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Unit Portfolio

2. Ms. Welle's. Science Class. Second Grade. Technology: Microsoft Word

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Unit Portfolio

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    3. 3 Essential Questions Unit Questions What would the world be like if there were no animals? Why do animals die? or Why do people kill animals? What does it mean to be an endangered animal? What is the benefit of animals? What is the most common reason for killing elephants? What do monkeys do for our society? Name five endangered animals? What can we do to cut back on poaching?

    4. 4 Unit Summary Each student becomes an expert on one of the endangered animals discussed in class, and contributes information on their animal to the class. Each student investigates the history of the animal and learns about the animals lifestyle, physical features, environment, predators, behavior, and position on the food chain. After completing the research, each student creates a model of their animal to store all the information inside. Each student expresses their creativity in their project and is able to show off their hard work by presenting it to the class.

    5. 5 Unit Lesson Plan Day One: Begin the topic of endangered animals. With students interacting and sharing ideas, discuss different animals and their purpose in life. Discuss what the animals purpose to us is, and if we see a lot of that animal. Students will be able to tell if a given animal is endangered by the end of the discussion. Activity: Have students bring a picture of their favorite animal to class. Have class discussion over each animal. After discussion, allow the student to post his/her animal on the bulletin board. After the last student speaks about their animal, review the animals on the board and determine as a class if the animals are endangered. Each student can write under their animal if its endangered or not endangered.

    6. 6 cont. Lesson Plan Day Two: Continue discussing endangered animals. Make a list of the top 20 endangered animals in the world. Discuss the different continents and regions in which animals live. Activity: Assign an animal to each student. Allow students to research their animal online to determine where the animal lives.

    7. 7 cont. Lesson Plan Day Three: Discuss the animals habitats, environment, physical features, predators, and prey. Activity: On a sheet of construction paper, have students draw and color a scene involving their animal, and the topics discussed in class. (Ex. habitat, environment )

    8. 8 cont. Lesson Plan Day Four: Explain to the students the importance of our animals. Help them understand that it is our job to protect them. Tell students to bring an empty shoe box to class for tomorrow. Activity: Supply magazines for the students. Have them find at least 3 facts about their animal, and one way to help save the animal. Have the students cut out the information they find and put it in a Ziploc bag (for now).

    9. 9 cont. Lesson Plan Day Five: When all activities are completed, as a class, walk around and visit each students box. Open each box and share all the information and pictures about the animal. In doing this the students can learn about each animal in a fun way. Activity: Supply the materials needed. Have the students create their animal out of the shoe box they have brought, giving it ears, arms, legs, etc. After the student completes their shoe box, they should then recover all the activities done throughout the week, and place them inside their box.

    10. 10 Student Objectives 1. Given examples of the criteria of endangered animals in the classroom, the student will be able to identify an endangered animal and be able to give at least one reason of why the animal is endangered. 2. Given an endangered animal, the student will be able to research the animal and find at least five reasons that explain why the animal is important in our world. The reasons should be short, one to two sentences. 3. Given the animal and facts from the previous objective, the student will be able to decorate a shoebox to look like their animal, and answer the questions assigned, about their animal. The facts and answers to the questions will be written down and placed inside the shoebox. The student will be graded on completion and presentation of their box.

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    13. 13 ISTE Requirements Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide.

    14. 14 Time Requirements Unit 1 week Day One: -discussion: 30 minutes -activity: 15 minutes Day Two: -discussion: 15 minutes -activity: 30 minutes

    15. 15 cont. Time Requirements Day Three: -discussion: 20 minutes -activity: 25 minutes Day Four: -discussion: 15 minutes -activity: 30 minutes Day Five: -discussion: 15 minutes -activity: 30 minutes

    16. 16 Prerequisite Skills Students should know: - basic animals - how to operate a computer - how to use the internet - how to use search engines - how to use fine motor skills (cutting, gluing)

    17. 17 Accommodations for Differentiated Instruction May need to: - assign some students a partner - assign certain students animals that are less difficult to research - write the name of the animal down on a note card for the student so it is easier to research (spelling) -read information about the students animal to them, then have them draw a picture

    18. 18 Materials & Resources Visuals of animals for students Students picture of favorite animal Magazines Shoeboxes Computer Internet access Construction paper Scissors Glue Colors Ziploc bags

    19. 19 Web Resources http://www.kidsplanet.org/cyw/ http://www.kidsplanet.org/games/ http://www.kidsplanet.org/factsheets/map.html http://www.ridleyturtles.org/ http://www.pocanticohills.org/5thgrade99/animals.htm

    20. 20 http://people.unt.edu/mmw0098/

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