food source is passed to them.

Instructional

Objectives

Language Arts

And

S, SS, H

Science: Using the sorting cards, students will be able to identify living

things as herbivores, omnivores, carnivores, producers and consumers,

with 90% accuracy in two trials.

ELA: Using the main ideas from the story, students will be able to

organize living things according to their proper classification on a

mapping poster with 85% accuracy in one trail.

Hook /

Anticipatory Set

The teacher should start off dramatizing that s/he is a reporter


announcing to the class that they will be starting new unit about food

chains and by the end of the unit each of the students will become

reporters, too. The script can start off with: “Extra! Extra! This is Ms.

LaRocco, reporting from a fourth grade classroom at ABC Elementary

School. We have just received word that the fourth graders in this class

will be starting a new unit on food chains. They are looking to answer

the big question… How are plants and animals dependent upon

each other within a system? Before the end of the week, the students

will be turning into reporters themselves! Stay tuned for the latest news

on this fascinating project.” The teacher may then go one to explain

that the class will be working on a food chain webquest in groups, but

before they can start, they need to understand more about food chains.

Procedures

Pre-Reading

During –Reading

Post -Reading

B: Hold open the front and back covers of the book Butternut Hollow

Pond. Together, these covers create a panoramic view of the pond

scene. Model using prediction and inference strategies by making

observations about the picture, showing the animals. For example, “I

see a hawk flying close to the ground with its talons open. I also see

another animal running from the hawk. Maybe the hawk is hunting the

other animals.” Give students a chance to make predictions and

inferences, allowing them to share with their shoulder buddy, while the

teacher listens.

D: While the teacher is reading the book aloud, s/he can ask the

students to listen for the different organisms in the pond food chain.

Also asking: What are some the plants in the food chain? and What are

some of the animals in the food chain? The teacher can also stop during

the reading to have the students visualize the pond, make predictions

and infer.

A: The teacher can now have the students do an Open Sort of the cards,

giving pairs of students the Butternut Hollow Pond Word Sort cards

and asking them to sort the cards into different categories. Since this is

an open sort, no guidelines for categorization should be provided. As


the teacher moves from pair to pair, the students can explain how they

have organized their cards. This will provide the teachers with an

awareness of the students’ existing knowledge.

Next, the teacher can distribute the Butternut Hollow Pond article to

each pair and have them buddy-read it. After the students are done

reading, the teacher can lead a discussion on the meaning of new

vocabulary; clarify the meaning of each grey card (when necessary)

and have students provide examples form the text. Students can refer

back to the article for help in the discussion.

At this point, the students can complete the closed sort, using each grey

card as a category. The teacher can move around the room, asking

questions like:

What does that animal eat?

Why did you place that organism in that category?

Can that organism be placed in more than one category?

Once students have finished their closed sort, each pair can create a

food chain poster using the new vocabulary and their own pictures to

depict and label a food chain from the pond.

Students will then be introduced to the webquest and given an

opportunity to explore the website, without completing any of the tasks.

Type of assessment Student will create a mapping poster to demonstrate understanding of a

food chain and the appropriate vocabulary, based on the main ideas

they read about food chains.

Grading system See attached rubric

Closure Have students fill out an exit slip where they name a different place

http://questgarden.com/118/11/9/110201080330/


where they might find a food chain.

Real life connection Ask students to go home and look in their backyards for a food chain

and draw or write out the food chain.

Modifications ELL’s 1) Both language and content objectives will be clearly written on the

board. 2) The cards will be modified to include pictures. 3) Students

will be paired with a bi-lingual model or if that is not possible, a child

who will be patient and use gestures and simple language. 4) A Food

Chain Word Wall will be created with illustrated word cards. 5)

Students will be shown a food chain native to their country of origin

Modifications ESE 1) Positive reinforcement will be used to encourage appropriate

behavior. 2) Student with a behavior chart will use a chart that depicts a

food chain theme with each goal being accomplished when the food

chain has been completed with stickers. 3) Preferential seating when

needed.

***This lesson plan is modified from Picture Perfect Science Lessons, Mystery Pellets, by Karen

Ansberry and Emily Morgan






Thematic Unit Integrated Lesson Plans

Nonfiction Text

DAY 2

Name: Trisha Williams

Title of Text: The Web of Life

Author/Illustrator: www.kidsplanet.org

Subject English Language Arts (ELA) reading, writing, listening, speaking, viewing, visually representing (circle those that apply)

Grade Level 4th

National Standard (s) 4.RI.9: Integrate information from two texts on the same topic in order

to write or speak about the subject knowledgeably.

Sunshine State Standard (s)

LACC.4.RI.1.3: Explain events, procedures, ideas, or concepts in a

historical, scientific, or technical text, including what happened and

why, based on specific information in the text.




SC.4.L.17.2: Explain that animals, including humans, cannot make

their own food and that when animals eat plants or other animals, the

energy stored in the food source is passed to them.

SC.4.L.17.3: Trace the flow of energy from the Sun as it is transferred

along the food chain through the producers to the consumers

Instructional Objectives

Language Arts And

S, SS, H

LA: Using information learned from the texts read thus far, students

will write about an organism, its habitat, and its place in the food chain

with 100% accuracy in 3 trials.

Science: After completing activities in the webquest, students will

demonstrate knowledge of the food chain by completing a Brain Pop

quiz with 80% accuracy in 1 trial.

Hook / Anticipatory Set

Start the day’s lesson with a quick video.

Bill Nye the Science Guy, “It’s the Food Web” rap song


http://www.youtube.com/watch?v=sbWyrcY5i3s

Procedures Pre-Reading During –Reading Post -Reading

B: Ask how many students found a food chain in their backyard the

night before. Have students that completed the activity present their

findings to the rest of the class. Next, review vocabulary words from

the day before: food chain, food web, producers, consumers,

herbivores, carnivores, omnivores, and decomposers. Ask the class

questions such as, “What does the term producer mean?” and “Who can

give me an example of an omnivore?”

Also, tell students to start thinking about the animal they want to use

for the newscast video project which they will begin after reading.

Last, click through the first couple of pages of the book and have

students make predictions about the story.

D: This is an electronic book that will be presented on the Smart Board.

The teacher will call on volunteers to go to the Smart Board and read

aloud to the class. The students will be instructed to listen for

vocabulary words that relate to the food chain and to write down any

connections they have to the text in their journal. The teacher will share

her own connections during reading.

A: The students will share the connections they made during reading.

The teacher will ask questions and lead a discussion that reflects on the

text. Next, the teacher will start an activity that gives students a visual

representation of a food web. Each student will get a name tag with the

name of an organism written on it. The teacher will have the students

form a large circle around the classroom. The teacher will then explain

and model the activity for the class. The students will be instructed to

throw a ball of yarn at an organism that they eat. Then that organism

will throw the ball of yarn at an organism it eats, and so on. Once a web

is complete and cannot be continued, the activity will start again with a

http://www.youtube.com/watch?v=sbWyrcY5i3s


different animal or organism. This activity will be repeated 3 to 4

times.

After the food web activity, students will start the webquest activities.

Some students will start to explore the Brain Pop website (step one of

process) and complete a short quiz. Students will be instructed to print

the results of the quiz and turn them in to the teacher. The rest of the

class will start the worksheet for the video project (step two of the

process). When the first group of students finishes the Brain Pop quiz,

another group will go to the computers for that activity. This will

continue until all of the students have had time on the computer.

Link to webquest:

http://questgarden.com/118/11/9/110201080330/index.htm

Students will be given resource materials and books in the classroom to

use for research of their organism/animal and its food chain. If

necessary, students will be permitted to also visit the library for

research purposes.

Type of assessment 1. Brain Pop quiz

2. Completed worksheet for video project

Grading system A checklist will be utilized to ensure students have completed the Brain

Pop quiz on the computer and the video project worksheet. The

students must complete all of the steps on the worksheet in order to

continue with the news video activity.

Closure Quick review of important terms relating to the food chain. Answer any

questions students have regarding the food chain or webquest activities.

If time permits, have students buddy up and begin rehearsing their

organism news report.

Real life connection For tonight, have students write 2 paragraphs in their journal about an

ecosystem (Coral Reef, Rainforest, Savanna, etc.) they would like to

visit and why.

Modifications ELL’s - Provide ELL student(s) with written instructions in their native

http://questgarden.com/118/11/9/110201080330/index.htm


language.

- Give student(s) extra time to complete activities.

- Teacher will assist student(s) with using a translating dictionary.

- Teacher will work with the student(s) one on one to complete the

required activities.

Modifications ESE - Provide ESE student(s) with written instructions if needed.

- Adjust learning objectives, if necessary, depending on the student(s)

learning level and abilities.

- Allow student(s) extra time to complete activities.

- Teacher will work with the student(s) one on one to complete the

required activities.


Process

STEP ONE

We have spent some time in class talking about food chains and who is part of a food chain. We also went to Habitats and Food Chains to name animals and put their food chains together.

Now it's your turn to find out more information about food chains. Check out the websites below for more examples of food chains and the impact that man or nature can have on them.

Brain Pop Food Chains

Habitats

One Spider's Story

Blue Planet

STEP TWO

Now it is time to figure out what animal you want to be in your TV news story.

Think about the food chains we have worked with in the last few days. What animals have you seen? If you need more ideas you can click on the Nat Geo Kids link and check out some of the animals they have listed. You can click on an animal to learn more about it and see a map of where they live.

Once you pick an animal, use the form below to figure out what information you need for your story.

Getting Started Worksheet

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml

http://www.brainpop.com/science/ecologyandbehavior/foodchains/preview.weml

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml

http://www.kidsplanet.org/wol/page_1.html

http://www.bbc.co.uk/nature/blueplanet/webs/flash/main_game.shtml

http://kids.nationalgeographic.com/kids/animals/creaturefeature/

http://questgarden.com/118/11/9/110201080330/files/Wequestdoc.pdf


EXAMPLE Who, What and Where?

What Do I Need For My TV News Report?

1) What is my habitat? Temperate forest, Northeastern North America 2) What organism am I? American Black Bear 3) Who is the producer, herbivore, carnivore and omnivore in my story? I am the consumer in this story, and I eat a lot. I am also the omnivore because I eat both plants and animals. I eat plants, berries, nuts, and seeds. They are the producers in my story. I also eat fish, deer, squirrel, and elk on occasion. These organisms are consumers like me and part of my food chain.


Food Chain Checklist – Day 2

Name of Student: Yes No Brain Pop quiz completed And a copy provided to the teacher: ____ ____ News Video Worksheet: Student chose an organism: ____ ____ Student correctly identified the habitat of the organism: ____ ____ Student correctly identified the organism as a producer, consumer or decomposer: ____ ____ Student correctly identified the organism as an herbivore, carnivore, or omnivore: ____ ____ Student correctly identified other organisms in their chosen organisms food chain: ____ ____

Students need all 6 “yes” check marks in order to continue in the webquest process!


Thematic Unit Integrated Lesson Plans Nonfiction Text

Name: Kathy Johnson

Title of Text: Everglades

Author/Illustrator: Jean Craighead George/ Wendell Minor

Subject English Language Arts (ELA)

reading, writing, listening, speaking, viewing,

visually representing

Grade Level 4



on specific information in the text


LA.4.1.7.4: The student will identify cause-and-effect relationships in

text.

Subject Science Social Studies Health

National Standard (s) Unavailable at this time





Language Arts And

S, SS, H

Science objective: After reading the book, “Everglades,” as a group,

students will be able to identify at least one food chain example that

exists in the Everglades and write that example in their science

notebooks.

LA objective: After reading the book, “Everglades,” students will

create a poster identifying an endangered plant or animal in the

Everglades by depicting that organism, its plight and where it is in the

food chain.


1. Ask students how many of them live in the Everglades. (They

should all raise their hands.) Ask students if they can think of


any animals that live in the Everglades. (entertain answers from

each student) Refer to the previous lesson about “Food Chains”

and ask students if they can give any examples of food chains

that are only in the Everglades.


2. B: Introduce the book, “Everglades” by Jean Craighead

George. Discuss the front and back cover illustrations.

Activate background knowledge by asking what the students

have experienced regarding the Everglades. Have they been on

any field trips to the preserves? Have they gone out into the

undisturbed parts of the Everglades? Have they driven across

Alligator Alley?

3. Discuss the author and illustrator of this book. Are the

illustrations photographs or drawings? Are they realistic?

4. D: Read the book aloud to the class. Read with expression and

feeling. As the text dictates, stop and engage students in

discussion to have them make predictions and relate to what is

happening in the book. Students may have connections to

different parts of the book, so it is important for them to share

those connections. When a connection to the food chain is

mentioned, stop and ask the students to identify the links in the

chain. Towards the end of the book, there are several

opportunities to stop and ask students to make inferences about

why some species of plants and animals are endangered.

5. A: Assign each student a particular plant or animal that is

struggling to survive in the Everglades.

6. Have students log on to the webquest to find directions for

working on their Everglades Food Chain/Endangered Species

poster project

7. Each student will create a poster about their plant or animal,

telling where it fits in the food chain what it needs to help it

survive.


Type of assessment Poster

Grading system See attached rubric

Closure Each group will present their group posters to the class.

Real life connection Ask students to go home and share what they have learned about

endangered plants and animals with their families. Have them write a

short, 1 paragraph, essay on how they would feel about losing one

specific endangered plant or animal of their choice.

Modifications ELL’s Student may be paired with a bilingual buddy to work on their

poster.

Important vocabulary will be illustrated and will also have L2

translation.

An example of a completed poster will be available for

explaining and modeling.

Modifications ESE Modifications for ESE depend on the exceptionality of the

student.

Pictures of the endangered animals or plants may be provided

for students to cut and paste instead of drawing them.

Directions may be printed in large print for visually impaired

student(s)

Student may be paired up with a buddy to complete project

Student may need one-on-one direction with teacher


Making A Poster : Everglades Poster

Teacher Name: Kathy Johnson

Student Name: ________________________________________

CATEGORY 4 3 2 1

Required Elements

The poster includes all required elements.

All but 1 required element are included on the poster.

All but 2 of the required elements are included on the poster.

Several required elements were missing.

Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Labels are too small to view OR no important items were labeled.

Use of Class Time

Used time well during class period. Focused on getting the project done. Never distracted others.

Used time well during class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster.

Student can accurately answer most questions related to facts in the poster and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.

Student appears to have insufficient knowledge about the facts or processes used in the poster.

Date Created: Jun 04, 2012 03:30 pm (CDT)


RED 4012 Dr. Doheny

Integrated Thematic Unit Lesson Plans Nonfiction Text Name: Frank Haba

Title of Text: Young Explorers Guide to Undersea Life

Author/Illustrator: Pam Armstrong/ Ket Tom Conway

Subject Language Arts reading, writing, listening, speaking, viewing, visually representing (circle those that apply)

Grade Level 4th Grade


scientific, or technical text, including what happened and why, based on

specific information in the text.



understanding of main ideas within a text through charting, mapping, or

summarizing.

LA.4.5.2.3 Participate in listening and viewing activities (e.g., read aloud)


National Standard (s) Not available at this time


SC.4.L.17.4 Recognize ways plants and animals, including humans, can

impact the environment.

SC.4.1.2.1.2: The student understands the relationship among organisms

in aquatic and terrestrial food chains.

SC.4.1.2: The student understands the competitive, interdependent, cyclic

nature of living things in the environment.


Language Arts And

S, SS, H

LA: After listening to the teacher read a book about Under Sea Life food

chains, students will create a chart showing at least 2, 4-part sea life food

chains with 85% accuracy in 2 trials.

Science: After listening to the teacher read a book about Under Sea Life

food chains, students will be able to identify 4 or more elements of the


food chain, in correct order, including at least one producer, during a

group activity on sea life food chains with 85% accuracy in 2 trials


“Who knows what we eat when we eat a tuna fish sandwich?”

Have students make some guesses.

Tell students, “You may be surprised at what we eat when we eat a tuna

fish sandwich!”


Pre-reading

1. Pre-teach vocabulary: Producer, Consumer, Predator, Prey,

Herbivore, Carnivore, Omnivore

2. Introduce the book as a read aloud by asking students to make

predictions on what the book is about

3. Engage students by using an anticipation guide about the book.

Model how to fill in the anticipation guide with the first question.

Have students answer all of the questions in the “Pre-read”

column.

During-reading

1. Direct students’ attention to the Anticipation Guide questions as

you come across them in the reading.

2. Stop frequently and have students summarize what they have

heard you read.

3. Have students fill in a graphic organizer organizing the different

links in the food chain as they hear them being read.

Post-reading

1. Have students complete the “post-reading” column of their

anticipation guides.

2. Instruct students to write a sentence or two about the change in

answers from pre- to post-reading.

3. Have students turn and discuss with a partner three plants or


animals from the story that may have been eaten by the tuna prior

to making their tuna sandwich.

4. Scatter cups (4 oz. for Phytoplankton, 8 oz. for Zooplankton, 12

oz. for a small fish, and 16 oz. for large fish) containing various

plant/animal names around the room. Direct students to form lines

of 3. Each person in line must go one at a time to stack cups to

represent a sea life food chain that must include 4 or more

elements in correct order including at least one producer. The first

team to have all three of its members complete the activity wins.

Be sure students are clear about what they must accomplish in the

group.

5. Use Rubric for grading performance.

6. Now that we’ve done the tuna fish story, let’s discuss who the

character might be in your story……What was the setting? What

was the conflict? The resolution?

Now…..go to the Webquest, Activity #3 “Story-mapping” and

complete steps 1 (setting), 2 (characters), 3 (conflict) and 4

(resolution) for your own story!

Type of assessment Completed Anticipation Guide

Participation in group activity.

Grading system Anticipation Guide sheet

6/6 = A

5/6 = B

4/6 = C

3 or less=F

Rubric for Visuals and Performance Attached

14-16 = A

10-13 =B

10 or less = F


Closure Who can share one thing your tuna may have eaten before you ate him?

Real life connection Food chains exist everywhere. Pick a food that you eat for dinner tonight

and list at least 4 members of its food chain in order. Don’t forget to

include yourself! Bring your list in tomorrow to share with the class.

Modifications ELL’s Provide a picture/animal or plant name sheet for the student to refer to

during the lesson and activity so that ELL students can have better

understanding.

Pair ELL student with a higher level buddy.

Provide visual examples of accurate food chains.

Modifications ESE Read the anticipation guide to the ESE student before and after reading to

assure understanding.

Provide printed materials in larger type for visually impaired students.

Provide visuals for clearer understanding.

Work one-on-one with students who need further assistance.

Food chain: A series of organisms related by predator-prey and consumer-resource

interactions (what species eat what other species).

Producer: An autotrophic organism that serves as a source of food for other organisms

in a food chain. Producers include green plants, which produce food through

photosynthesis

Consumer: A consumer is the organisms that obtain nutrients from other organisms.

Herbivore: Herbivores are animals that feed only on plants.

Carnivore: Carnivores are animals that feed on other animals.

Omnivore: Omnivores are animals that feed on both plants and animals.

Predator: A carnivorous animal which hunts and kills its prey.

Prey: A living creature which is hunted, or seized, for food by a carnivorous animal.


Anticipation Guide

Before Reading Statement After Reading

Agree Disagree Very few animals in the sea eat plankton.

Agree Disagree

Agree Disagree The sun is part of the food chain because it gives sea plants energy to grow.

Agree Disagree

Agree Disagree Pelicans are not part of sea life food chains.

Agree Disagree

Agree Disagree Sea weed is not a predator.

Agree Disagree

Agree Disagree Shrimp are prey. Agree Disagree Agree Disagree The sun is part of the

food chain. Agree Disagree


Food Chain Activity Rubric

Name: ________________________________ Date:_____________

Criteria Points 1 2 3 4

Sequence

Sequence of

food chain had

one or less in

correct order

out of 4

Sequence of

food chain had

2 out of 4 in

correct order

Sequence of

food chain had

3 out of 4 in

correct order

Sequence of

food chain

was correct

from top of

the chain to

bottom

_______

Participation

Student did not

participate

Student

participated

some of the

time

Student

participated

most of the

time

Student

participated

all of the time

_______

Producer

Student did not

include a

producer

Student

included one

producer

_______

Neatness

Cups were not

neat or in good

order

Cups were not

in good order

but were neat.

Cups were in

good order but

not neat.

Cups are neat

and in good

order.

_______

_______

TOTAL




RED 4012 Dr. Doheny

Integrated Thematic Unit Lesson Plans Nonfiction Text Name: Samantha Comerota

Title of Text: Buddy Manatee

Author/Illustrator: Tim Thomas

Subject Language Arts reading, writing, listening, speaking, viewing, visually representing (circle those that apply)

Grade Level 4th Grade



on specific information in the text.



understanding of main ideas within a text through charting, mapping,

or summarizing;






SC.4.L.17.2 Explain that animals, including humans, cannot make

their own food and that when animals eat plants or other animals, the

energy stored in the food source is passed to them.


Language Arts And

S, SS, H

LA: After reading Buddy Manatee and doing some additional research

the students will write a script with at least two paragraphs with 90%

accuracy.

Science: Students will create a visual representation of the animal they

chose including three specific details receiving a rubric score of 12 or

better with 90% accuracy.



Does anyone in class know of any animals in Florida that are

endangered? After discussing some animals I will bring up the Florida

manatee. I will then explain how we will be continuing our food chain

projects by creating our animals we chose, and writing our script at

least two paragraphs long. The paragraphs will need to explain what

animal they are and the location they come from. They will also need to

explain how they are in danger and how we can help them.


Pre-reading

3. I will hold up the book and ask the students to make predictions

of what the book may be about.

4. I will give a little background on manatees on where they live

and their habitats.

5. I will tell the class about the connection of have with manatees.

I will do so by telling the class about the weekend I spent

sleeping with the manatees when I was in girl scouts.

During-reading

1. I will have students utilize the insert strategy to help them

remember important parts of the story, and the parts they made

connections to.

2. I will pause to explain important details in greater detail in order

to help the students gain a better understanding of the concept.

This is in order to help them think of ways to create their own

newscast by the end of the unit.

Post-reading

1. We will discuss the book as a class reiterating the important

details, and discussing the connections we made as a class.


2. Students will write two paragraphs detailing why they are in

danger, and why we should try and help them.

3. Students will create the animal they chose the day before using

construction paper, paper plates, straws, paint, and etc... They

will create this animal in order to use as their puppet in their

newscast at the end of the unit.

4. Students are able to utilize the webquest to help them locate

links, and to look back at what they have learned over the last

week if they need extra information.

Type of assessment The students will be graded formally using a rubric for their puppets.

Grading --------------------------system

Below is the rubric used to grade the student’s puppets.

Closure As an exit ticket students will need to write a brief paragraph about

what they learned from the story we read today.

Real life connection After explaining my connection to manatees I will have students share

stories of an experience they had with an animal endangered or

otherwise.

Modifications ELL’s Students will be able to refer to the word wall and food chain word wall

in the classroom. The webquest will help students work at their own

pace. Some links and websites being used in the lessons can be spoken

in the student’s native language.

Modifications ESE Student’s will be paired with a partner, and work will be graded using

the same rubric expecting a grade of six or higher.


Making A Puppet : Food Chain Animal

Teacher Name: Ms. Comerota

Student Name: ________________________________________

CATEGORY 4 3 2 1 Score

Creativity Totally

original

design, no

element is

an exact

copy of

designs

seen in

source

material.

Most of the

puppet

elements

are unique,

but 1

element

may be

copied from

source

material.

Some

aspects of

the puppet

are unique,

but several

elements

are copied

from source

materials or

other

students.

The puppet is

a copy of a

mask seen in

source

material or

one made by

another

student (80%

or more of

elements are

copied).

Attractiveness/

Craftmanship

The puppet

shows that

the creator

took great

pride in

his/her

work. The

design and

construction

look

carefully

planned.

The item is

neat (free of

unwanted

bumps,

drips,

marks, and

tears).

The puppet

shows that

the creator

took pride

in his/her

work. The

design and

construction

look

planned.

The item

has a few

flaws

(unwanted

bumps,

drips,

marks,

tears), but

these do not

detract from

the overall

The design

and

construction

were

planned.

The item

has several

flaws

(unwanted

bumps,

drips,

marks,

tears), that

detract from

the overall

look.

The puppet

looks thrown

together at the

last minute. It

appears that

little design or

planning was

done.

Craftsmanship

is poor.


look.

Details Puppet

details are

all easily

viewed and

identifiable

from across

the

classroom.

Most

puppet

details are

easily

viewed and

identifiable

from across

the

classroom.

Most

puppet

details are

easily

identified

when the

mask is

seen close-

up.

Many puppet

details are too

small or are

not clear.

Knowledge

about

Culture/Story

The student

can answer

3 questions

correctly

about how

the puppet

relates to

the food

chain being

studied.

The student

can answer

2 questions

correctly

about how

the puppet

relates to

the food

chain being

studied.

The student

can answer

1 question

correctly

about how

the puppet

relates to

food chain

being

studied.

The student

does not

understand

how the

puppet relates

to the culture

or food chain

being studied.


Thematic Unit Integrated Lesson Plans

Nonfiction Text Name: Maria T. LaRocco

Title of Text: Scholastic News Online

Author/Illustrator: Scholastic News

Subject English Language Arts (ELA) reading, writing, listening, speaking, viewing, visually representing (circle those that apply)

Grade Level 4

National Standard (s) SL 4.5 Report on a topic or text, tell a story, or recount an experience in

an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an

understandable pace.

SL 4.5 Add audio recordings and visual displays to presentations when

appropriate to enhance the development of main ideas or themes.


LA.4.6.4.1 The student will use appropriate available technologies to

enhance communication and achieve a purpose (e.g., video,

presentations);


National Standard (s) n/a





Language Arts And

S, SS, H

ELA: Having completed the unit on food chains, students will produce

a video TV newscast depicting an animal whose habitat is endangered,

with the newscast demonstrating the proper use of character, setting,

conflict and resolution in one trial.

Science: While producing a video TV newscast that depicts an animal

whose habitat is in trouble, students will dramatize how animals are

connected through food chains and the natural or manmade events that

can jeopardize the food chains in one trail.



Ask students if they are ready to film their scripts and then celebrate by

watching their productions.

Procedures

Pre-Reading

During –Reading

Post -Reading

B: Remind students that their video newscasts must have the four

elements that have been practiced.

D: Show students the Scholastic News video report on the Gulf Coast

oil spill at http://bcove.me/ak0a02ct as a model and to get them excited

about finally producing their videos. While they are watching, have

them take notes on aspects of the video report that they like and want to

emulate. Point out pacing, fluency and phrasing of their message.

A: Ask students if they have any questions and send them to video their

scripts. If students need assistance with props or cameras, the teacher

should be available to assist.

Once the videos are complete, the class will sit down with popcorn and

watch each other’s performances.

Type of assessment Video is an authentic assessment of learning for the unit.

Grading system See rubric below

Closure Students can help post their videos on the teacher website for their

parents to watch at home.

Real life connection Have students show parents their videos on the web site and discuss as

a family. Have them ask their families to write down one thing they

learned while watching the video.

Modifications ELL’s Dependent on level of L2 acquisition, students will be allowed to

perform their stories in their native language. They will also work with

the ESOL tutor to fine tune script prior to performance. They may use

note cards with support in English, their native language and using

pictorial representations to help them remember their story.

Modifications ESE Students will have additional time to practice and can record video with

ESE teacher at an earlier time to reduce anxiety.

This is how your work will be evaluated.

http://bcove.me/ak0a02ct


Beginning

1 Developing

2 Qualified

3 Exemplary

4

Score

Development of Story

Story development reflect a beginning

level of performance.

Story development reflects

development and movement toward

mastery of performance.

Story development reflects mastery of

performance.

Story development reflects the

highest level of performance.

Vocabulary

Vocabulary reflects a

beginning level of performance.

Vocabulary reflects movement toward mastery of

performance.

Vocabulary reflects mastery of

performance.

Vocabulary reflects the


Relationships

Relationships

shown reflect a beginning level of

performance.

Relationships shown reflect



Relationships

shown reflect mastery of

performance.

Relationships

shown reflect the highest level of performance.

Story format, grammar and

mechanics

Reflecting a beginning level of

performance.

Reflecting development and movement toward


Reflecting mastery of performance.

Reflecting the highest level of performance.

Working together in a group

Group skills reflecting a

beginning level of performance.

Group skills reflecting


mastery of

performance.

Group skills reflecting mastery of performance.

Group skills reflecting the


.


**It was requested that this lesson plan be amended prior to inclusion in this unit, to insure

that the reading selection would be appropriate for the age level and that the activities in

the lesson fit in with the webquest and other lessons in the unit. Unfortunately, despite the

student’s agreement that the changes needed to me made and the promises to make the

changes in a timely manner, no changes were submitted. As a result, we are attaching the

lesson to the end of the unit in the manner it was last submitted to us.

RED 4012

Maelyn Discua

Nonfiction Text

Integrated Thematic Unit Lesson Plans

Name:_____Maelyn Discua__________________________

Title of Text:__Fighting For Foxes_________________________

Author/Illustrator:__ Adele Conover and Andrew Curry ______________

Subject Language Arts

reading, writing, listening, speaking, viewing, visually representing

(circle those that apply)

Grade Level 4th

grade

National Standard (s)

4.RI.3 Explain events, procedures, ideas, or concepts in a

historical, scientific, or technical text, including what happened

and why, based on specific information in the text.

Sunshine State

Standard (s)


understanding of main ideas within a text through charting,

mapping, or summarizing;

LA.4.3.1.1 The student will prewrite by generating ideas from

multiple sources (e.g., text, brainstorming, graphic organizer,


drawing, writer's notebook, group discussion) based upon

teacher-directed topics and personal interests;



Sunshine State

Standard (s)



Instructional

Objectives

Language Arts

And

S, SS, H

LA: Generating ideas from an article of the Fighting For Foxes,

students will brainstorm in groups writing down ideas.

Students will create a graphic organizer with their partner on an animal

previously chosen to story map about its habitat.

Science: Students will be able to explain in paragraph form different

ways that animals including humans can impact the environment and

understand how the complexity involved in protecting the endangered

species.

Hook /

Anticipatory Set

A picture of A fox on the over head

Are island foxes listed as endangered species?

Where do island foxes lye on the food chain?

What threatens the extinction of island foxes?

Where do golden eagles lye on the food chain?

What do you think golden eagles eat?

Procedures

Pre-Reading

During –Reading

Post -Reading

((Prerequisites) Students should have been exposed to the following

concepts: food webs, habitats, and endangered species.)

B. Students will receive an anticipatory guide worksheet that has in the

middle of it, the five questions listed above. Before each question the

students will write what they think the answers are. (5min)

D. 1.) The teacher hands every student a copy of the Fighting For Foxes


article, while having one on the overhead also. (2min)

2.) The teacher will call on students to read the article out loud.

Students will be told to underline any information that seems important

to create a food chain for the bald eagle and a food web for the golden

eagle. (5min)

3.) The teacher will have students stop reading periodically to answer

questions about the food chain they should have previously learned

from other lessons. (5min)

4.) After the article is read the teacher will run through the questions on

the anticipatory guide and have students check their answer while in an

open discussion with the class, have students tell the correct answer.

(5min)

A. 1.) Teacher will put a graphic organizer on the overhead.

2.) Teacher will put students in groups of five. (2min)

3.) In their groups students will be given a subtopic from the teacher

based on the article, for students to generate ideas from and fill out that

part of the graphic organizer. (10 min)

4.) The teacher fills out the graphic organizer on the overhead with the

participation of the class. Each member of each group will give the

teacher a detail from their subtopic for the teacher to put on the graphic

organizer. (10min)

5.) Teacher explains that this is called story mapping. Teacher tells

students to get with their partner that they have been working with for

the past few days and start story mapping their animal and habitat

previously researched. (15min)

Rubric for grading performance

Type of assessment Anticipatory guide sheet

Grading scale for teacher to use

Grading system Think sheet

5/5 = E


4/5 =N

3/5 = S

Grading scale attached below

Closure Who can tell me why it is important to know which animals are at the

end of the food chain and those at the top. Think about the Fighting For

Foxes article when you reply and as you are creating your story map of

your animal you choose.

Real life connection Animals are important to not only our environment but for us as

humans. What do you think would happen if people did not care about

our food chain and tried to protect the endangered animals? Answers

should be in paragraph form and at least two paragraphs. Bring in

answers tomorrow.

Modifications ELL’s Provide a picture of the fox on the overhead for the ELL students.

Allow student to use an English/Spanish dictionary.

Allow student to ask another student that speaks the same language for

help if they do not understand.

Give article in translation if needed.

Modifications ESE I will work with one group during group work time.

Teacher will seat student close for monitoring.

Teacher will work one on one with student.

Extra time will be allowed for the student


Article: http://www.mysciencebox.org/files/fox_article.pdf

http://www.mysciencebox.org/files/fox_article.pdf

http://www.mysciencebox.org/node/206


Teachers Rubric


(Excellent) (Needs to listen closer) (Somewhere else, not listening at all)

E N S 5/5 4/5 3/5

2/5 1/5 0/5

Documents

Integrated Thematic Unit: Extra! Extra! Food Chains in the ...questgarden.com/118/11/9/110201080330/files/Intergrated Lesson... · food chain poster using the new vocabulary and