tracyrock.weebly.comtracyrock.weebly.com/.../8/7/5187981/1st_grade_unit_plan-environ… · Web viewThis particular unit plan is designed for first grade students. The concentration

1

1st Grade Unit Plan

Environments

Amanda, Emily, Reanna, Kasey, Samantha

2

Unit Plan

1. Introduction and Overview

1a. Statement of Topic

This particular unit plan is designed for first grade students. The concentration of this unit is based on a science essential standard. The

overall theme of this particular unit is dealing with a number of different environments. Throughout this unit on environments, the content

will be focusing on what an environment is, what plants and animals need to survive, comparing and contrasting of the rainforest and arctic

environments, how humans can save the animals in the Arctic, how to communicate saving these animals, plants and animals in our own

county and how to save those plants/animals within our own county. The standards that are addressed within this unit are the following:

Science:

1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive.

With the clarifying objectives being:

1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their

environment.

1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different

places throughout the world

3

Social Studies:

1.G.2 – SS standard on understanding how humans and the environment interact within the local community?

1.G.2.1 Explain ways people change the environment (planting tree, building homes, building streets, etc.)

Art: 1.V.3.3 Use the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics to create art.

Technology:

1.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).

1b. General description

Our group is creating a unit plan that informs our students about different environments. We cover what an environment is, and plants and

animals and their different needs early on in our lessons. The two environments we chose to teach our students about are the arctic and

rainforest. In the unit students will complete activities such as, going on an interactive field trip, drawing or creating artwork, using graphic

organizers such as Venn-diagrams, singing songs, and creating a flyer. We will also teach our children about how different environments can

meet the needs of plants and animals. We will discuss how human interactions, such as building homes, and planting tress) can affect

environments. In our lessons, we learn what an endangered animal is, how human interactions with animals lead to their endangerment,

and what we humans can do to save endangered animals in particular environments. We will introduce how to create a flyer that will

communicate with others how we can work to save endangered animals. We then teach about plants and animals in Mecklenburg County

so that students can better relate by learning about plants and animals in their environment. Students will learn ways to save endangered

4

animals in Mecklenburg County and make a corresponding flyer to teach and inform others on different ways and strategies to do so. We

would allow ourselves about 2 and 1/2 weeks to teach the entire unit, about 10 lessons, to students.

1c. Role of Technology

The role of technology has become so prevalent in our classrooms today. It was important that we placed technology into our lesson unit so

that we could have students using skills that they will encounter almost every day of our life. In our unit plan, we use the Smart Board in

almost all of our lessons. It is integrated into showing videos, Power Points, pictures, etc. At the end of our unit, we have the students

creating a flyer on computers in the computer lab. Since they are first grade, they will need a lot of teacher support and guidance

throughout these lessons. We have them creating a flyer at the end on computers so that they can (a) use technology within the classroom

and (b) hang the flyers around the school/community to show awareness about what they have just learned. This will enhance their

learning, because they will be creating something that will actually be of use to their community. That being said, the teacher as well as the

students will be using technology within this unit plan. During another lesson, there is a Power Point about the Arctic environment that the

students will learn from. This enhances their learning because they will get to see pictures of this specific environment. Many students are

visual learners and pictures help them to visualize what they are learning about. That was why we chose to use a Power Point for one of the

lessons. Students need many ways to learn information.

2. Rationale

5

2a. Real World Applications/concerns

This unit was designed to integrate science with many other areas of education such as literacy, social studies, and technology. Students will

be able to use what they learn in the real world and it won’t just stop within the class walls. Students need to know about their

environments and the environments around the world because students need to be aware of their surroundings. It is important that they

leave school with a rounded sense of the world. It’s important to teach them about environments and about environments need to survive

so that they can look out into the real world and use what they learn. They will be able to talk and spread the word about endangered

animals and use their skills with technology to spread the word about environments and their needs. Global awareness is one of the biggest

pieces of this unit plan. It is what we base our lessons around. We teach about environments that can be found all around the globe.

Students will leave this unit feeling like they have a little better understanding of the world in which they live in. For example, there is a

lesson about the Arctic. Students will get to learn about the environment that is nothing like the environment that they live in now. They

will become aware that there are places on the planet that have night for many days straight and have sunlight for many days straight. It

will open their eyes to how different the globe can really be. Another example is our lesson about endangered animals. Students may not

have ever heard of an endangered animal and it may come as a shock for students to learn about how animals become endangered and

why. This unit plan gives students a very good sense of global awareness. This particular unit could be considered culturally responsive in

the aspect that we are relating this final project to the students. At the very end of the unit the students are creating a flyer that is from the

county that they live in and they are exemplifying ways to help save this endangered animal that they help the teacher choose. The

students can relate to this animal because the area that we are discussing is the environment that they live in and see every day. They call

this place/environment home.

6

2b. Needs of Students

This Unit Plan is created for the first grade academic level. Students within the first grade still need a lot of scaffolding towards working

independently. This age group of students also is very active and talkative; our lessons in the unit are very interactive and engaging. By

creating interactive/engaging lessons it will keep our students focused on the information. At the first grade level many students are still

learning how to read and write, while creating our lessons we were very cautious of this. When thinking of assessments we have sentence

starters (if needed) for the Exit Tickets, adding a picture to explain our writing, and scaffolding/teacher assistance for the creation of the

Flyer.

2c. Daily Five Integration

During this unit we will incorporate Daily Five by having the students pick books that are about the unit. Examples of books would be,

books about plants, animals, rainforest environment, and artic environment. The books provided will be on several different reading

levels to insuring that all students have a book or books to read. This would take place in the Daily Five portion of the day. After students

pick their books they will be added into their individual book boxes. Students will be able to practice Read to Someone and Read to Self

with the selected books. By bringing books into reading that are about the science unit will help students make connections they have

read about or seen in pictures. This will get students more engaged with information that is presented during the unit time. The

knowledge and understanding of the content will grow the more opportunities students are given with the material. Work on Writing

7

can also be incorporated by the prompts given or allow students time to work on the unit’s independent practice they did not finish - if

it involves writing.

3.Unit Plan Framework: Broad Goals and Alignment

3a. Main Content Area Competency Goals 1.G.2. 1.L.1. 1.L.1

8

and Objectives and their Alignment to Broad Goals.

1 Explain ways people change the environment (planting tree, building homes, building streets, etc.)

1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.

Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive.

3b. Broad Goals 1. 1. How do animals, plants, and humans

2. 2. What do plants and animals use

3. 3. What things would you change in an

d. Lesson Alignment

9

interact together to create an environment?

from their environments to live?

environment to help endangered animals and plants?

Lesson name Behavioral Objective

Relevant Goals (3c): Place an X

under the goal that corresponds with

the lesson.

(3d) Explain how one lesson aligns/flows to the next. (How does each lesson build on the previous one?

How are the lessons tied together? How does the learning progress from one

lesson to another?)1.Evironments

After discussing environments, making the KWL Chart, and watching the given videos students will fill in the “L” section on what they have learned on the KWL Chart identifying 2-3 things they have learned. Using an exit ticket students will write to fill in the blanks on the exit ticket, defining the term environment with at least one supporting fact that they learned within the lesson

X This lesson begins and sets the mood for the rest of the unit. We begin by a broad view of what an environment is.

2.Plant and animals needs

SWBAT draw or create a picture of a plant/animal they choose and accurately label their specific needs getting at least 2 of the 3 example correct.

X Since we have learned about environments, we learn about the needs of what is within environments.

10

Students will complete a worksheet individually determinging if the picture is of a plant or a animal. Students should get 10 out of 12 of the problems correct, resulting in 83% mastery.

3.The rainforest

After instruction about the Rainforest students will be able to draw a picture of the Rainforest Environment including one plants and one animals then write a 1-2 sentence about the environment drawn.

X After learning the needs of environments, we begin to study in depth one specific environment (the rainforest).

4.Human effects on the rainforest

Given an exit ticket students should be able to give two written examples of how humans effect the Rainforest plants, animals, or environment.

X After learning about the rainforest, how do humans effect that environment?

5.What is an endangered animal

Given a sentence starter, students will be able to write about what an endangered animal is with 2 or fewer errors.

X We have learned how humans effect the environment and in turn that leads to endangering animals. We now learn what an endangered animal is.

6.The arctic Given a Venn Diagram, students will be able to compare and contrast the environment/animals of the Arctic to the animals/environment of the rainforest with 80% accuracy.

X We need to learn another environment in order to compare different environments so the students can see differences. We learn, now, about the Arctic.

7.How to save endangered animals

With guidance and support, students will identify ways that humans in the Artic are able to save some of the endangered

X Since we learned about different environments and what an endangered animal is, we learn how we can save endangered

11

animals in that environment. To determine mastery, using an exit ticket, students should be able to correctly identify two-three ways that humans can save the endangered animals. This is not the correct format for behavioral objective – make sure everyone is using class notes to get the objective written correctly.

animals.

8.How to communicate saving E.A

After discussing the environments and ways that we can save the endangered animals in the Artic environment, with guidance and support, students will compare/contrast using a Venn Diagram to show ways that humans affect the environment in the Arctic region and the Rain Forest. To determine mastery, the students should list three ways in each section of how humans effect the individual environment.

X If students learn how to save endangered animals, the students will learn how to communicate saving endangered animals.

9.Needs of plants/animals in meck ct.

When given precut cue cards and a labeled chart, students will sort and glue the appropriate needs of the smooth coneflower and the bald eagle. Students will correctly sort five out of the seven needs of the given plant and animal to reach proficiency.

X Since we have learned about the broad environments of the world, we learn about the environment that WE are in. We learn about the needs of plants/animals in OUR environment.

10.save an X How do we save an endangered

12

animal in meck. county

animal in OUR environment. This will bring the unit to a close and allow the students to bring everything they learned together and relate it back to their own life/community/environment.

13

Unit Plan Annotated Resource List

Book Resources

(a) Here is the Tropical Rain Forest

Author: Madeleine Dunphy

Illustrator: Michael Rothman

Description:

This book dramatically describes a different animal page by page who lives in the rain forest. The animals are described briefly, but powerfully especially through the illustrations. The illustrations make the animals and words “come alive” by mimicking how the author describes what the animal is doing, eating, etc.

Reading Level:

Interest Level: K-2

Grade Level Equivalent: 4.9

Guided Reading: M

How will it be used?

14

This book could be used to introduce the idea of what a rain forest looks like and what kind of animals live within a rain forest. The illustrations are done beautifully and would really benefit a student who may not have ever even heard about a rain forest. This book could be used as an attention grabber at the beginning of a lesson.

a) First Big Book of Animals

Author: Catherine Hughes

Description:

This book introduces animals from all different environments around the world. The book is organized by environments and list quite a few animals from that region. Each animal has facts listed in a kid friendly manner regarding its size, what type of food it eats, what type of animal it is, etc.

Reading Level:

Interest Level: PreK-3

Guided Reading: M


This book would be used as a reference for all of the environments that are to be covered. As each environment is discussed, over the course of a couple days this book could be referenced for facts about the animals which live in those environments.

b) Ocean Sunlight: How Tiny Plants Feed the Seas

15

Authors: Molly Bang and Penny Chisholm

Description:

This book uses child-friendly language to introduce the oceanic environment, not only does it describe the plants of the ocean but also the huge animals. It gives scientific, informative information about each of the plants and animals along with the bright eye-catching illustrations to support it.

Reading Level:

Interest Level: PreK-3


Guided Reading: N


This book could be used to support what will be learned about the ocean. It is not necessarily the best book to introduce this environment due to some prior knowledge needed about the environments and its plants and animals. Although, this book could be used to deepen the knowledge of students who are interested more about the ocean.

c) “Arctic Frozen Reaches” by: Wendy Pfeffer

Description:

Reading level:

Interest Level: K-2

16


Guided Reading: N/A

How it will be use?

This is another book by the same author as before so it is laid out the same way. This book just gives an account for different animals. Very factual.

d) Coral Reefs by Gail Gibbons-- Between a 1st and 3rd grade reading level-- would use in the classroom for a read aloud or introduction to beaches, sea-life, oceans, etc.

e) “Almost Gone” by: Steve Jenkins

Description:

Reading Level:

Interest Level: 1-3

Grade Level Equivalent: 4th

Guided Reading: N/A

Description: Coral reefs are found in tropical waters around the world. This book is filled with information about how the reefs are formed, how they grow, and how the many different kids of plants and animals live in the environment.

Websites

a) This website has several activities/virtual books that can be used to teach students about the Rainforest. http://www.rainforest-alliance.org/kids/activities

http://www.rainforest-alliance.org/kids/activities

http://www.rainforest-alliance.org/kids/activities

17

b) Youtube video: To the Arctic-Official Trailer #1 by: OneWorldOneOcean Good trailer video

c) Website used to expand on sea-life information and support the book. http://easyscienceforkids.com/animals/under-the-sea-animals/

d) https://www.youtube.com/watch?v=grsx4gAOxlk this is a song about the rainforest that students can sing with while learning vocabulary. Interactive to keep students engaged.

e) https://www.youtube.com/watch?v=dUBIQ1fTRzI . Using this video to engage learners during engage/review.

f) https://www.youtube.com/watch?v=dUBIQ1fTRzI . Used to asses students at the end of the lesson.

https://www.youtube.com/watch?v=dUBIQ1fTRzI

https://www.youtube.com/watch?v=dUBIQ1fTRzI

https://www.youtube.com/watch?v=grsx4gAOxlk

http://easyscienceforkids.com/animals/under-the-sea-animals/

http://easyscienceforkids.com/animals/under-the-sea-animals/

18

4. Daily Lesson Plans

Lesson 1: Introduction to Environments

By: Emily Jackson

Environments

Subject: Environments Central Focus: Introducing environments to students

Essential Standard/Common Core Objective:


Writing standard: CCSS.ELA-LITERACY.W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Date submitted: Date taught:

Daily Behavioral Objective: After discussing environments, making the KWL chart, and watching the videos on the Artic/ Tundra and Forest environments, students will fill in the L section (what they learned) of the KWL chart by themselves

19

identify what they have learned about environments. Using an exit ticket, students will write to fill in two blanks on the exit tickets defining the term environment with at least one supporting fact that they learned about environments in the lesson.

21st Century Skills:

Critical thinking: Students will think about and analyze what an environment is

Academic Language Demand (Language Function and Vocabulary):

Language Function: Explain in writing

Key Vocabulary:

Environment Forests (Rainforest) Tundra (Arctic) KWL chart Facts

Prior Knowledge: Students should have some idea of different characteristics that make up the environment and have general knowledge of environmental terms such as plants, animals, people, mountains, valleys, rivers, streams, rocks, soil, sunlight, heat, rain, snow, etc. Students should be able to follow along with the construction of the KWL chart and fill in the L section of the chart on their own. Students should be able to complete an exit ticket with a definition of what an environment is and one fact they learned about environments.

Activity Description of Activities and Setting Time

1. Focus and Review Gather student’s attention towards the front of the classroom. Let them know that our lesson today is going to be on something that surrounds everyone. Ask: “Does anyone know what an environment is?” “What kind of environment do we live in?” “Can anyone name something from our

5 minutes

20

environment to me?”

2. Statement of Objective

for Student

Say: “Today we will be learning all about different environments: what is in an environment and different characteristics that make up environments. By the end of this lesson you should be able to tell me what an environment is, and one fact about an environment or something you learned about an environment!”

1 minute

3. Teacher Input

Say: “We are going to learn all about environments today! An environment is all living and non-living things that make up the world around us! It may include the climate or temperature or how much water we have available to us. Can someone tell me some living things that surround us every day? (Plants, animals, tress, grass) How about non-living things? (Chairs, carpet, desks)” On the board construct a ‘T-chart’ that has the word Environments at the top. On each side of the chart label each side with ‘living’ and ‘non-living’. Lead a class discussion with the students directing their attention towards living things in an environment such as: plants, animals, and people and non-living things such as: mountains, valleys, rivers, streams, rocks, soil, sunlight, heat, rain, and snow. Discuss each of these and talk about how they fit into the environment. Let students know that there are all types of environments: dry, wet, snowy, hot, cold, flat, hilly, some are underwater, etc.

Ask students: “Can you now name some things about what makes up an environment to me? What about the environment we live in? What kinds of things surround us? What types of animals and plants do you see regularly?”

15 minutes

4. Guided Practice

Guide student’s attention to the SMART board. Introduce the Eeko World website to them. Say: “Eeko world means: Environmental Education for Kids Online!” Click on The Environment tab on the left side of the screen. Say: “While there are many, many different types of environments in the world, we are only going to focus on two main ones during this unit! The first

30-35 minutes

21

environment we are going to talk about is the Rain Forest! Before we watch a short video on Forests let’s pull out our science notebooks and make a KWL chart- this chart will show us what we know, what we want to know, and in the end what we’ve learned about environments! Together let’s fill in what we know about environments.” Guide class in thinking of ideas that lead them to understanding what an environment is. Some ideas may be “living things, non-living things, and examples of each. Say: “Now what will figure what we want to know about environments. We might want to know which environment is the coldest, which environment has lots of animals and plants, which environment has the most rain, and which environment we would like to live in.” (Guide questions to focus mainly on the two environments students will learn about in the unit, rain forests and artic/tundra). Explain to students that the L section of the chart is going to be filled in by them at the end of the lesson after we watch two short videos about two different types of environments! Say: First we are going to go on a virtual field-trip! Does anyone know what this means? A virtual field-trip is just like a real field-trip except instead of going in person, we are going to go on the field-trip over the internet! Now we are going to visit the forest. Let’s watch as we learn about different parts on the forest environment.” Play video on forests stopping periodically to discuss different things found in the forest. Let students know that there are different types of forest like the one in the video and also rain forests. Tell them that they will continue to learn about rain forests (briefly mentioned in the video) in the days to come. Repeat the same process for the video on tundra (explain that this can also be call arctic). After the videos discuss with students what we learned from the videos. Ask: “Can someone tell me something they saw from the forest environment? Arctic environment? Which environment do you think has the most animals? Plants? Why? Where do you think the animals get food in both environments? Which environment is hotter? Colder?”

5. Independent Practice After completing the group discussion, tell students that they will now go 10

22

back and fill in the “L” section of the KWL chart on their own. The “L” section (what they learned) should have a few facts about:

What an environment is Things that make up the environment Facts they learn about forests Facts they learned about the arctic/tundra

Or other facts they learned about environments from today’s lesson.

Student will then fill out an ‘exit ticket’. The exit ticket will have two blanks and guiding words for students. The exit ticket will read: An environment is _________________. One thing I learned about environments today is _______________. Student should be able to define what an environment is and come up with at least one idea about what they learned that corresponds with the lesson on environments.

minutes

6. Assessment Methods of

all objectives/skills:

Formative: Questioning throughout the lesson

Summative: Exit ticket: 2 things I learned about an environment (it can be two things learned about the Tundra (Artic) Forrest (Rain Forrest) or two things about an environment in general.

7. Closure

Discuss and go over the exit tickets with the class to promote class discussion- ask: “Would someone share with me the two things they have written down?” Discuss the answers, repeat with a few students. Tell students: “We will take the information we learned today about environments and save it in our brains to come back to!” Demonstrate and have students repeat: Hands on head, now say: “Brain remember: an environment is all living and non-living things that make up the world around

5 minutes

23

us!”

8. Assessment Results of


Targeted Students Modifications/Accommodations

-For our ESL students, teacher can monitor them closely and assist them individually; teacher may also pair them with a partner for extra assistance

-For our EC student: Teacher can assist one-on-one throughout the lesson

Student/Small Group Modifications/Accommodations

-For struggling students: Teacher may have a small group meet in the back of the room and lead a small group discussion with them.

-Early finishers may go to the back of the room and get a book on environment from the science section to read or if that is not possible have them draw an environment they would like to live in

Materials/Technology:

SMART Board for access to: http://pbskids.org/eekoworld/index.html?load=environment

Chart paper for T-chart

White board space for KWL chart

Exit tickets with two blanks for writing in answers

Pencils

Reflection on lesson:

http://pbskids.org/eekoworld/index.html?load=environment

24

Lesson 2: Plant and Animal needs

By: Emily Jackson

Subject: Plants and Animals and their needs Central Focus: Plants and Animals


1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.

1.V.3.1 Use a variety of tools safely and appropriately to create art.


Daily Lesson Objective: Students will create a piece of artwork (while working in groups) depicting an animal or plant of their choice in an environment of their choice. The student will then either, on the back of the picture (1) tell what that plants needs to survive or (2) tell what animals need to survive. Their choice should include at least 2-3 examples. Students will work independently to complete a worksheet identifying by labeling with a P or A which picture is a plant or which is an animal. There are 12 squares, students should be able to correctly identify 10 out of 12 of the pictures for 83% mastery.

25


Critical Thinking- Students are thinking about plants and animals and their needs as well as how the environment can provide them with their needs.


Explain

Vocabulary:

Plant Animal Soil Water Sunlight Air (Oxygen) Space Food Shelter

Prior Knowledge: Students will have prior knowledge of what characteristics make up an environment from the prior lessons. Students should have some prior expose to seeing plants and animals in their environment. Students should be able to complete a worksheet and create artwork independently.


1. Focus and Review Say: “Class, remember yesterday when we learned about different environments? Can somebody tell me one thing they learned about an

2 minutes

26

environment? Well, today we are going to be learning about plants and animals and their different needs and how their environment can provide them with these needs! You might see some plants and animals around our environment outside!”


for Student

By the end of today’s lesson you will learn the needs of plants and animals and how their environments can provide them with their needs.

1 minute

3. Teacher Input Say: “Today we are going to start out learning about plants and their different needs to survive. Does anyone know some things plants need to survive?” Show and say: “Today I have brought our class in two plants! These two plants are the exact same kind. Can anyone identify for me by raising your hand a difference in these two plants?” Students will most likely be able to see and say that one plant is alive and one plant is dead. Say: “Can anyone tell me why this plant may have died? What do you think this plant did not receive that it may have needed? Where do you think this plant was kept (in a dark room, inside, in a cold environment? Etc.) Where could we have kept this plant so that it would look like the other, beautiful plant? In order for our plants to grow big and tall like this plant *hold up live plant* we need to water it and make sure it has sunshine every day.” Ask: Does anyone have plants at home? What do you have to do to those plants so that they have healthy lives?” Say: “Plants also sit in something called soil. Soil provides the plants with nutrients (like food) to grow. In the bottom of our live plant we have fresh, moist, soil for the plant to sit in. this helps to plant to survive. Ask: “What else do you notice about this plant? Is it crowded or does it have its own space?” Say: Providing plants with room to grow also helps them! Along with space and soil, we need to remember to water our plants daily. We want to be sure not to water them too much though because we don’t want to over-water it! If our plants are outside, they may get watered by the rain, from the environment. Our plants will also need to be exposed to sunlight so they will keep growing. Let’s place our live plant by the window and make sure we take care of it every day so it will keep growing.

30 minutes

27

Next we will talk about what animals needs to survive. Ask: “Can someone name a few things for me that animals need to survive? How do you know animals need these things?” Say: “Animals, like us need to eat every day too, so they need food! Animals, depending on the type, eat all kinds of different foods! They may sometimes even eat other animals or insects! Also like us, and plants, animals need water. They may find water in the environment if they live outside from streams, rivers, ponds, or rain puddles! Ask: “Can anyone else tell me where animals outside may find water?” Say: “Animals also need shelter to survive. Providing animals with appropriate shelter keeps them safe! They need shelter from bad weather and other animals. Ask: “If animals live outside, what forms of shelter could they find in the environment to keep them safe?” Say: Like plants, animals also need to space to grow and live so that they are not crowded with other animals! Animals need air to breathe, live, and survive too!

Teacher may show different pictures of plants or animals outside or inside with these different factors needed to survive. (A dog in a doghouse (shelter) with a water and food bowl (food and water)). A plant in a pot of soil (nutrients), getting watered, with the sun shining.

4. Guided Practice

Say: “Now we will work to complete a picture of a plant or animal of your choice! I will give each of your groups different magazines to look through. You may cut out pictures of plants or animals to paste to your paper, or you may draw your own. You are allowed to work in groups for this activity. You may quietly turn and talk with your neighbor and see the plants or animals they are choosing for their picture, but there should be no copying of your neighbors work! After you have your picture of your plant or animals (either

20-25 minutes

28

drawn or cut and pasted from the magazine, you are to draw and create an environment for your plant or animal to live in! We have colored pencils, crayons, scissors, and glue to work with! After you complete your picture you are to turn your paper over and list 2-3 things for me that your plant or animal needs to survive.” (If they chose a plant they may write: sunlight, air, food, water and for an animals they may write: food, shelter, air, space).

5. Independent Practice

Have students clean up from creating their artwork and put all materials away. Tell students that they will now be working on a worksheet independently. Hand out worksheets to each student.

Students will work to complete a plants/animals worksheet on their own. Worksheet is attached at the bottom of the lesson plan. Students will see different images (some plants, some animals) and correctly label that picture with a P for plant or A for animal. This will help students differ between plants and animals and be able to visually see the differences in each.

5-10 minutes



Formative: Teacher questioning throughout the lesson.

Summative:

Out of the 12 picture squares, students should be able to:

Correctly label with plant or animal with a P for plant or A for animal Be able to correctly identify 10 out of 12 examples correctly- 83% mastery.

7. Closure After each student has completed and turned in their worksheets, have students pull out the artwork they have completed and share. Students may come to the front of the room individually when called on, or remain at their seat to share. Student should talk about what they chose to do their artwork on (plant or animal) and about the environment they put their plant or

10 minutes

29

animal in.

Ask: Tell me two things you know that your plant or animal needs to survive. How can they get these things from their environment?




Two ELL students – partner them with each other to allow them to assist one another with translation needs.


Assist students one-on-one if they struggle with the worksheet or creating their artwork.

For early finishers: The classroom library will be filled with books on different plants and animals that week. Student should select a book and read silently at their seat.


Plant or Animal? Worksheet: See below

30

Magazines with pictures of plants and animals Live plant/ Dead plant Pictures of plants and animals Scissors Glue Crayons Colored pencils Paper Pencils

Lesson 3: The rainforest environment

31

By: Reanna Sutherland

Subject: Rainforest Environment – Science/Art Central Focus: N/A


1.L.1.2: Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.

1.V.3.3 : Use the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics to create art.


Daily Lesson Objective: After instruction about the Rainforest students will be able to draw a picture of the Rainforest Environment including one plant and one animal then write a 1-2 sentence about the environment drawn.


Creativity: students need to create a rainforest environment

Collaborative: students are working together to make a list of animals. Select students are given


Language Function: Explain, Recall

Vocabulary:

32

specific jobs to do. Tropical Rainforest

humid

Canopy

Prior Knowledge: Students will already know what animals and plants need to survive and what an environment is. Students also know how to work collaboratively together in their table groups with assigned jobs.


1. Focus and Review

Students should to come to the carpet. Explain that we are learning about different environment and today we are learning about the rainforest. Ask if they have been or seen a rainforest. Read Here is the Tropical Rain Forest by Madeleine Dunphy.

2. Statement of Objective for Student

Today boys and girls we will learn about the environment called the Tropical Rainforest. We will learn about the plants and animals that live there.

3. Teacher Input After reading the book Here is the Tropical Rain Forest have students call out in unison different examples of plants and animals from the book using response boards...

(Have these words written on the board for students to reference spelling)

Figs

Sloth

Jaguar

Monkey

33

Frog

Go back and explain that in the Rainforest it rains often. Just like the book showed. This is how the plants grow to be so big and green. It rains so often that the plants grow so tall that the sun is blocked by the top of a rainforest. The leaves on the trees are so big they act like a giant umbrella that shields the rain and sun from the bottom on the rainforest. These trees are part of the canopy – the top of the rainforest.

Ask students why the plants are much larger at the top of the rainforest than on the bottom?

What do plants need to survive and grow?

How would animals find shelter from the rain?

What is the top if a Tropical Rainforest called?

Tell students that the Rainforest is only found in certain places around the world like the continent of South America, Asia, and Africa. It has to be very humid and rainy in these parts of the world for rainforests to grow and the plants and animals there to survive (have a map or globe accessible to point to).

Explain to students what the word humid means. Make connections to when it is humid in NC, how does it feel when its humid. It makes your skin sticky,

34

its rainy and wet.

Have students call out in unison the type of weather in the rainforest.

Ask them if it was hot and dry? Snow? Rainy and hot? Etc.

4. Guided Practice

Have students go back to their desk groups and watch the rainforest video on Youtube.


Student need to work as a table group to make a list of all the plants and animals they heard/saw in the video.

Assign jobs to students such as: the writer, the drawer, the announcer etc. Remind students that they need to work together.

Come back as a class and make a picture of all the animals/plants they came up with on the SMARTBoard. Have a background of a picture already picked on the board for students. Have a student from each group come up and draw their animal on the board and label it.

Have a class discussion about the different types of animals they saw and what the weather was like in the Rainforest on the video. Where were certain animals are found.

5. Independent Practice Have students draw a picture of the Rainforest including animals and plants they saw in the book Here is the Tropical Rainforest and the video on


35

Youtube. After their picture about the rainforest students need to write 1-2 sentences from their picture explaining the environment of the rainforest.



Formative: discussion and the picture class picture of the rainforest on SMARTBoard.

Summative: the picture and sentences will be picked up for assessment on the rainforest environment.

7. Closure

Have students share their pictures and sentences about the rainforest to the class.

Remind students of the different animals and plants that grow in the rainforest and that the rainforest is humid and wet because it rains frequently.




Pre-printed pictures and words for ELL students.

Provide a sentence starter for students who struggle with writing.


Provide spelling of animals/plants on board for student who struggle with spelling.

36


SMARTboard

Here is the Tropical Rain Forsest by Madeleine Dunphy.

http://www.tropical-rainforest-facts.com/Tropical-Rainforest-Plant-Facts/Tropical-Rainforest-Plant-Facts.shtml


Lesson 4: Human effects on the rainforest


http://www.tropical-rainforest-facts.com/Tropical-Rainforest-Plant-Facts/Tropical-Rainforest-Plant-Facts.shtml

37

By: Reanna Sutherland

Subject: Human effect on the Rainforest – Science/Social Studies

Central Focus:


1.L.1.2: Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.

1.G.2.1: Explain ways people change the environment (planting trees, recycling, cutting down trees, building homes, building streets, etc.)


Daily Lesson Objective: Given an exit ticket after instruction students will write two examples of how humans affect the Rainforest plants, animals, or environment.


Critical thinking: students will come up with ideas of how humans can help the environment


Language Function: Explain

38

Vocabulary: Endangered

Prior Knowledge: students know the needs of plants and animals, what an environment is, and about the rainforest environment.


1. Focus and Review

Have students watch the video from Youtube about the Rainforest to refresh their understanding. https://www.youtube.com/watch?v=grsx4gAOxlk

Ask questions about they remember about the plans and animals and their needs and how they survive in the Rainforest.

Could an animal live on food alone?

What are some other things animals need to survive?

What is a type of shelter animals can use in the Rainforest?

How do you think it would effect the rainforest is we chopped down the trees?


for Student

“Today we are we are going to learn about how humans can effect the Rainforest environment in a good or bad way.”

3. Teacher Input Explain to students that the Rainforest has several different kinds of plants that help produce the world’s medicines, food, and wood to build


39

houses/buildings. It grows the majority of bananas coffee and chocolate for the world.

Check for understanding by having students put a thumbs up or thumbs down different was the Rainforest contributes to the world.

EX) Bananas, coffee, medicines, wood for houses.

Explain that when the humans cut down all the threes it builds homes for us, but takes away homes and shelter for all the animals in the Rainforest.

Ask students to think what one way we can help the animals is and share with their table.

Listen to students ideas of how humans help and how humans

Then, explain to students ways to help the environment like planting trees, learning more about the rainforest, stop cutting down rainforest trees, and using all the bananas/coffee from that area.

4. Guided Practice Have students come to the carpet and watch/read the presentation: Living in the Choco Forests of Ecuador: The Chachi Cocoa Farmers

Students should turn and talk to their partner about why the Choco Forest is more than just a Rainforest. What is it home to?

40

Listen to students answer from their turn and talk and explain that the rainforest is home to a lot of animals, plants, and humans. We need to help save the rainforest so these animals and plants aren’t endangered.

5. Independent Practice Have students fill in the sentence starter on the exit ticket: Human negatively effect the Rainforest plants and animals by_________and ________.

6. Assessment Methods of all objectives/skills:

Formative: listening to discussion during turn and talk, thumbs up and thumbs down for understanding

Summative: exit ticket

7. Closure

Have students discuss about different ways humans effect the rainforest and what will happen to the animals if we don’t help. Remind students that humans can have a negative or positive affect on the Rainforest. Cutting down tress is a negative affect because animals lose their homes. The positive ways humans can help the Rainforest is by planting more trees.




Provide pictures with words for how humans effect the environment for ELL students


For AIG students have them add how this causes endangered animals to their Exit Ticket.

41

Students that don’t need a sentence starter give a blank paper for exit ticket.


Exit ticket


http://www.rainforest-alliance.org/kids/visits

http://www.rainforest-alliance.org/kids

Lesson 5: What is an endangered animal?

By: Amanda Austin


42

Endangered Animals LP

Subject: Science/1st grade Central Focus: What is an endangered animal?



CCSS.ELA-Literacy.RI.1.1

Ask and answer questions about key details in a text.


Daily Lesson Objective: Given a sentence starter, students will be able to write about what an endangered animal is with at least 1 sentence and 1 detail.

21st Century Skills: Global Awareness Academic Language Demand (Language Function and Vocabulary): Endangered animal, species

Prior Knowledge: Students have already learned about the rainforest and some animals in the rainforest. Students have already had a lesson on finding the maid idea of a text and picking out details.

43


1. Focus and Review In order for the students to review what they remember about the rainforest, have the students draw a picture or doodle on a piece of paper, what they think of when they think of an environment.

10-15 min


for Student

By the end of this lesson, you will know what an endangered animal is and how humans impact why they are endangered.

3. Teacher Input

Okay boys and girls, the other day, we learned about the rainforest. Someone raise their hand and tell me one fact about the rainforest. Someone raise their hand and tell me one animal that lives in the rainforest.

We know that plants and animals need certain things to survive. But, sometimes they don’t get certain things. Sometimes, it’s hard for animals to get the food they need or the water. When this happens, the animals begin to die. An endangered animal is an animal species that has begun to die. They are in danger of not existing anymore. When a species of animal dies off, we call that “extinct”.

An endangered animal is an animal that hasn’t been getting the things it needs to survive. There are other reasons that animals become endangered: sometimes it’s the competition with other animals, sometimes it’s because of humans.

2 class periods

44

Many times, humans tear down the places that animals live. When this happens, the animals are left without a home and food they need to survive. Unless the animal can adapt (that means the animal can still survive even throughout the changes) the animal will die off.

Someone raise their hand and tell me a way that humans can destroy an animal’s environment.

Would we be able to survive if someone came and destroyed our home and took away our food?

An example of an endangered animal is the Flying Squirrel.(Have a picture of a flying squirrel pulled up on the SmartBoard) That is an animal in North Carolina that is in danger of going extinct. Humans have helped them go extinct because we have torn down their habitat and torn down forest and trees. We also pollute the air which is not healthy for the flying squirrel.

Read the book “Almost Gone” by: Steve Jenkins.

Today we are going to also focus on main idea and retelling details of a text. Remember how we learned that the main idea can help us with understanding the books that we read? We want to know the main idea so that we can get the full picture of what the book is about.

Someone tell me what the book “Almost Gone” was mostly about. What was a detail that you remember from the book? We read this book so that we could better understand what an endangered animal is. Is an endangered animal an animal who is very healthy and has no problems with dying?

45

Remember the rainforest environment? There are many species of animals that are endangered because their habitat is being destroyed. An example of an endangered animal in the rainforest is the Three-Toed Sloth. (Have a picture of this animal pulled up on the SmartBoard) It’s going extinct because humans have been destroying the rainforest and its environment.

4. Guided Practice

Students will work in pairs. Together, they will write 3 sentences about what an endangered animal is and what makes it endangered. They will work together, but they will each write the sentences. Teacher will be walking around for support.

20 min

5. Independent Practice Independently, students will write a sentence stating what an endangered animal is. They will need to write what an endangered animal is and give one detail/reason about why it becomes endangered

15 min



Formative: questions asked throughout lesson, observation of guided practice

Summative: Independent practice sentence strips.

7. ClosureHave students come back to the carpet and allow them to share their sentence with a partner.

5 min


all objectives/skills: Students’ sentences must be neat. They must have at least one sentence with 1 detail about an endangered animal.

46


Students with writing difficulties will be given a pre-printed sentence strip for independent practice.


Students who finish early can add a picture to their sentence strip.

Materials/Technology: SmartBoard, paper/pencils, book “Almost Gone”, chart paper


Multiple intelligences: visuals throughout the lesson, discussing with partners, Visual/Spatial during focus/review

Lesson 6: The Arctic Environment

By: Amanda Austin

47

Arctic Enviornment LP

Grade Level/Subject: 1st Central Focus: The Arctic




Daily Lesson Objective: Given a Venn Diagram, students will be able to compare and contrast the environment/animals of the Arctic to the animals/environment of the rainforest with 80% accuracy.

21st Century Skills: Global Awareness Academic Language Demand (Language Function and Vocabulary): Arctic, environment, rainforest, tundra, permafrost

Prior Knowledge: The students have already had a lesson about the rainforest and learned that environment. They know what a Venn Diagram is and can compare and contrast.


1. Focus and Review Begin by reminding the students that the other day, they learned about the rainforest and that environment. Today, they will be learning about the Arctic. Read pages 5-7 of “Arctic Frozen Reaches” by: Wendy Pfeffer.

5 min


for Student

Today, we will be learning about the Arctic and its environment. By the end of the lesson, you will be able to compare/contrast the 2 environments. 1 min

3. Teacher Input Will have a power point created for the lesson to go through.

“Boys and girls, a couple of days ago, we learned about the Rainforest and its

1-2 class periods

48

environment. Today, we are going to learn about another environment: The Arctic. We will be able to learn about all of the cool animals in the Arctic and where they live. Does anyone already know anything about the Arctic?” As the students state what they might know, on the board, create a KWL chart. Let the students state what they know about the arctic, and what they want to know.

“Class, the Arctic is where the North Pole is. It’s the part of the planet that is covered in ice and snow. Does anyone know why it is so cold and icy all of the time? (Because that part of the world is the farthest away from the sun). The arctic summers are cool and the winters are really cold. Average temperatures can be -40F. That’s colder than your freezer!

Most of the arctic’s precipitation comes in the form of snow but it only snows about 20 inches per year. But because of the constant wind in the arctic, it makes it look like it’s snowing all of the time!

Does anyone think they know where the name ‘arctic’ comes from? (near the bear). The arctic is called Tundra. Tundra is a type of environment that the arctic falls under. The tundra’s/arctics main feature is the permafrost. This means that the Arctics soil is permanently ice for about 1,000 ft. deep. Plants and soil in the permafrost is also what is frozen. That’s what makes this environment so unique.

Begin by going through the Arctic PowerPoint. Explain each slide. The PowerPoint will be printed out for each table of students, so that they can follow along.

4. Guided Practice

For this, students will be working in partners to fill out their flip book page about the arctic. Teacher will be walking around for anyone who needs help. Ask students to make sure they get a lot of information down so that they can look back at this book.

15 min

5. Independent Practice Students will work individually at their desks. They will draw a Venn diagram on their paper and fill it out based on the similarities and differences of the

20 min

49

arctic and the rainforest.



Great Job: 4 differences, 2 similarities, 2 pictures.

Okay Job: 2 differences, 1 similarity, no pictures.

I need more practice: no differences or similarities, have items that do not match either the tundra or the rainforest, no pictures or pictures that do not reflect the Venn Diagram.

7. ClosureRemind the students of what was taught. As a closure, fill in the “L” part of the KWL.

10 min



Targeted Students Modifications/Accommodations: All students will have the PowerPoint printed and at their table for following along.

Student/Small Group Modifications/Accommodations: Students who finish early can complete any unfinished work from the previous day or read a book at their desk.

Materials/Technology: PowerPoint, Arctic flipchart, ‘Arctic Frozen Reaches’,

References: Arctic websites.


Name:_______________________________________________________

What is the Arctic?

50

Draw a picture of the Arctic.

Name characteristics of the arctic.

1.

2.

3.

51

52

53

54

55

Lesson 7: How should humans in the Arctic save the animals?

By: Kasey Young

Grade Level/Subject: 1st Central Focus: “What should humans in the Arctic do to save the animals?”


1.L.1.3 Summarize ways that humans protect their environment and/or

improve conditions for the growth of the plants and animals

that live there (e.g., reuse or recycle products to avoid

littering).

CCSS.ELA-LITERACY.W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


Daily Lesson Objective: After watching the video from Eeko world, the teacher will discuss with students some of the ways that humans are able to save the animals that are in the Arctic by reducing, recycling and reusing items. To determine mastery, the students should be able to identify ways humans can help. To determine mastery, the students should identify 3 ways to “Recycle and Reuse”.

21st Century Skills: Academic Language Demand (Language Function and Vocabulary): reduce

http://www.corestandards.org/ELA-Literacy/W/1/8/

56

-Communication and Collaboration -Technology- SMART Board -Social and cross cultural skills- communication with peers within groups and the class

Recycle

reuseenvironment

endangered

Prior Knowledge: The students should have some idea of the Arctic environment and some of the animals that are living there. They should have an idea of some of the animals that are endangered within this area.

Activity Time

1. Focus and Review

Have the students attention geared towards front of the room, and let the students know that we talked about the animals that are endangered in the Arctic environment the previous day.” Ask:” Can anyone remember what the word ‘endangered’ means? Can you think of any of the animals that we talked about that are becoming endangered?” Construct a list of the animals on the board that they have covered in the previous day so that you and the students are able to remember this list.


for Student

Say: “Today we will be continuing learning about the Arctic environment and the animals there and the humans impact on them. By the end of the lesson today, you should be able to identify 3 ways that humans are able to save animals within the Arctic environment.”

3. Teacher Input

Say: “Today we are going to continue learning about the Arctic environment.” Show the Eekoworld.com video. Ask: “By raising your hands, can you name for me some of the ways that humans are able to help the animals in the Arctic survive?” *reduce, recycle, reuse* (Verbal/Lingustic) Remind the students what it means to recycle. To recycle means: You are re-

57

using material so that you are able to use it at another time to save on and cut down on material being produced. Show the YouTube video (http://www.youtube.com/watch?v=d1mFymbRmv4 ) *it’s a song about the 3R’s” Let the students know, that even though they are children they are still able to do something about saving the animals! Ask: “What are the 3R’s that humans can do to help save the animals/environment?” (the teacher may call on the students individually for answers) Ask: “Do any of your families at home recycle?” Let the students know what it means to recycle, and how important it is. Explain to the students that when we recycle it allows for our air to not become polluted and it keeps plastics and trash out of the water so that way animals are able to not have it in their environments/”homes.” Explain that when we litter, throw things where they do not belong (ie.. trash out the window, on the ground), that it not only effects the planet, but it is also not good for the animals around. Say: “Whenever we take care of the environment, we are keeping the homes of the animals safe. When we keep it clean for the animals, it allows them to live longer.” Let the students know that there are more ways to that humans even though we can help the environment, but the way we will focus on today is recycling and reusing.

4. Guided Practice

Use the activity from http://www.savemobile.org/Recycle/The3Rs.pdf/. Model for the students what this looks like..Then split the students into groups of 4 and allow the activity to flourish with your guidance and support and monitoring. (Kinesthethics)


Pass out the worksheet (recycle and reuse). The students should recall information, and simply just fill in the sentence starters.. Once they are complete they should flip it over and draw a picture of how humans are able to save the animals. IF they finish this then they should get out their books and read until everyone has finished.



To determine mastery the students should be able to successfully identify 3 ways to and complete the “reduce and recycle worksheet.”

http://www.savemobile.org/Recycle/The3Rs.pdf/

http://www.youtube.com/watch?v=d1mFymbRmv4

58

Verbally asses the students throughout the entire lesson, to check for understanding.

7. Closure

“Would someone like to share one of the ways that they learned about how humans can help save the animals in the Arctic?” “Can someone remember the 3R’s?” Today we learned that we are able to “Reduce, Reuse and recycle! This helps keep the land clean, and helps the animals homes clean. This helps them live a long time and we can all help by keeping the Earth clean. Kids can do this too, remember you can make a difference! “Reduce, reuse, Recycle.”



Targeted Students Modifications/Accommodations:ELL- Work with a partner, or someone that also speaks their native language that understands so that they are able to comprehend it better.

Student/Small Group Modifications/Accommodations:Finish early: Draw an example of how humans can help on the back on the paper; read a book on their level.

Materials/Technology: SMART Board

http://pbskids.org/eekoworld/index.html?load=garbage_recycling


http://www.savemobile.org/Recycle/The3Rs.pdf/.

SMART Board

Worksheet

Pencil/paper

recyclableitems,trashitems,boxeslabeledreuse,recycle,andtrash

http://www.savemobile.org/Recycle/The3Rs.pdf/


http://pbskids.org/eekoworld/index.html?load=garbage_recycling

59

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

References:


60

Recycle and Reuse

Recycling means to –

___________________________________________________.

One of the animals in the Arctic that can be saved by recycling is

_____________________________________________________________.

Ways that humans can save the animals in the Arctic region are:

________________________________________________________________________________________________________________________________________________________________________________________________________________

61

Lesson 8:

By: Kasey Young

Grade Level/Subject: 1st Central Focus: N/A



1.G.2.1 Explain ways people change the environment (planting tree, building homes, building streets, etc.)


Daily Lesson Objective: After discussing the environments and ways that we can communicate to save the endangered animals in the Artic environment, with guidance and support, students will choose and identify they choose their animal or two human interactions we need to stop in order to save them from the Venn Diagram. To determine mastery the students should be able to accurately identify two ways humans interact and one animals within either the Arctic or Rainforest region.


-Communication and Collaboration -Technology- SMART Board -Social and cross cultural skills- communication with peers within groups and the class

Academic Language Demand (Language Function and Vocabulary):-Understanding/Identifying: Students need to be able to comprehend that people are able to help save many of the animals that are endangering the animals in the Arctic region

Key Terms

Endangered animals

62

--Listening and Communication are key concepts in this lesson. Students must be able to actively listen to ways people can save the animals and then comprehend and be able to effectively and identify ways that humans can help

*rainforest

*arctic

*flyers

Prior Knowledge: knowledge: artic region environment/plants/animals.skills: listening, writing, comparing able to create Venn diagram-able to compare contrast , remembering

Activity Time

1. Focus and Review “Today we are going to continue on with our environment unit. Do you all remember when we talked about what an environment is? What does a plant/animal need in order to survive? Do they need any of the same things to survive? Can anyone remember anything of the plants that were mentioned when we discussed the rain forest? Does anyone remember anything from the Artic environment? Do you all remember when we talk about what an endangered animal is? Can anyone tell me what this means? Can anyone remember… Also remember when we talked about how humans in the Artic are able to save these animals?? The teacher will call on the students and they will either answer in unison, or they will be called on

63

individually. Students will be verbally assessed this way.


for Student

Today, we will be discussing how we, as people, are able to help save the animals in the Arctic region.

3. Teacher Input Today I want to teach you all that we are able to communicate to help save the animals in the Arctic region. What we do every day has a pretty large impact on the environment. *model throwing things away, and recycling* Humans effect the environment by cutting down trees, throwing away trash where it belongs, etc..When it effects the environment, it in turn affects the animals. .Whenever we cut down trees from the rainforest, it effects the land. When we think about the Rain Forest and the trees there and when we cut those down, we are getting rid of the homes of many of those animals there. When we think about the Arctic, we know that is icy and cold there. Do you remember the animals that live there? The animals that once were there now have nowhere to live. We have disturbed their homes. Could you imagine someone coming to move your home in order to make the city bigger??

Remember yesterday whenever we discussed the Arctic region? Can anyone tell me anything about the Arctic region that they remember? What’s it like? Is it hot? Cold?

A way that we sometimes communicate these ideas and problems to people are ads, commercials, posters..Today we are going to learn about how to use a flyer in order to communicate these problems and information in order to help save these endangered animals! Let’s see what this looks like as we work together to create a flyer as a class to identify an animal within one of these regions we have talked about earlier this week…

Maybe make references to the Artic throughout your explanation of what effects we have on the environment, animals, plants – what happens to the

64

artic region.

4. Guided Practice

The teacher will be at the very front of the classroom, looking over the different endangered animals that have been presented in the Arctic/Rainforest region. (located in previous lessons). The students will work with the teacher to use the flyer template *that will be used in lesson 10*..to help guide the students on how to use the flyer. Students will help teacher to choose an animal, and fill out the template using the SMART board.


Students will return to their desks and then look at the Venn Diagram that they used to compare the Rain Forest and Arctic region. Students are able to look at these lists of animals and human interactions, and then using the template that we used in the guided practice, the students will be able to work at their desks to choose an animal and two human interactions that effect this environment.



Teacher will collect templates- to determine mastery students will be able to accurate ly choose an animal and then two human interactions on the environments.

Teacher will also be able to verbally/visually asses the students during the guided practice.

Formative: asking questions throughout lesson

Summative: collecting the flyers

7. Closure

“So today, we saw that there are ways that we are able to communicate to others on how to save the endangered animals within these regions. We learned specificially today that we are able to use flyers to communicate and identify these different issues to make everyone aware/ “know of” this and what we can do to save them. “

65



Targeted Students Modifications/Accommodations:ELL- Allow students to work collaboratively with others that speak their native language/ close friend to help them.

Student/Small Group Modifications/Accommodations:

Finish early: allow the students to color the flyer

Struggling students: let the high flyers come and assist if they would like. Allow these students to look at the example up close if needed and get some one-on one help.

Materials/Technology: SMART Board

Venn Diagram

Paper/pencil

SMART Board

Help wanted flyer template. (attached at bottom)

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

References:


66

HELP WANTED

Help us save the endangered ______________________!

We need to stop ____________________________________________________

__________________.

To save the __________________ we also need to stop _____________________

_________________________________________________________________.

67

Lesson 9: How to save animals where we live

By: Samantha Greene

How do we save animals where we live?

_____________________________________________________________________________

Central Focus/Big Idea: Nature of Science

Subject of this lesson: The needs of plants and animals in Mecklenburg County

Grade Level: 1st

NC Essential Standard(s):

1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.

1.MR.1.3 Compare appropriate behaviors for different types of music performances (such as outdoor concerts, concerts with audience participation, vocal concerts, etc.)

Next Generation Science Standard(s):

K-ESS33 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment

68


Learning and Innovation Skills: Communication and Collaboration

Students will be responsible for working collaboratively with classmates while sorting.

Life and Career Skills: Leadership and Responsibility

Students will be responsible for taking previously learned knowledge regarding the needs of plants and animals and applying it to animals/plants that reside in Mecklenburg County.

Academic Language Demand

Language Function: In the table below highlight the three most important language functions for your lesson.

Analyze Argue Categorize Compare/contrast Describe ExplainInterpret Predict Question Retell Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn through this lesson? - Students will be reviewing the vocabulary words endangered and human interactions

Instructional Objective:

Given the videos titled The needs of a plant and The needs of an animal, students will use their inside singing voice and orally mimic the needs of plants and animals. In order to reach mastery students must orally mimic each song when indicated, and correctly identify at least four of the five needs of a plant and animal.

Prior Knowledge (student):

Students will have previously learned what an endangered animal is Students will have previously learned what plants and animals need to survive

69

Content Knowledge (teacher):

The teacher is responsible for being familiar with one plant and one animal that is endangered in Mecklenburg County (Smooth Coneflower and the Bald Eagle)

The teacher is responsible for understanding how plants and animals survive in Mecklenburg County (the overall needs of plants and animals)

Accommodations for special needs:

For students whose second language is English (ELL’s) there will be visuals throughout the lesson to help guide them For students who have difficulty expressing themselves through writing, as well as ELL’s, there will be preprinted answer sheets containing the needs of

plants and animals.

Materials and Technology requirements:

Precut sets of pictures regarding the needs of plants and animalso Air, food to eat, water, sunlight, shelter

Felt boards (about 12 of them) Glue SmartBoard Pictures of the endangered Smooth Coneflower and the Bald Eagle (screenshots given below of PowerPoint slides) The needs of an animal- http://www.youtube.com/watch?v=k4UDf3tF_O4 The needs of a plant- http://www.youtube.com/watch?v=dUBIQ1fTRzI

Total Estimated Time: 30-40 minutes

Source of lesson: I thought of this lesson myself with the assistance of the two Youtube videos as guidance.

Safety considerations:

http://www.youtube.com/watch?v=dUBIQ1fTRzI

http://www.youtube.com/watch?v=k4UDf3tF_O4

70

I will have the preprinted response cards precut so there isn’t any injury with the scissors.

Content and Strategies (Procedure)

Engage:

Students will stand up and listen to the two Youtube videos titled The needs of an animal and The needs of a plant. Each clip is about one minute long and each video will be viewed once.

Students will be instructed for the video, The needs of a plant, to mimic or repeat back the words after the singer sings them. The teacher will demonstrate using the song Row Row Row Your Boat, having students repeat back the lyrics so they understand what they will be doing with the video.

The teacher will make the following notes:

- During some songs, the singer wants the people listening to the song to help them also sing it- Those who listen to the song participate, or sing along with the main singer- There are different ways to sing a song and depending on the place and who is singing we sing different ways

Students will be instructed for the video, The needs of an animal, to mimic the words back in an “inside singing voice”.

The teacher will make the following notes:

- While indoors we sing using our regular “inside voice”- For some songs we sing loudly if we are outside or it is a song we really like but we don’t scream while singing this song because then others won’t be

able to understand the words we are singing

Explore:

Students will be placed in to groups of 2-3 students. Each group will have a felt board, pictures of the needs of plants and animals, and the written words of the needs of plants and animals.

Students will be asked to sort the pictures and words any way they like from their mystery bag. Students can only work with their partner for this activity and cannot receive any guidance from the teacher. Although, students will be reminded to think about what they have learned already when completing the activity.

71

The students will have about 3-5 minutes to sort their words and pictures, afterwards one partner from each group will place their board at the front of the classroom.

Bring the students back to the whole group then ask: (Students will put a thumbs up when signaled)

Do you think everyone sorted their pictures the same? Differently?

Explanation:

Discuss with class how they sorted with their partners the pictures given

Ask:

What kind of pictures did you have? How did you and your partner group them together? What did these pictures have in common? Did you know that there are endangered animals now where will live that don’t have these things like water and food because of what humans are doing to

their environment?

Introduce the smooth coneflower- a plant in which is endangered in Mecklenburg County (show picture from PowerPoint of its environment while describing)

Be sure to highlight that it is lives near power lines on the side of the road (their environment)

Introduce the bald eagle- an animal that is endangered in Mecklenburg Country (show picture of its environment while describing)

Be sure to highlight that this animal’s nest is usually at the top of trees (their environment)

Ask: (Students will turn and talk to their partner and share their thoughts on the following questions)

What do you think is one need of the smooth coneflower? What about the bald eagle? Why do you think this plant and animal is endangered?

Wrap up by explaining that the smooth coneflower and the bald eagle are endangered animals just as previous animals we have learned about in the rain forest. This plant and animal have certain needs that they have to have in order to live.

72

Elaborate:

The students will now work individually have a new bag with pictures and words regarding the environment which the bald eagle and smooth coneflower live in (picture), the needs of both plants and animals written as well as shown visually (just as previously in the lesson).

Students will have to sort the given pictures and words and glue them on their paper according to the needs of the bald eagle and the smooth coneflower.

If needed, the teacher can begin by giving a whole-class example in order for students to begin sorting correctly.

The teacher will now specifically state that the students are responsible for sorting the pictures and words based on what each of the endangered animals need to survive.

Evaluate:

Formative: Students will be asked the given questions throughout the lesson to check for understanding.

Summative: All students will be responsible for participating in the videos viewed in the Focus and Review section of the lesson. The whole class will stand up and actively participate in the videos. The students will be asked to participate my mimicking along with the song. The teacher will inform the students that with these videos we are going to participate, or sing along, with the main singer and use our inside singing voice only.

The following rubric will be used to grade the students’ work:

Full Mastery Partial Mastery Non-Mastery Student correctly sorts at least 4 out of the 5 needs of the Smooth Coneflower and the Bald Eagle

Student correctly sorts at least 3 out of the 5 needs of the Smooth Coneflower and the Bald Eagle

Student correctly sorts two or fewer of the needs of the Smooth Coneflower and the Bald Eagle

Student uses their inside singing voice while mimicking the two given songs

Student uses their inside singing voice while mimicking less than half of the two given songs

Student does not use their inside singing voice at all

73

Screenshots from the PowerPoint used to illustrate pictures of the endangered animals:

Lesson 10: Communicating how to save endangered animals

By: Samantha Green

http://brand.uncc.edu/sites/brand.uncc.edu/files/media/brand/UNCCharlotte_Logos/Logomark.zip

74

Subject: Social Studies and Technology Central Focus: Communicating how to save an endangered animal in Mecklenburg County


1.G.2.1 Explain ways people change the environment (planting trees, recycling, cutting down trees, building homes, building streets, etc.).

1. TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).


Daily Lesson Objective: Given a flyer template, students will write/type their sentences regarding how to save either the endangered smooth coneflower or the bald eagle. To reach mastery, students must earn 7 out of 9 points on the given rubric.


Creativity and Innovation- Students will be drawing the endangered animal of their choice on their flyer

ICT (Information, Communications and Technology) Literacy- Students will be using technology to complete their flyers for communication on how to help save endangered animals


Language Function: Explain- Students will explain how to help save an endangered animal

Vocabulary: endangered, human interactions

75

Prior Knowledge:

Students will have previously learned what animals and plants need to survive in their environment. Following this content, students understood that there are endangered animals living in all environments because of the effects of human interactions on the environments. The students also know how to use the general functions of the computer due to computer lab specials time.


1. Focus and Review

(This focus and review activity will be implemented on day 1 and day 2 of the lesson.)

The students will be taken on a nature walk outside around the school. The students and teacher will work together to help clean up trash that may be on the field, at the front of the school, etc.

When the students return back inside the following questions will be asked:

- What did we go outside and do?- How might cleaning up the trash help the environment?- How might it help plants/animals?


for Student

“Today and tomorrow friends we are going to review, or go back over, what an endangered animal is. We will also talk about the ways humans interact with the environment and how we could help save an endangered animal or plant where we live right here in Mecklenburg County!”

3. Teacher Input

Day 1:

“Sometimes boys and girls we don’t mean to, but we do bad things to the environment where animals or plants live that can hurt them. Our actions can affect other people, animals, and plants and how they live.”

76

The teacher will begin by reviewing the human interactions on the environments previously learned. For example, how people in the rainforest cut down trees to build things.

The teacher will highlight 2 ways that people negatively affect the Smooth Coneflower and the Bald Eagle. The teacher will draw on the SmartBoard visuals to represent the human interactions.

Day 2:

“As people we can help communicate, or tell others, what is happening to these animals in our environment and how we can try and save the Smooth Coneflower and the Bald Eagle. We are going to use the computers in the computer lab today to now type up our flyers.”

The teacher will review with the students from day 1 what bad things humans can do to hurt the endangered animals in our environment.

4. Guided Practice Day 1:

At the SmartBoard the teacher and students will work together to make a list of the human interactions that can affect animals/plants in our environment, Mecklenburg County.

The teacher will ask the following questions: (Students will turn and talk to their partners)

- What are some of the bad things people may do that hurt the Smooth Coneflower and the Bald Eagle

- What shouldn’t we do to help keep the endangered animals alive

77

Day 2:

The teacher will use the rain forest as an example and model for the students how to type in the template to complete the sentence (the template is given below).

The teacher will make note to the students the following:

- We type in the blank space that the teacher has already given us- We make sure there is always a period at the end of the sentence- We do not change the size of the letters, the template was made by

the teacher to help us organize our thoughtsAfter the teacher completes the first sentence, he/she will ask for students to come to the SmartBoard and demonstrate for the class how to type correctly in the blanks.

5. Independent Practice Students will first choose whether they would like to complete a flyer on the Smooth Coneflower or the Bald Eagle.

Day 1:

Students will be given a flyer template to complete individually. On the first day of the lesson students will complete the template by writing in their sentences. They will also be responsible for drawing a picture of the Smooth Coneflower or Bald Eagle (two endangered animals in Mecklenburg County).

Day 2:

The teacher will reserve the computer lab for the class and students will receive their completed written templates from the previous lesson. Students will be responsible for now completing the sentences on the

78

template using their information from the template the day before. After students have completed their templates, the teacher will assist the students in saving their work. The teacher will print all of the students’ templates and when time is available the students will draw their animal at the top of the template just as before.



The following rubric will be used to assess each student’s product:

Full Mastery (3 points) Partial Mastery (2 points) Non-Mastery (1 point)Student uses technology, the computer, appropriately. He/she fills in the given blanks only.

Student uses technology, the computer, somewhat appropriately. He/she fills in half of the blanks.

Student uses technology, the computer, inappropriately. He/she types in other areas of the template and not on the given blanks.

Student gives two examples of a bad human interactions that needs to be stopped to save the endangered plant/animal.

Student gives one example of a bad human interaction that needs to be stopped to save the endangered plant/animal.

Student does not give any examples of bad human interactions that need to be stopped to save the endangered plant/animal.

Student draws and colors a picture of his/her choice of either the smooth coneflower or the bald eagle.

Student draws a picture of his/her choice of either the smooth coneflower or the bald eagle.

Student does not draw or color a picture of either the smooth coneflower or the bald eagle.

7. Closure

Day 1:

“Today friends we started learning about the endangered Smooth Coneflower and the Bald Eagle that live right here with us in Mecklenburg County. We learned about some of the ways we as humans interact with our environment and affect the Coneflower and the Bald Eagle in bad ways”

79

The teacher will allow the students to turn and talk to their partner and share their flyer.

Day 2:

“Today friends we finished learning about how we as humans can help the endangered Smooth Coneflower and the Bald Eagle in our environment. You finished typing your sentences on how we help save these animals on your flyer and I will print them out for those of you who are finished.”

The teacher will allow the students to turn and talk to their partner and share their flyer.



Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

For students who finish early the teacher will have crayons, markers, etc. available in the computer lab to complete their flyer by drawing a picture of their animal.

80

For students who have difficulty processing information then expressing it, the examples and non-examples of human interactions will be pre-typed. Students will be responsible for choosing one of the correct human interactions that affect the Smooth Coneflower or Bald Eagle in N.C.


Access to the computer lab

Art supplies- crayons, markers, colored pencils, pencils

Flyer template (given below)

PowerPoint images from previous lesson 9

Access to the SmartBoard

HELP WANTED

81

Help us save the endangered ______________________!

We need to stop ____________________________________________________

__________________.

To save the __________________ we also need to stop _____________________

_________________________________________________________________.

5.Content Analysis

82

Subject/Lessons

Science Social Studies

Lang.Arts (reading and writing)

Math Technology Music Drama HealthyLiving

Vis/Art

Core Subjects

Lesson 1/Environments

1.L.1 W.1.8

Lesson 2/Plants and Animals and their needs

1.L.1.1 1.v.3.1

Lesson 3/The rainforest Environment

1.L.1.2 1.V.3.3

Lesson 4/Human effects on the rainforest

1.L.1.2 1.G.2.1

Lesson 5/What is an endangered animal

1.L.1

Lesson 6/The arctic environment

1.L.1 R.I.1.1

83

5b. Multiple Intelligences/Learning Styles Chart – Address where each MI was addressed in your unit. Give the part of the lesson (i/e., Teacher Input, Guided Practice, Explore, Elaborate, etc.) and a brief phrase to describe the activity. (example: Explain – labeling rocks)

84

Gardner’sIntelligences

VerbalLinguistic

VisualSpatial

MathLogical

Inter-Personal

MusicRhythm

Intra-Personal

BodyKinesthetic

Naturalist

Existential

Learning Style

Auditory Visual Tactile

Lesson 1/ Environments

GP- virtual fieldtrip

TI-Tchart describing living/nonliving things

Class convo and discussion

KWL chart as a class

KWL by themselves

Exit tickets

Lesson 2/Plants and animals and their needs

TI- looking at pics of animals/plants

GP-groupwork: completing artwork on a plant or animal of their choice

IP- Completing a worksheet

Lesson 3/ The rainforest

Read aloud

Writing sentences

Creating pictures in GP and IP

Groups in GP

Class discussion

Watching video in GP

Lesson 4/Human effects on the rainforest

TI- turn and talk

GP-Watching and listening to present

GP-Turn and talk

Watching video in F/R

Exit ticket in IP

85

6.Unit Assessment

Formative Assessments: Exit tickets: Recall one to three things that the students learned about the environment, plants, or animals throughout the lessons. Observations will be taken and recorded over the span of the different lessons. We will also be using writing prompts at the end and during lessons. Worksheets, Venn Diagrams will also be used during the lessons to assess students’ learning.

Summative Assessments (this must include a description of the problem/project, the product that students will create during the course of the unit and how it will be assessed): This assessment will be both project and problem based; the problem is helping to inform others about an endangered plant or animal in Mecklenburg county. The final project will be to create a flyer to distribute throughout the school in different areas to inform other students and staff about the plant or animal. This type of summative assessment was chosen because this allows the students to deepen their knowledge visually throughout the use of technology. They are able to communicate their ideas through writing prompts and assignments and this will allow the students to take their knowledge to a higher level.

Documents

tracyrock.weebly.comtracyrock.weebly.com/.../8/7/5187981/1st_grade_unit_plan-environ… · Web viewThis particular unit plan is designed for first grade students. The concentration