Connecting to AASLs Standards for the 21st-century Learner. * Inquire, think critically and gain knowledge (1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.6, 1.1.7, 1.1.8, 1.1.9, 1.1.4, 1.2.1, 1.27, 1.4.3). * Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge (2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.4.1,2.2.2). * Share knowledge and participate ethically and productively as members of our democratic society (3.1.1, 3.1.3). Students will use various reference and nonfiction sources in print and electronic media to locate and retrieve information, take notes, and synthesize their research into a detailed and creative report. Once they have researched all aspects of the new habitat, including physical description, climate, and wildlife, students continue the story, this time comparing and contrasting the two habitats and presenting how their animal reacts and adapts to this new environment.
Science/Language Arts: And the Ground Began to Shake: A New Twist to Animal Research by Chris Haeffner C lassroom teachers love animal research—and for good reason. There are always plenty of resources, the topic fits well into a variety of curriculum animals and how animals adapt. Students will write a paragraph that imcorporates what they have learned about a specific animal and its habitat. their animal and decide on a name to be used for their animal in their writing. Students will then write a detailed description of their animal from a narrator’s point of view (see Writing Example). Grade Levels: 3-6 areas, and, best of all, students get it. Writing Example They like animals, they understand Sambi is a Bactrian camel that lives in Resources: the rocky deserts of Mongolia and Chi- the purpose of their research, and A variety of animal and habitat reference na. She has a thick, shaggy coat that it’s all pretty well laid out. This lesson materials, including nonfiction print, protects her from the brutally cold continues to use animals and their online and print encyclopedias, Web sites, winters. When summer arrives and habitats for the premise of research, videos, etc. the temperature soars, Sambi loses but requires students to ask more her coat to keep her overheating. Like questions, analyze information, Instructional Roles: other camels, Sambi doesn’t sweat, and creatively hypothesize in an The classroom teacher and school librar- so she can store enough fluids in her ian work collaboratively to assist students body to survive for several weeks. imaginative writing activity. in finding important facts about an animal and its habitat. The school librarian demon- Days 4 and 5: Information Literacy/ strates the necessary research skills and gives Upon completing the first part of their examples of the final project. The classroom Inquiry Objectives: teacher focuses on the skills associated with writing, students will be given the following Connecting to AASL’s Standards for the 21st- story transition: reading for detail and expressing ideas clearly Century Learner: Suddenly, the ground began to shake! in writing. ▶Inquire, think critically and gain The wind began to blow, and the whole knowledge (1.1.1, 1.1.2, 1.1.3, 1.1.4, world seemed to twist and spin! When 1.1.6, 1.1.7, 1.1.8, 1.1.9, 1.1.4, 1.2.1, 1.27, Procedures for Completion: everything became still, (Name of your 1.4.3). Day 1: animal) found himself in a place he didn’t ▶Draw conclusions, make informed Students choose their topic and are recognize. decisions, apply knowledge to new guided through the process of identifying At this point, assign students a new situations, and c
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