Author:
Melody Casey
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
3
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Place Value in Habitats Around the World (Lesson 1 of 4)

    GEDB Place Value in Habitats Around the World (Lesson 1 of 4)

    Overview

    This lesson engages students in the upcoming project where they will be researching animals and habitats around the world. In the upcoming project, students will investigate place value (weight, size, height) of different animals across the world and generate awareness of the global concern of animal endangerment and extinction. Subsequent lessons will use prior knowledge of place value as students ask and answer questions using illustrations, text features, and search tools. This lesson was developed by Ashley Harris as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

    Lesson Plan

    Description

    This lesson engages students in the upcoming project where they will be researching animals and habitats around the world. In the upcoming project, students will investigate place value (weight, size, height) of different animals across the world and generate awareness of the global concern of animal endangerment and extinction. Subsequent lessons will use prior knowledge of place value as students ask and answer questions using illustrations, text features, and search tools.


    Content

    Student Engagement/Motivation

    Most students have a natural curiosity and love for animals. Students have been learning about landforms and bodies of water. After noticing the names of some of the landforms in North Carolina, such as Panthertown Valley, students began to wonder about the wildlife that can be found there.

    Pose the below question to students to generate interest.

    Many landforms and bodies of water are named for panthers in our North Carolina area, but what has happened to the N.C. Eastern Cougar, which is often called a panther in this part of the country? Do you think we can still find this animal in our area?


    Learning Targets and Criteria for Success

    Learning Targets

    -I can identify a global concern that faces our local area and make a connection to the global significance of this issue.

    -I can analyze and summarize information in order to generate a response to the question What is happening to animals and habitats across our world?

     

    Criteria for Success

    -I can form my own opinion in response to the question: What is happening to animals and habitats across our world?

    -Students will work in teams to discuss what was learned about cougars and their decline and extinction.

    -Students will reflect on their own perceptions about large wildlife animals, such as cougars, and how they feel about the extinction of these animals in our region. Students will leave a comment on this post in Google classroom. In this comment students will express their perceptions of the information they have read and how they feel about large animals and their extinction.


    Supplies/Resources

    Computers, Smartboard, Google classroom, http://www.ncwildlife.org/Portals/0/Learning/documents/Profiles/Cougar.pdf


    Learning Tasks and Practice

    The NC Wildlife article link on Eastern Cougars will be posted to Google classroom for students to access. The website can be posted to a teacher website or written on the board. The article can also be printed for students use.   Within groups, discuss and decipher the information in order to generate opinions about large animals, over population, hunting, and extinction. Have students share their perceptions by posting a response to the assignment on Google classroom. As an alternative to Google classroom students can use anchor charts to record their opinions and perceptions. Each group will circulate around the room to read other group's work and add comments in the form of Post-it notes.
     

    Example of student responses:

    “Humans are hunting for sport.”

    “They are extinct and I don’t like it."

    “I think it is okay to hunt animals for fun and food. Parker does not agree.”

    “I’m sad that these animals are extinct. I want to help as much as I can to save all other animals so they don’t go extinct. Hopefully there are some left because I have hope.”


    Technological Engagement

    Students will use computers and Google classroom to read the article. The teacher could also provide students with the link instead of posting the link on Google classroom. If computers are not available, the teacher can print the article for students to read.


    Collecting and Documenting Evidence of Learning

    As this is an introductory lesson no summative assessment will be given at this time. The completed Place Value in Habitats Around the World will serve as a summative assessment. Student learning will be assessed through observation of group discussion and reading of the perceptions and comments posted on Google classroom.


    Feedback/Instructional Adjustments

    Student feedback is given through their post on Google classroom and/ classroom sharing. Subsequent lessons will be adjusted based on student perceptions and responses in order to include all possible viewpoints.


    Extended Learning Opportunities

    Enrichment and extension is given in lessons to follow. Students are encouraged to learn more about habitats of interest and the animals that live in those habitats.


    Teacher Reflection of Learning

    Students were disappointed to learn that cougars are no longer present in our area. Through questioning students were able to share their opinion on extinction of animals as well as sport hunting and hunting in general. Students were respectful of the differing views, but continued to maintain their own ideas and thoughts.