Ephrata Area School District
Database of Integrated Unit Lesson Plans, K – 5
Lesson Title: Animals
Unit Title: Animals Lesson 1-5
Lesson 1: Instruction Lesson 2, 3, 4: Research Lesson 5: Intruction/Writing
Grade: K 3
1 4
X2 5
Essential Question(s):
Objective(s): Students will use a variety of library resources to research a selected animal.
Resources: Listed with individual lessons.
Activities:
Worksheets/Handouts: Attached with each individual lesson.
Detailed Lesson Plan: Attached
Classroom Subjects: Social studies
X Science
Communication Arts
Health
Math
EASD Info Literacy Skills: Task Definition (3 drop-downs)
TD 1 TD2 X TD3
Information Seeking Strategies (6 drop-downs)
XISS1 X ISS2 ISS3
ISS4 X ISS5 ISS6
Location and Access (5 drop-downs)
X LA1 X LA2 LA3
X LA4 LA5
Information Use (7 drop-downs)
IU1 X IU2 IU3
X IU4 X IU5 IU6
IU7
Synthesis (7 drop-downs)
S1 X S2 X S3
S4 X S5 X S6
S7
Evaluation (3 drop-downs)
E1 E2 X E3
Basic Skills to be Learned in Context (15)
BS1 BS2 BS3
BS4 BS5 BS6
BS7 BS8 X BS9
BS10 BS11 BS12
BS13 BS 14 BS 15
PA Academic Standards: X Reading, Writing, Speaking, Listening
Arts & Humanities
Career Education & Work
Civic and Government
Economics
Environment & Ecology
Family & Consumer Science
Geography
Health, Safety, and Physical Education
History
Math
X Science & Technology
Assessment/Evaluation: Attached
Contributor(s): Julie A. Straub
Lesson 1
Grade: 2 Time: 1-45 minute(instruction)
Subject: Science Unit of Study: Animals
Information Skill: Students will generate questions related to an information need
Students will access information from a variety of sources
Students will take notes using a graphic organizer
Objective: Students will use a variety of sources to obtain facts on a specific animal
Procedure
1. You will be researching a selected animal. Before you begin, you will need to
plan what you are going to do. Use Transparency: Super 3
PLAN
What am I
supposed to do?
PLAN What do I need
to find out about
my animal?
Where can I find
information about
my animal?
Encyclopedia
Nonfiction
Internet:
books
Enchanted Learning
What am I supposed to do? Discuss with students what the final project
will be: Written report on an animal
What do I need to find out about my animal? Have students generate a
list of questions. Write these questions on the board.
Where can I find information about the animal? Have students suggest
possible resources. Students will be using encyclopedias, nonfiction books,
and an Internet site (enchantedlearning.com).
DO How should I record my
information?
Put facts into
my own Use cluster
words. graphic
organizer
DO
How should they record their information? Students will be using a cluster
graphic organizer. I am going to do my report on the beaver. Model how
to set up a cluster graphic organizer on chart paper.
See example of cluster organizer on the beaver.
What does my
What does animal eat?
my animal
look like?
Beaver
What makes my
Where does my
animal amazing?
animal live?
Review using the table of contents and index.
Transparency: Table of Contents:
Where is the table of contents found? Looking at this table of contents on
the beaver, are there any chapters that I could use to find information to
my questions? How They Look, Where They Live, How They Live. Let’s
look at the chapter How they look on page 9.
Transparency: How They Look
I need to read the information. When I record my facts, I need to put the
fact in my own words and not copy from the book. Record facts about
how they look on the graphic organizer.
Transparency: Index
Where is the index found in a book? Is there a word that would help me
find out what beavers eat?
Transparency: Predator and Prey
I turn to page 19. This chapter will tell me what beavers eat. Read the
first sentence. Words in bold are in the glossary.
You should always use more than one source when researching a
topic. Display beaver page from enchanted learning. Have students
identify additional facts that could be added to the graphic organizer.
Materials
Transparency: Table of Contents, Index, How they Look, Predator and Prey, and the
Super 3. Any animal could be used. Make transparencies of the index and table of
contents and any chapter that would help students understand reading and identifying
facts.
Chart tablet to draw cluster graphic organizer
LCD projector
Lesson 2
Grade : 2 Time: 30 minutes
Subject Area : Science Unit of Study: Animals
Information Skill: Students will generate questions related to a topic
Students will access information from a variety of sources
Curricular Objective: Students will use a variety of sources to obtain information
on a selected animal for a written four-paragraph report.
PROCEDURE
1. Introduce using an encyclopedia index. Select an animal that is found in one
index but not another. Make a transparency of each page where the animal would
be found. This is important to show students to always go to the index first. It will
save them time.
2. Display the Enchanted Learning website on the screen and demonstrate how to
locate their animal in this website. (http://www.enchantedlearning.com)
3. Distribute white 12 X 18 construction paper and animal books to the students.
Teachers give teachers a list of animal books that are appropriate for second
grade students to use. Teachers will have students select an animal before this
class.
4. Review the questions that were generated from the previous lesson. Students
should select four questions that they would like to find answers to on their
animal.
5. Students should put animal’s name in the middle of their paper and each of the
four questions around the topic.
6. If there is time remaining, students can begin to use their nonfiction books to
locate facts.
MATERIALS
Animal books for students
LCD projector
Overhead projector
Transparency: Pages from two different encyclopedia indices. One has the animal
listed and the other does not.
12 X 18 white construction paper
Lesson 5
Grade: 2 Time: 1-45 minute period
Subject: Science Unit of Study: Animals
Information Skill: Students will combine information from print and electronic
sources
Students will organize information by topic sentence and
supporting details
Objective: Students will take their animal facts and organize them into a topic
sentence and supporting details
Procedure
1. Now that you have gathered all your facts, you need to take these facts and
organize them into sentences.
2. Hand out completed graphic organizer on the beaver. Transparency: Topic
3. Looking at my organizer, I can take my facts and make four paragraphs. What
could be a topic sentence for the information about what the beaver eats?
Record a student’s response on the transparency. Using the facts that answered
the question, give me three more sentences that would be my supporting
details? Record these sentences.
4. Work through the other three questions and record student responses on the
transparency.
5. Hand out blank topic organizers. Students are to take their graphic organizer and
put each question into a topic sentence and the facts into supporting sentences.
Materials
Beaver graphic organizer
Topic organizers for each student
Transparency: Topic organizer
Evaluation
At the completion of the project, students will be asked to complete a self-assessment
form.
Name: _______________
TOPIC________________________________
Paragraph 1
Topic Sentence:__________________________________________
Supporting Sentences:
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
Paragraph 2
Topic Sentence:__________________________________________
Supporting Sentences:
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
Paragraph 3
Topic Sentence:__________________________________________
Supporting Sentences:
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
Paragraph 4
Topic Sentence:__________________________________________
Supporting Sentences:
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
_______________________________________________________
Name________________
Criteria Points
1 2 3 4
Answers 1 question Answers 2 questions with Answers 3 questions Answers 4 or more
Content ____
with facts. facts with facts. questions with facts.
Ideas are confusing. Facts
Little or no order to Ideas are arranged in a Ideas are well
Organization need to be better ____
your ideas. reasonable order. developed.
organized.
Many spelling, Several spelling, Almost no spelling,
No spelling, punctuation,
Mechanics punctuation, and/or punctuation, and/or punctuation,and/or ____
and/or grammar errors.
grammar errors. grammar errors. grammar errors.
Work is legible but
Neatness Work is illegible. Work is legible. Very neatly written. ____
careless.
References cited but References cited
Sources Shows no references. XXXXXXXXX ____
incomplete or incorrect. correctly.
Total----> ____
Teacher Comments: