Animal museum unit plan-final

Download Animal museum unit plan-final

Post on 11-Jun-2015

128 views

Category:

Documents

1 download

Embed Size (px)

TRANSCRIPT

<ul><li> 1. ANIMAL MUSEUM UNIT PLANCreated by: Miriam Larson Cooperating teacher-librarian: Pat MathewsDate: Created March 2012School &amp; City: Dr. Howard Elementary, ChampaignLesson Title: Animal MuseumGrade level: First Length of lesson: 15-20 minutes, 6 sessionsUnit PlanLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 6UNIT PLANPurpose: (why of the lesson; where and how does it fit in the curriculum?)To introduce first graders to basic steps in the research process by asking questions, looking forinformation in books, and creating a presentation of their findings.Description:This six-week unit for first grade students is designed to introduce basic research skills throughthe study of animal books. Students will learn to use guides like the contents, index, pictures andheadings to find information in non-fiction books. Each student will choose an animal book andbecome experts about their animals by taken simple notes and presenting on their animal duringthe final lesson. The final session will be an "Animal Museum"; each student will present theirresearch and share a picture or create a physical statue of their animal.Learning Outcome(s): (what will students be able to do/know by the end of the lesson?) Students willUse guides like the contents, index and pictures to find information in non-fiction booksDemonstrate enthusiasm and initiative to read non-fiction booksStandards (which standards is your lesson planned to meet?)Common Core Standards for Math and English:Standards for Informational Texts:Key Ideas and DetailsRI.1.1. Ask and answer questions about key details in a text.Craft and StructureRI.1.2. Identify the main topic and retell key details of a text.1/18/11G. Burch</li></ul><p> 2. RI.1.5. Know and use various text features (e.g., headings, tables of contents,glossaries, electronic menus, icons) to locate key facts or information in a text.Integration of Knowledge and IdeasRI.1.7. Use the illustrations and details in a text to describe its key ideas.RI.1.10. With prompting and support, read informational texts appropriately complexfor grade 1. Illinois Learning Standard(s) Addressed: Standard 1: Access information efficiently and effectively to inquire, think critically, and gain knowledge Standard 3: Use information accurately, creatively, and ethically to share knowledge and to participate collaboratively and productively as a member of a democratic society Standard 4: Appreciate literature and other creative expressions of thoughts and ideas and pursue knowledge related to personal interests and aesthetic growth Standards for 21st Century Learner Addressed: 1. Inquire, think critically and gain knowledge Skills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. Dispositions in Action 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. Responsibilities 1.3.4 Contribute to the exchange of ideas within the learning community. Self-Assessment Strategies - 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.Back to topLESSON 1Length of lesson: 15-20 minutesPurpose: (why of the lesson; where and how does it fit in the curriculum?)To help students to reflect on what they are curious about and ask manageable research questions.Learning Outcome(s): (what will students be able to do/know by the end of the lesson?) Students will1/18/11G. Burch 3. Make a distinction between what they know and dont know in order to identify questions Ask questions about what they dont know by expanding on what they knowStandards (which standards is your lesson planned to meet?)Common Core Standards for Math and English:Illinois Learning Standard(s) Addressed:Standard 4: Appreciate literature and other creative expressions of thoughts and ideas andpursue knowledge related to personal interests and aesthetic growthStandards for 21st Century Learner Addressed:1. Inquire, think critically and gain knowledgeSkills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricularsubjects, and make the real-world connection for using this process in own life.1.1.2 Use prior and background knowledge as context for new learning.Dispositions in Action 1.2.1 Display initiative and engagement by posing questionsand investigating the answers beyond the collection of superficial facts.Responsibilities 1.3.4 Contribute to the exchange of ideas within the learningcommunity.Materials:Needed by you: Needed by students: Me . . . Jane by Patrick McDonnell Big paper or white board where notes can be kept for a weekInstructional procedures:Focusing event: (how will you get the students attention?)Can any of you imagine what it would be like to live with chimpanzees? Would they be welcoming and invite you to eat ants with them? You might have to build trust, getting closer little by little until one day you could shake hands with one of them (demonstrate by slowly approaching a student, then reaching out to shake their hand) Today we are going to learn about someone who did. In order to do something like this you would need to be curious, observant, and patient.Input from you: (what are you teaching &amp; how are you delivering the content?)Read Me . . . Jane about the originator of the Alligator Society. Point out the ways that Jane finds information (ex. Writing, drawing, observing) After the point at which Jane listens to the sap flowing through the tree, have studentslisten to their heartbeats.1/18/11G. Burch 4. Point out that Jane starts the Alligator Society.Guided practice: (application of knowledge by students)Announce the beginning of the Dr. Howard Alligator Society.First task of the Alligator Society is to research chimpanzees, like Jane.Use a KWL Chart (What I know, What I want to know, What I learned) to begin discussing theinquiry process. Take notes on students ideas about: o What do you know already about Chimpanzees? o What do you want to know about Chimpanzees?Closure (how will you end the lesson?)Please dont forget, Alligator Society Meeting next week, Tuesday morning. We will be continuingour chimpanzee research so dont be late!Check for understanding (what questions will you ask and when to determine studentsunderstanding?)Ask questions throughout the Me . . . Jane book. What are you curious about? How do you find out more about it? How do you record what you find out?Whats next? (another related lesson, review, end of unit?)Next unit will continue with chimpanzee example. Well look at a chimpanzee book and learn how touse the contents, headings, and pictures to find information.Back to topLESSON 2Length of lesson: 15-20 minutesPurpose: (why of the lesson; where and how does it fit in the curriculum?)To model searching for information in non-fiction books using the contents, index, headings,pictures, and captions.Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)1/18/11G. Burch 5. Students will Identify contents, caption, index, headings. Use pictures to find visual information and identify captions.Standards (which standards is your lesson planned to meet?)Common Core Standards for Math and English:Standards for Informational Texts:Craft and StructureRI.1.5. Know and use various text features (e.g., headings, tables of contents,glossaries, electronic menus, icons) to locate key facts or information in a text.Integration of Knowledge and IdeasRI.1.7. Use the illustrations and details in a text to describe its key ideas. Illinois Learning Standard(s) Addressed: Standard 1: Access information efficiently and effectively to inquire, think critically, and gain knowledge Standards for 21st Century Learner Addressed: 1. Inquire, think critically and gain knowledge Skills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. Dispositions in Action 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.Materials:Needed by you:Needed by students: Me . . . Jane by Patrick McDonnell Big paper or white board where notes can be kept for a week A Troop of Chimpanzees by Richard and Louise SpilsburyInstructional procedures:Focusing event: (how will you get the students attention?)Introduce Alligator Society Chant: WE ARE SCIENTISTS OF GREAT NOTORIETY WE ARE THE ALIGATOR SOCIETYExplain Terms: Notoriety Like famous: Who are famous people you know? What did they do to gainnotoriety1/18/11G. Burch 6. Society A group of people that work together: What other groups are you a part of?Input from you: (what are you teaching &amp; how are you delivering the content?)1. Review last weeks activites Who is Jane Goodall? We saw her look for information by drawing, observing, reading. We wrote about what wealready know, what we want to know about Chimps.2. Identify a question from last week3. Introduce ways to find information in A Troop of Chimpanzees point out headings point out picture information point out caption point out contents4. Model information search in A Troop of ChimpanzeesGuided practice: (application of knowledge by students)Identify a different question and use the book to find the answer through the contentsRead aloud contents headings. Have students raise their hands if they see a chapter that looks like it might have the answer. Read aloud the page the class decides on and have them raise their hands when they hear the answer.Discuss What can you do if your question isnt addressed in the content? How can pictures help you skim through the book to find information?Closure (how will you end the lesson?)At the next Alligator Society Meeting we will begin our scientific study of different animals. Thenwe will each choose an animal and, provided the library has some books on that animal, well startdoing research. So you can think about an animal that you are curious about.Please dont forget, Alligator Society Meeting next week, Tuesday morning.Check for understanding (what questions will you ask and when to determine studentsunderstanding?)1/18/11G. Burch 7. Turn to different pages and point to parts of a non-fiction book (contents, heading, captions,index): What is this called?Whats next? (another related lesson, review, end of unit?)During the next lesson we will choose animals! Back to topLESSON 3Length of lesson: 15-20 minutesPurpose: (why of the lesson; where and how does it fit in the curriculum?)To practice search for information in non-fiction books using the contents, index, headings,pictures, and captions.Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)Students willIdentify contents, index, and headings. Use pictures to find visual information and identifycaptions.Standards (which standards is your lesson planned to meet?)Common Core Standards for Math and English:Standards for Informational Texts:Key Ideas and DetailsRI.1.1. Ask and answer questions about key details in a text.Craft and StructureRI.1.2. Identify the main topic and retell key details of a text.RI.1.5. Know and use various text features (e.g., headings, tables of contents,glossaries, electronic menus, icons) to locate key facts or information in a text.Integration of Knowledge and IdeasRI.1.7. Use the illustrations and details in a text to describe its key ideas.RI.1.10. With prompting and support, read informational texts appropriately complexfor grade 1. Illinois Learning Standard(s) Addressed: Standard 1: Access information efficiently and effectively to inquire, think critically, and gain knowledge Standard 3: Use information accurately, creatively, and ethically to share knowledge and to participate collaboratively and productively as a member of a democratic society1/18/11G. Burch 8. Standard 4: Appreciate literature and other creative expressions of thoughts and ideas and pursue knowledge related to personal interests and aesthetic growth Standards for 21st Century Learner Addressed: 1. Inquire, think critically and gain knowledge Skills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. Dispositions in Action 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. Responsibilities 1.3.4 Contribute to the exchange of ideas within the learning community. Self-Assessment Strategies - 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.Materials: Needed by you:Needed by students:First-grade level animal books (no pets or bugs)Instructional procedures:Focusing event: (how will you get the students attention?)Rehearse Alligator Society Chant WE ARE SCIENTISTS OF GREAT NOTORIETY WE ARE THE ALIGATOR SOCIETYReminder about terms: Who are people you know that gained notoriety for something? (Does anyone rememberthe name of the woman gained notoriety for studying chimpanzees?) Society means a group of people working together. We are the Alligator Society and we willbe starting our work together today!Input from you: (what are you teaching &amp; how are you delivering the content?)This week each member of the Alligator Society will choose an animal to research. Everyone will choose a different book Every persons contribution is important (Remember, society means a group of peopleworking together)1/18/11G. Burch 9. Heres what to keep in mind when choosing books: Be curious; choose something you dont know much about.o I know a ton about chimpanzees. Oh! Heres a book about chimpanzees. Awesome, I wont even have to read it. Oh, and its really easy for me to read. I could finish this in two seconds! Find a book that fits your reading level. Be respectful of other peoples choices.Demonstrate: Scenario: Two people grab the same book, demonstrate a tug of war with the help of a student in the front row. Ask: Is this okay? No. Instead suggest phrases like: Can I have that book if you decide not to take it? Will you tell me about that animal if you decide to choose that book? I really like _____ (hedgehogs, lions, etc).Guided practice: (application of knowledge by students)...</p>