Introduction

This unit was developed as part of a class focusing on the integration of technology in the elementary and secondary classroom. This particular unit was developed as an extension of the 3rd grade science curriculum which focuses on the structures and life cycles of plants and animals. It is designed to be implemented after students have had hands-on experiences with animals in an inquiry setting.

In this unit students will expand knowledge of animals to include animals in the local area. Students will complete research to find information about the animal's structure, life cycle, habitation, social units and adaptations. Students will use this information to create a written report and slide show. Students will be supported throughout this project by teachers and students within their group.

Learners

This unit is designed for third grade students as an extension of third grade science. It integrates a large amount of languages arts and focuses on the further development of science vocabulary. To a lesser extent some geography skills are included in this unit.

In this unit students will need to be familiar with the characteristics and habitat needs of at least one type of animal through observation. Students will need to have a basic science vocabulary to discuss those needs. Students will need to have experience with the writing process. Students will also need to have basic computer skills and previous experience with a slide show program.
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Curriculum Standards

Based on Nevada State Standards

Science Standards Addressed

(3)2.1 investigate and describe how plants and animals have life cycles and require food, water, air and space [NS 6.3.1]
(3)2.2 investigate, compare and contrast identifiable characteristics of plants and animals [NS 6.3.2]
(3)2.3 investigate and describe how plants and animals require certain conditions to survive [NS 6.3.3]
(3)2.4 investigate and describe how various living things behave differently under diverse conditions [NS 7.3.1]
(3)2.5 describes ways plants and animals adapt to their changing environments
(3)2.9 explain that many different kinds of living things exist on Earth [NS 9.3.1]
3(2.10) explain how particular features of plants and animals help them live in different kinds of places [NS 9.3.2]

Language Arts Standards

(3.4.1) distinguish essential information from text features to locate information in texts for specific purposes [NS 4.3.1]
(3)6.3 write simple compositions that address a single topic and include topic sentences and supporting sentences [NS 6.3.3
(3)7.1 identify and correctly use grammar in writing simple sentences [NS 7.3.1]
(3)6.3 write simple compositions that address a single topic and include topic sentences and supporting sentences [NS 6.3.3]
(3)6.4 revise drafts, using an established rubric, to improve the coherence and logical progression of ideas [NS 6.3.4]
(3)6.5 edit for use of standard English [NS 6.3.5]
(3)6.6 produce writing for given audiences [NS 6.3.6]
(3)7.1 identify and correctly use grammar in writing simple sentences [NS 7.3.1]
(3)2.5 restate facts and details in text to share information and organize ideas [NS 2.3.4]
(3)5.1 locate, acknowledge at least three sources to write an informative paper [NS 5.3.1]
(3)9.1 use appropriate speaking techniques such as volume control and eye contact [NS 9.3.2]

Geography Standards

(3)3.16 recognize that plants and animals have habitats on both land and water [NS 3.3.1]
(3)3.18 identify different types of simple ecosystems [NS 3.3.3]
(3)3.19 locate different ecosystems in the community [NS 3.3.4]

Technology Standards

(3)2.18 create a multimedia document or presentation using text, graphics and/or sound [NS 2.5.5]
(3)2.19 search a database to locate specific information [NS 2.3.3]
(3)3.1 select a research topic or define a problem using technology tools [NS 3.3.1]
(3)3.3 select information for a research topic or problem from a remote source [NS 3.3.3]
(3)3.2 generate keyword for a research topic or problem from a remote source [NS 3.3.3]
(3)3.4 evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources [NETS 3-5]

Through this unit students will learn teamwork, the ability to compromise and critical thinking. Students will develop teamwork by supporting group members during the research process and development of the slide show. Students will develop the ability to compromise through the development of a slideshow as a group. During the development of the slide show students will use critical thinking skills to determine what characteristics of the animal will be effected by development in the area.
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Process

1. Each group will choose one animal from a teacher created list.

2. Students will find information about their animal from a variety of sources. Students will need at least two Internet sources and a book, magazine, newspaper or encyclopedia.

3. Students will need to keep track of their sources on a source recording sheet. Notes will be kept on student note page. Notes, resources and all work relating to this project will be kept in a research folder.

4. Students will have time to complete research in the library and in the computer lab during the week. Please take notes answering all questions for your role and record any other exciting things you learn about your animal.

5. After completing your notes, each student will write a report describing what you have learned. You will work with your teacher to edit your report.

6. You will share your report with your group , and as a group decide what information is the most important for your presentation to the city planners. What information about your animal will help city planners the most in planning construction in undeveloped areas?

7. Your group will work together to design a slide show to show what you have learned. Each student will create at least one slide for your slide show.

8. Your group will present your slide show and present a short oral presentation along with it.

This unit should take approximately three to four weeks to complete. The first week should be spent completing research both in the library and the computer lab. The librarian can assist students in completing a search using a search engine and in finding books, magazines and other sources. Work with the librarian to develop this aspect of the project. Students should then use their findings to answer questions provided and write notes. The second week should be spent developing reports. The following two weeks can be spent creating slide shows and presenting them.

Students are divided into groups by animal assignment. Each student should be assigned a role: biologist, ecologist and behaviorist. Students who struggle can be assigned to a group where they have the same role as another student. In this way struggling students can be supported. Allow groups to work together so the group can help members find information.

Students may need support in finding information imbedded in the written text. Be prepared to circulate between groups to help students locate information within their research documents.

This unit requires some skill at managing small groups who are working together and keeping them on task. Students did exhibit a high level of interest during the unit so there was very little off task behavior.

Variations

This unit was initiated in a school with a computer lab as well as multiple computers in the library. Information was printed and students used the printed documents to complete research. If your are working with limited access to computers, it is suggested you have students find books and magazines to begin initial research and rotate students on and off the computers you do have. Complete the slide show by rotating groups on and off the computer(s).
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Resources Needed

Describe what's needed to implement this lesson. Some of the possibilities:

• Class set of encyclopedias
• Access to library research time(Set this up with your librarian)
• Access to slide show program(At least one, preferably enough for half your class)
• Computer lab access would be preferable

The following were very useful web sites:

Desert USA http: www.desertusa.com This web site has a variety of resources related to the desert including information about many desert plants and animals.

Enchanted Learning: www.enchantedlearning.com This web site has an extensive collection of information and activities related to animals from all areas.

The teacher should include the school librarian during the research process. This will help all students locate information they may need in addition to the links given them. As students are reading and taking notes, it is suggested that you ask for a parent volunteer to help students process written material.

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Evaluation

Students will demonstrate success during this unit by the successful completion of a written report using notes and information found during research. Students work will be expected to be at an age appropriate level. Students will be expected to be just beginning to use topic sentences and supporting details in paragraph form. Students will also demonstrate success by completing an informative slide show that attempts to inform others as to the best way to care for our environment. The teacher will look for creativity and thoughtfulness.

Students will be assessed on the following criteria:
1. Completing both the report and the slide show
2. Report is neatly written and conventions are used
3. Student gives an appropriate oral report(discussion) to support slide show
4. Creates an age appropriate slide show stating habitat needs of the animal

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Conclusion

This is a highly motivational unit requiring students to use many skills in a variety of areas. Students need constant rehearsal of formative skills in order to attain mastery. This unit allows the students to practice these skills in a highly motivational and interesting format.

Credits & References

Web sites:

Desert USA: http://www.desertusa.com
Foto Clipart: http://www.fotoclipart.com