oh lifesciencepredatorsandprey
DESCRIPTION
This science lesson was created to study predators and prey.TRANSCRIPT
LIFE SCIENCE: 3rd QuarterPredators and Prey
ProjectInitiator
Amanda Hill
Collaborators Nina Oliver Cocot
TechIntegrationist
Dan Gibson
LearningObjectives
Within groups, students will play the role of a predator in search forprey, shelter, and water.
With a clipboard and guiding chart, students will add/subtract all of theirpoints accurately.
CommonCore
Add and subtract within 20, demonstrating fluency for addition andsubtraction within 10. Use strategies such as counting on; making ten;decomposing a number leading to a ten; using the relationship betweenaddition and subtraction; and creating equivalent but easier
StateStandards
1.3.1 Classify organisms according to variations in features anddescribes how they may provide advantages for survival.
TechnologyPiece
iPadsQR Codesinigma appqrhacker.comQR Code DocumentDiscovery Education (Jeff Corwin Frog Video)BrainPOP Jr. (predators)Microphone + Recording (MicPro) appVocaroo.com
Marzano Strategy: Marzano Skill Cooperative Learning
Lesson Sequence:
Initial Instruction (attention, prior knowledge & goals) Week 1Day 1 (15 minute lesson)
Introduce new vocabulary to students (predators, prey, camouflage, etc.) Read Aloud: Predators and Prey big book
Day 2 (30 minute lesson) Watch the Brain Pop Jr. video Food Chain (30 minute lesson) Show Photo Cards (from Predators and Prey big book) with predators and prey shown.
Use interactive writing to create a list of general characteristics that the students noticeabout predators/prey on chart paper. (Sample)
Have students complete a picture sort of animals that are predators and animals that areprey with partners (Teacher’s Guide: Predators and Prey, page 15)
Day 3 (30 minute lesson) SMART board lesson
Show a 360 interactive image of Jukani Predator Park in South Africa. Havethe children turn and talk about what they think that the animals eat here. Whydo they have to eat?http://www.360cities.net/image/jukanipredatorparknearmosselbay#414.96,19.10,70.0
Watch the youtube video, Predator and Prey in an Ecosystem. (Stop at 1:38) http://www.youtube.com/watch?v=CsfJLIIVz4
Sort the activities that make the animals’ energy go up or down. (Pictured below) Write about what they learned on the SMART board OR use postits to write one
thing that they learned and one thing that they are unclear about. Stick thepostits on a sunny/cloudy post
Week 2Day 4 (15 minutes)
Show and read the list article from Scholastic: On Defense.http://printables.scholastic.com/content/collateral_resources/pdf/00/SPB00_099.pdf
Use highlighters/light colored crayons to highlight the most important facts aboutprey from this page.
Using Tech (present, guide, & perform)Day 5 (30 minutes)SETUP Prior to students arriving to class, print the QR Codes Document, and cut out QRcodes. Hide the QR codes around the room. Suggestions: Hide the prey in the most difficultlocations
Explain the task to students.a. They will pretend to be predators hunting for preyb. Warn students not to call out if they find a preyc. Tell and demonstrate that predators stalk their prey so they should move slowly
and quietly around the room making sure not to startle their preyd. With a partner, they will try to find Prey, Water, and Shelter (display images).
Students will scan the QR codes with the iPad app inigma.e. Students will record what they have scanned on the Energy Sheet (attached
below) Students will complete an exit slip. They will complete the following sentence starter. “I
learned that predators...” or “I learned that prey...”
Day 6 (30 minutes) Students will write a short nonfiction text (All About Predators and Prey) on paper. This
will be their “script” for recording their audio file. Students will record an audio file of their text on the Microphone + Recording (MicPro)
app. Students will email the audio file to the teacher’s school email account when completed.
AFTER LESSON Upload each audio file to Vocaroo.com Click “Click Here to Save”, and then “QR code”. Print off a QR code for each student’s audio file. Label each QR code with the student’s name.
Day 7 *Assessment Day* (30 minutes)SETUP Place each student’s QR code on his/her desk. Print off copies of the critiquing rubric.(Option If the teacher wants each project to be critiqued twice, he or she can assign)NOTE Allow a day or two in between Day 6 and Day 7 for absent students to make up the Day
6 recording assignment. Go over the rubric. Have students scan the QR codes using the inigma app on the iPad. The website with
the upload of the children’s recordings will open up on the iPad. Each student will listen to the recording, and he/she will critique the recording by using
the rubric.
SummativeAssessment
Rubric for final project (attached below)Peer reflections
FinishedStudentExamples
To assess students knowledge of Predators and Prey after the QRcode scavenger hunt, Student’s final writing products can be assessedwith a checklist or rubrics.
Reflection:Overall, I took away a lot of strategies to incorporate technology into the classroom afterteaching this lesson. The resource that I found to be most helpful was the use of QR codes;students can easily scan the code and hear directions that were uploaded online, watchvideos, or open up a website. I liked how simple the inigma app (to scan the QR codes)was to use, and the children understood and enjoyed using this program.
Another app that I found to be helpful was the MicPro app. While I typically did pencil/paperor performance assessments before, I did not realize that there we so many other optionsto assess the students’ understanding. For this lesson, the children loved recording theirvoices on the iPad. They loved it even more when we got to go back and listen to theirrecordings.
Future Changes:In the future, I would probably find the apps 2+ weeks in advance. I came across a fewproblems with the websites being blocked, so I had to improvise a few components of thelesson.
Names: ______________________________________________________________________
Name of Author: _____________________________________________________
Name of Evaluator: ___________________________________________________
4 3 2 1
Facts The author has4 or more
correct facts.
The author has3 correct facts.
The author has2 correct facts.
The author has1 correct fact.
Voice Their voice isvery interesting.It is very easy tounderstand.
Their voice isgood, but notinteresting. It iseasy tounderstand.
Their voiceshakes a little;it’s a little hard tounderstand.
Their voice isvery hard tounderstand.
Interest The author isvery interesting.
The author keptyour attention formost of the time.
The author keptyour attention forhalf of the time.
The author couldnot keep yourattention.
Name of Author: _____________________________________________________
Name of Evaluator: ___________________________________________________
4 3 2 1
Facts The author has4 or more
correct facts.
The author has3 correct facts.
The author has2 correct facts.
The author has1 correct fact.
Voice Their voice isvery interesting.It is very easy tounderstand.
Their voice isgood, but notinteresting. It iseasy tounderstand.
Their voiceshakes a little;it’s a little hard tounderstand.
Their voice isvery hard tounderstand.
Interest The author isvery interesting.
The author keptyour attention formost of the time.
The author keptyour attention forhalf of the time.
The author couldnot keep yourattention.