Author:
Melody Casey
Subject:
English Language Arts, Mathematics
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 3 of 4)

    GEDB Place Value in Habitats Around the World (Lesson 3 of 4)

    Overview

    Students will visit Google classroom and read about the different components of the field guide. Students will research their animals using the provided websites. Upon completion of the packet, students will begin working on a video script to communicate with their audience about what they have learned and how they can work together to help animals and their habitats. A poster can also be made for those wanting to do further research on the challenges that face their animals and habitat. 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

    Students will visit Google classroom and read about the different components of the field guide. Students will research their animals using the provided websites. Upon completion of the packet, students will begin working on a video script to communicate with their audience about what they have learned and how they can work together to help animals and their habitats. A poster can also be made for those wanting to do further research on the challenges that face their animals and habitat.


    Content

    Student Engagement/Motivation

    Students have selected a habitat to explore and learn more about. This is important because expedition scouts are needed. These animal lovers will lead safaris through their selected habitat.
     


    Learning Targets and Criteria for Success

    Learning Targets

    - I can research animals in my habitat and record pertinent information.

    - I can use my understanding of place value to write numbers in standard form, expanded form, and word form. I can round and order numbers.

    - I can create a video detailing my research.

    -I can examine evidence of the challenges facing animals and their habitats.

    -I can summarize this evidence in a call to action reaching audiences through my video or visual representation (poster). 

    Criteria for Success

    - Students will complete activities from engageny.org lessons 12-14 to increase place value understanding.

    -Students will use Google classroom to manage their progress and completion of the Habitats Around the World pages.  

    -Students will use KidRex.org, Britannica.com, and discoveryeducation.com to research their animal and habitat.

    -Students will complete the Habitats Around the World pages and conference with the teacher to set goals and monitor progress.

    -Students will create a video script and record information about themselves, their habitat, and their animals.

    -Student will research challenges to their habitat and animal and create a poster summarizing their position and calling others to action for their identified concern.


    Supplies/Resources

    Computers, Smartboard, Google classroom, Britannica.com, engageny.org, discoveryeducation.com, KidRex.org, dropbox.com, green screen, notebooks, Habitats Around the World pages, Lessons 12-14 rounding to the nearest 10 or 100, poster, marker


    Learning Tasks and Practice

    This lesson is ongoing. Students will utilize Google classroom to work at their own pace and complete the Habitats Around the World pages. After selecting a habitat in the previous lesson students are now ready to begin research on the animals that are found there. Before beginning steps 5 and 6 review place value by completing one or all of lessons 12-14 from engageny.org.


    1.    Use KidRex.org to research animals that live in your selected habitat.
    2.    List 10 animals found in your habitat.
    3.    Narrow down your list to the top 6.
    4.    Make a cover sheet displaying your habitat, you, and some of the animals you will find there.
    5.    Research to discover how much your animals weigh. Complete the Creature Line Up sheet by listing your animals, writing their weight in word form, expanded form, and standard form. Display their weight with place value block drawings and round their weight. Order your animals by weight from smallest to largest.
    6.    Choose your favorite animal and complete the animal profile. List the animal species, location, and diet. Research to find additional information about size and lifespan. Write these numbers in word form, expanded form, and standard form. Illustrate your selected animal.
    7.    Provide three interesting facts about your animal and 3 supporting details for each fact.
    8.    Complete your personal profile. Provide your name, species, location, and interests. Describe why you would be a good expedition scout. Illustrate yourself in the habitat you selected.
    9.    Extension - Video script. Introduce yourself and your interests. Discuss your selected animal and what you have learned over the course of your research and completion of the Habitats Around the World Pages. Research issues facing your animal and it’s habitat. End your video with a call to action.

    Call to action example: Many marine animals are endangerd due to habitat pollution. Some industries are responsible for polluting the water with sewage and fertilizers. Join me in raising awareness and informing others. Together we can make a difference and help reduce pollution and habitat destruction.
    10.    Extension – Reflect on your call to action and do additional research if necessary. Create a poster about your animal and the steps that can be taken to help with habitat conservation or animal protection/endangerment.


    Technological Engagement

    Teacher will use the smartboard. A projector could also be used.

    iPad or iPhone can be used to record student videos. Any other phone or recording device could also be used.

    We will use a green screen (large green bulletin board paper taped to wall) and iPad app (Green Screen by Do Ink) to change our background to reflect the habitat selected. Dropbox.com will be used to upload student videos and convert them to QR codes using the site http://www.qrstuff.com/. Student’s photos will also be taken with the green screen. Photo editing through Pixlr https://pixlr.com/ will be used to insert an image of the student’s chosen animal. The picture, completed packet and QR code will be assembled in a final show of student work. Teachers without access the materials listed above can record videos and display completed Habitats Around the World pages for students to view.
     

    Students will use computers to read the steps to the Habitats Around the World pages and complete research. If computers are not available for research, the teacher can provide books on various habitats and animals.


    Collecting and Documenting Evidence of Learning

    Student learning will be assessed through observation, progress, and completion of the Habitats Around the World worksheets. The teacher will also monitor student learning through conferencing and video review. 


    Student Self-Reflection and Action Steps

    Students will debrief daily with partners to discuss what they have learned and how they are progressing through the field guide. This gives students an opportunity to reflect and hear others ideas and suggestions. Students will also conference with the teacher. This allows the teacher to help those who are having difficulty by offering guidance and support. Students who have completed the packet will summarize their findings by creating a poster detailing their position and educating others on how they can help.


    Feedback/Instructional Adjustments

    Feedback is given daily to help students stay on track and monitor progress. The length of the field guide can be decreased or edited based on student needs. Read aloud technology can also assist students with special needs. Partnering students with the same habitat will also allow for more focused feedback and assistance from peers. The length of time need to complete the project may vary from student to student. Research time can be increased for those needing additional time. Some students requested time at home to continue working. This was discouraged, but allowed as the project came to a close.


    Extended Learning Opportunities

    Students who have completed the packet will summarize their findings by creating a poster detailing their position and educating others on how they can help. Another option for extension is having students create an animal awareness app (paper display) by summarizing their research from their field guide and researching other animals that may be endangered.

    Students having difficulty can work in a small group with the teacher or a partner. This will give more guidance and support. 


    Teacher Reflection of Learning

    Not all students completed the project during the given time frame. Students struggled with the interesting facts and details. Partnering with the ELA teacher to provide more support would have been beneficial.