VIEWS: 34 PAGES: 4 CATEGORY: Social Sciences POSTED ON: 6/1/2010
Connecting to AASL's Standards for the 21st-century Learner. * Inquire, think critically, and gain knowledge (1.1.2, 1.1.3, 1.1.7, 1.3.5). * Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge (2.1.2, 2.1.4,2.1.6,2.2.4). * Share knowledge and participate ethically and productively as members of our democratic society (3.1.4). * Pursue personal and aesthetic growth (4.1.5). Follow-Up/Extension Activities: Since students remain interested in animal topics, searching the online library catalog can be reviewed so they can locate additional nonfiction materials for future reading.
a “Creature Card” with a picture and details cess of “just copying” has a profound impact teacher share the articles with classes. Then about the name, characteristics, and origin. on engagement and learning. —Paul Carey, ask students to select an exotic animal and Make duplicate cards to share with friends Gwinnett County (GA) Schools prove or disprove the legitimacy of such an and the special guest. Warning: This activity animal being a pet. Students would research could create a trading card frenzy! —Stacey Create Sharing Opportunities as the same type of data but demonstrate Greene Wicksall, Waterloo (NY) Central synthesis by concluding whether or not the Motivation for Deeper Learning School District animal is a good choice for a domesticated In a recent research project, second grade pet. students shared their knowledge about a Transfer the Knowledge: The assignment would give students specific insect with classmates. After record- a reason to not only research the basics, What If? ing their research on a graphic organizer, but also look for actual wild pets stories in My favorite tweak for the “animal report” students participated as both interviewer current journals, newspaper articles, and/ is for kids to envision, explore, and then and subject in an exchange entitled “Meet an or databases. To move the students away describe the physical and behavioral adapta- Entomologist.” Students formulated a list of from creating a bullet-ridden, clip art-filled tions an animal would have to make to live interview questions to ask when talking with presentation, limit their slides by ten slides, in an alternate habitat or biome. It provides other entomologist experts. Students used a minimum of a 30-point font for text. As an an excellent opportunity for critical thinking their graphic organizers as reference points alternative, students can create a persuasive and meaningful application of new knowl- to refer to in order to be able to answer pamphlet for display at a local pet shop or edge about the animal’s current physical and queries from interviewers. —Ellen Reed, vet’s office, giving the students an authentic behavioral characteristics and habitat/biome! Piedmont (CA) Unified School District purpose for the research. —Catherine (Cathy —Toni Buzzeo, author, Buxton, ME Jo) Nelson, Spartanburg (SC) School District Tweak for Older Students: Six Use the Project as an Opportunity When Wild Animals Become Pets to Focus on Note-taking The school librarian can find recent The animal research lesson I have a research graphic organizer articles that show where certain wild animals plans in this issue of SLM dem- template that is specifically designed to have have been transformed into domestic pets onstrate thinking challenges insufficient space for copying down whole with dangerous or tragic results (e.g., a pet for students, see pages 6-11. sentences and paragraphs. Stopping the pro- ape attacks a neighbor.) Suggest that the Science/Language Arts: Animal Fact Cards: Research for Elementary Students by Marilyn Potter Scahill A s shown in this assignment, student involvement in determining research topics and posing questions for assignments raises their interest level ▶Inquire, think critically, and gain knowl- edge (1.1.2, 1.1.3, 1.1.7, 1.3.5). ▶Draw conclusions, make informed decisions, apply knowledge to new situ- ations, and
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