Elizabeth+Brindley's+Activity

Lesson Plan Title: Endangered Species Topic: Endangered Species Grade: 4

Problem based lesson: My students will be studying endangered species. For this project, they will choose an animal that is endangered to research. They are then going to find the solution to the question: Why is this animal endangered?/ How has mankind impacted nature?

Standards (Performance, Knowledge, and NET) Interactions Among Organism and Their Environment 1. A. a Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism). 1. A. b. Identify and describe different environments (i.e. pond, forest, prairie) support the life of different types of plants and animals
 * Content Standards/Areas of Research: **

2. A. a. Classify populations of organism of producers and consumers by the role they serve in the ecosystem b. Differentiate between the types of consumers (herbivore, carnivore, omnivore, and decomposer) c. Categorize organism as predator or prey in a given ecosystem

3. C. b. Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages) c. Identify internal cues (e.g., hunger) and external cues (e.g., changes in the environment) that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation) d. Predict which animal will be able to survive in a specific environment based on its special structures or behaviors. Through this assignment, students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes through technology. Students will create original works as a means of personal or group expression. Students will use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students will interact, collaborate, and publish with peers. They will communicate information and ideas effectively to multiple audiences using a variety of media and formats. Students will use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students will identify and define authentic problems and significant questions for investigation. They will plan and manage activities to develop a solution to complete the project. 1 Creativity and innovation 2 Communication and collaboration 3 Research and information fluency || 4 Critical thinking, problem-solving, & decision-making 5 Digital citizenship 6 Technology operations and concepts || 1. Students will work on this in six one hour lessons in the classroom and the computer lab. Each student will have a computer. Students will be ask to reflect as the lesson continues throughout the week. I will be evaluating throughout the lesson. I will also present students with a scoring guide at the beginning of the lesson so the students know what is being looked for with the project.
 * ** ISTE NETS-S **
 * Management (How will students share technology resources? How will you break up the lesson into segments-the number of hours or days?) **
 * Instructional objective(s): **
 * Day 1: I (the classroom teacher) will introduce and teach the lesson on endangered animals and mankind’s impact on ecosystems.
 * Day 2: Students will be put into cooperative learning groups of two or three and asked to choose an endangered animal from the provided website: [] They will be given a KWL chart to fill out on their animal. They will also be given a research sheet to guide them as they look for information on their animal.
 * Day 3: The students will continue researching their animal
 * Day 4: The students will begin creating a storyboard for their public service announcements.
 * Day 5-6: The students will be shown a variety of public service announcements as examples. They will then choose a media type and create a public service announcement.
 * Day 7: Students will present their finished work.

Assessment(s): Students will reflect throughout the whole process. I will monitor and check in with the students daily to make sure that they are where they need to be in the project.
 * Resources: **
 * Internet
 * Multimedia Application PowerPoint, Photo story, Voicethread, Windows Moviemaker (students choice)
 * Students will be given a storyboard and research sheet to help gather information on their animal.
 * Students will be directed to [] to choose an endangered animal to research. They will do free searching for the information. Our district has a very strict Internet filter and we discuss with our students the way to evaluate a web site for its validity and usefulness, this is why we allow them to search freely.
 * Monitor **


 * Accommodations and extensions/ ** ** Learner Diversity **
 * Students will work in groups of two or three to gather information and complete the assignment.
 * Our school has a large ELL population so the ELL teacher will come to assist ELL students when researching the information.
 * In groups, high and low readers are combined.
 * For any students that are in Remedial Reading, the reading specialists for these students will pre-read the information.
 * Students will be given choices on what type of digital media they can use to meet their different learning styles.

=**__ Application Week 6 __**= Lesson Plan Title: Endangered Species Topic: Endangered Species Grade:4

Social Networking/Online Collaboration Tool: [|http://www.wallwisher.com] Students will use collaboration tools to discuss and collaborate with their peers on endangered species. Using the background knowledge that they have gathered from their research, students will be able to reflect on ways to save their endangered species.
 * Goals **

Interactions Among Organism and Their Environment 1. A. a Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism). 1. A. b. Identify and describe different environments (i.e. pond, forest, prairie) support the life of different types of plants and animals 3. C. b. Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages) c. Identify internal cues (e.g., hunger) and external cues (e.g., changes in the environment) that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation)
 * Content Standards: **

1 Creativity and innovation 2 Communication and collaboration 3 Research and information fluency || 4 Critical thinking, problem-solving, & decision-making 5 Digital citizenship 6 Technology operations and concepts || Students will be able use wallwisher to post ideas on how man can save endangered species.
 * ** ISTE NETS-S **
 * Instructional objective(s): **

Day 1: Students have gained background knowledge on endangered species. They will become familiar with the site [|http://www.wallwisher.com]. This free online site provides students with the opportunity to share their ideas and knowledge to others around the world. As a class, we will look through examples of other wallwisher walls and discuss the importance of being respectful to those that are using the wall as well.
 * Step by Step Actions: **

Day 2: After building a wall for my class, students will get the opportunity to use what they have researched to post new ideas on how man can save endangered species.

Day 3: Students will check back in the wall to reflect on other posts and create new responses to their classmates.

Day 4-7: Each day, we will continue to check in to wallwisher to reflect each day.

Students will be closely monitored on the posts that they are creating as well as the posts that they are reflecting on. Part of the students grade throughout this unit will be on the extent of their discussions with their classmates.
 * Resources: **
 * Internet
 * Multimedia Application PowerPoint, Photo story, Voicethread, Windows Moviemaker (students choice)
 * Students will be given a storyboard and research sheet to help gather information on their animal.
 * Students will be directed to [] to choose an endangered animal to research. They will do free searching for the information. Our district has a very strict Internet filter and we discuss with our students the way to evaluate a web site for its validity and usefulness, this is why we allow them to search freely.
 * Monitor/ **** Assessment(s): **
 * Accommodations and extensions: **
 * With out school having a large ELL population, our ELL instruction will make visits to our classroom during the lesson in order to assist those students.
 * Remedial Reading students will be also assisted by their reading teachers when gathering information to post on the wallwisher.
 * Students will be closely monitored and ongoing discussions will take place.


 * Manage Activity In The Classroom: **
 * Students will have computer usage in the classroom daily. We will also spend an hour a week in the computer lab, focusing on the lesson and continuing the research process of gathering information on saving endangered species.
 * [|http://www.wallwisher] is a free online collaboration tool that is open to the public. While posting different ideas to peers, students need to realize that they need to listen and read all view points of their classmates and other students from a variety of places. Especially having wallwisher as a free public online tool, the students will be closely monitored so that online bullying and other inappropriate information is not displayed on the wall.

=**__ Application Week 7 __**= Lesson Plan Title: Endangered Species Topic: Endangered Species Grade: 4

3C. b. Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages) c. Identify internal cues (e.g., hunger) and external cues (e.g., changes in the environment) that cause organisms to behave in certain ways (e.g., hunting migration, hibernation) d. Predict which plant or animal will be able to survive in a specific environment based on its special structures or behaviors. 1 Creativity and innovation 2 Communication and collaboration 3 Research and information fluency || 4 Critical thinking, problem-solving, & decision-making 5 Digital citizenship 6 Technology operations and concepts || 3Aa. Compose persuasive texts, using appropriate text features
 * Standards (Performance, Knowledge, and NETS): Science **
 * ** ISTE NETS-S **
 * Communication Arts: Write effectively in various forms and types of writing: **

3Aa. Listen for information
 * Communication Arts: Develop and apply effective listening skills and strategies **

1B. Demonstrate listening behaviors (e.g. prepares to listen, listens without interruptions, maintains eye contact)

2A. In discussions and presentations, present ideas in a logical sequence, identify and apply appropriate speaking techniques such as volume control, pace and eye contact.
 * Communication Arts: Develop and apply effective speaking skills and strategies for various audiences and purposes **

1A. Formulate and research keywords and questions to establish a focus and purpose for inquiry 1B. Locate and use various resources to find information on keywords and questions 1C. Use resources to: a. locate relevant information b. record main ideas and important details in own words c. record information using organizational strategies 1D. Informally give credit for others' ideas, images and information found in various resources
 * Communication Arts: Develop and apply effective research process skills to gather, analyze and evaluate information **

1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and process using technology, b). Students will create original works as a means of personal or group expression. 2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students will a). interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b). communicate information and ideas effectively to multiple audiences using a variety of media and formats. 3. Students apply digital tools to gather, evaluate, and use information. Students will a). plan strategies to guide inquiry. b). locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c). evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students will a). identify and define authentic problems and significant questions for investigation. b). plan and manage activities to develop a solution or complete a project. 5. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students will a). advocate and practice safe, legal and responsible use of information and technology. 6. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students will b). select and use applications effectively and productively.
 * Student NETS **

Mankind can have both a positive and negative effect on nature.
 * What concepts do you want students to understand after completing this lesson? **

How does mankind impact nature?
 * Essential Question: **

Students will be graded using a scoring guide based on animal research and their public service announcement.
 * Criteria for Success: **


 * Resources: **
 * Internet
 * Multimedia Application PowerPoint, Photo story, Voicethread, Windows Moviemaker (students choice)
 * Students will be given a storyboard and research sheet to help gather information on their animal.
 * Students will be directed to [] to choose an endangered animal to research. They will do free searching for the information. Our district has a very strict Internet filter and we discuss with our students the way to evaluate a web site for its validity and usefulness, this is why we allow them to search freely.

Students will work on this in six one hour lessons in the classroom and the computer lab. Each student will have a computer. Students will be ask to reflect as the lesson continues throughout the week. I will be evaluating throughout the lesson. I will also present students with a scoring guide at the beginning of the lesson so the students know what is being looked for with the project.
 * Management/Step by Step Actions: **
 * Day 1: I (the classroom teacher) will introduce and teach the lesson on endangered animals and mankind’s impact on ecosystems.
 * Day 2: Students will be put into cooperative learning groups of two or three and asked to choose an endangered animal from the provided website: [] They will be given a KWL chart to fill out on their animal. They will also be given a research sheet to guide them as they look for information on their animal.
 * Day 3: The students will continue researching their animal
 * Day 4: The students will begin creating a storyboard for their public service announcements.
 * Day 5-6: The students will be shown a variety of public service announcements as examples. They will then choose a media type and create a public service announcement.
 * Day 7: Students will present their finished work.

Capture the students' attention, stimulate their thinking and help them access prior knowledge. Students will use KWL chart to help guide their prior knowledge I will show the various media forms they can use as well as public service announcements.
 * Accommodations and extensions/Learner Diversity **
 * Students will work in groups of two or three to gather information and complete the assignment.
 * Our school has a large ELL population so the ELL teacher will come to assist ELL students when researching the information.
 * In groups, high and low readers are combined.
 * For any students that are in Remedial Reading, the reading specialist for these students will pre-read the information.
 * Students will be given choices on what type of digital media they can use to meet their different learning styles.
 * Reflection On The Lesson: **
 * Engage: **
 * Ask the question, "What are some ways mankind can hurt a population of animals?" "How can mankind help animals increase their population?"

Give students time to think, plan, investigate and organize collected information. Involve students in an analysis of their explorations. Use reflective activities to clarify and modify their understanding. Give students the opportunity to explain and solidify their understanding of the concept and/or apply it to a real-world situation. Evaluate throughout the lesson. Present students with a scoring guide at the beginning. Scoring tools developed by teachers (sometimes with student involvement) target what students must know and do. Consistent use of scoring tools can improve learning.
 * Explore: **
 * Show students websites directed to the [] web site to find an endangered animal to research.
 * Students will do free searching for the information.
 * Students will be given a research sheet to guide them as they look for important information.
 * Explain: **
 * Students will use a storyboard to help decide on the type of media they feel appropriate to present their proposals. Presentations will include the animal's basic characteristics, range, the ecosystem it inhabits, man's impact on it and how the animal can be helped.
 * Elaborate: **
 * Students will create a public service announcement to bring awareness to mankind's impact on this animal. In the ad, they will also offer suggestions on what we can do to help the animal's population increase.
 * Evaluate: **
 * (Give to students beforehand) Scoring guide for the project.
 * Students will also have a research form that helps them gather information on the animal.
 * Students will have a storyboard to help organize their ideas.
 * Checklist for progress to keep students on task.