Author:
Kimberly Emerson
Based on lesson by: kimberly
emerson
Date Created: 2/10/2006 2:01:00 PM
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Life cycle of animals
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| VITAL INFORMATION |
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Subject(s):
Library/Information Sciences,
Science, Technology
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Topic or Unit of
Study:
Life cycles of animals.
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Grade/Level:
3-4
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Objective:
1. Students will research the
life cycle using the internet.
2. Student will write a 5 page
paper based on their animals life cycle.
3. Student will create a
Power Point presentation based on their animals life cycle.
4.
Student will present a 5-10 minute Power Point to
class.
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Summary:
The student will pick and research
a group of animals to display their understanding of the life cycle.
They will write a story about their group of animals. The student
will then present to the class a 5-10 minute power point
presentation on the life cycle of their group of
animals.
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| IMPLEMENTATION |
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Learning
Context:
This unit will follow lessons on life cycle.
This lesson will allow students to look at different species of
animals and explore how unique their life cycles can
be.
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Procedure:
Class 1: Explain assignment and
demonstrate sample Power Point.
Class 2: Go to computer lab,
review with students how to research using internet and have
students start their research.
Class 3: Go to computer lab and
have students research.
Class 4: Go to computer lab and have
students research and/or begin their paper and Power Point.
Class
5: Go to computer lab and students should be writing paper and
working on Power Point.
Class 6: Students should be finishing
paper or Power Point and Presentations begin.
Class 7:
Presentations.
Clall 8: Presentations.
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Differentiated
Instruction:
For special education students the
written part of the lesson could be reduced in size or deleted
altogether. For students who may be behind or at-risk of falling,
time will be set aside for them if they need class time to work or
questions to be answered. There will also be time set aside in the
computer lab for students that may need help with their Power
Point.
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Sample Student
Products:
This lesson has not been
taught.
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Collaboration:
Students will work
collaboratively & individually. Students will work in groups of
2.
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Time
Allotment:
8 class periods. 55 Min. per
class.
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Author's Comments &
Reflections:
To help speed along the research of their
project, the whole class could research one group of animals. This
will show them where they can go online and in their textbooks to
research their animals.
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| MATERIALS AND RESOURCES |
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Instructional
Materials:
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Resources:
- appointment with media specialist
- Technology resources:
Netscape, PowerPoint, WordPerfect
- Students Familiarity with Software Tool:
can already do
powerpoint
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| STANDARDS & ASSESSMENT |
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Standards:
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 USA-
American Assc. of School Librarians: Info. Literacy
Standards for Student Learning |
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Area : Information Literacy
From
Chapter 2, "Information Literacy Standards for Student
Learning," of Information Power: Building
Partnerships for Learning by American Association of
School Librarians and Association for Educational
Communications and Technology. Copyright 1998 American
Library Association and Association for Educational
Communications and Technology. Reprinted by permission
of the American Library Association.
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 Standard 1: The student who is
information literate accesses information
efficiently and
effectively.
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Standard 2: The student who is
information literate evaluates information
critically and
competently
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Standard 3: The student who is
information literate uses information accurately
and
creatively
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USA-
ISTE: Profiles for Technology Literate Students
(includes NETS for Students) |
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Grade : Grades 3-5
Numbers in
parentheses following each performance indicator refer
to the standards category to which the performance is
linked. The categories are:
1. Basic operations and
concepts
2. Social, ethical, and human issues
3.
Technology productivity tools
4. Technology
communications tools
5. Technology research tools
6. Technology problem-solving and decision-making
tools
Reprinted from National Educational Technology
Standards for Students - Connecting Curriculum and
Technology, copyright © 2000, ISTE (International
Society for Technology in Education), 800.336.5191 (U.S.
& Canada) or 541.302.3777 (Intl), iste@iste.org,
www.iste.org. All rights reserved. For more information
about the NETS Project, contact Lajeane Thomas,
Director, NETS Project, 318.257.3923,
lthomas@latech.edu. Reprint permission does not
constitute an endorsement by ISTE or the NETS
Project.
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Performance Objective 1: Use keyboards and
other common input and output devices (including
adaptive devices when necessary) efficiently and
effectively.
(1)
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Performance Objective 4: Use general purpose
productivity tools and peripherals to support
personal productivity, remediate skill deficits,
and facilitate learning throughout the curriculum.
(3)
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Performance Objective 5: Use technology tools
(e.g., multimedia authoring, presentation, Web
tools, digital cameras, scanners) for individual
and collaborative writing, communication, and
publishing activities to create knowledge products
for audiences inside and outside the classroom.
(3, 4)
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Performance Objective 6: Use telecommunications
efficiently to access remote information,
communicate with others in support of direct and
independent learning, and pursue personal
interests.
(4)
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MI-
Michigan Curriculum Frameworks |
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Subject: Science
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Strand
III: Using Scientific Knowledge
in Life Science
Scientifically literate students and
adults can use their knowledge to understand the world
around them and to guide their actions. Important types
of activities that use scientific knowledge include
description and explanation of real-world objects,
systems, or events; prediction of future events or
observations; and the design of systems or courses of
action that enable people to adapt to and modify the
world around them. In the life sciences, real-world
contexts in which scientifically literate people use
knowledge are often described in terms of systems and
subsystems, such as cells, organisms, and
ecosystems.
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Standard III.2
: The Organization of Living
Things
All students will use classification systems
to describe groups of living things; compare and
contrast differences in the life cycles of living
things; investigate and explain how living things obtain
and use energy; and analyze how parts of living things
are adapted to carry out specific functions.
Organization of living things occurs both across species
(as in taxonomic organizations) and within organisms
(their structures and processes).
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Grade E -
Elementary
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Performance Benchmark 3: Describe life cycles
of familiar organisms. ( Key concepts: Life cycle
stages-egg, young, adult, seed, flower, fruit.
Real-world contexts: Common plants and animals
such as beans, apples, butterflies, grasshoppers
frogs,
birds.)
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Assessment/Rubrics:
Rubrics:
Life cycle of animals
rubric
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