The following lessons are designed to take place during content-teaching time.

However, in certain instances, parts of the lessons could be taught during literacy time allocations in order to ease time pressure (e.g. poetry lesson, persuasive writing about the platypus, reading certain texts). The speed at which the lessons are completed will depend on the teacher and students in a given class.

Lesson 1: Exceptional Animals at Home and Abroad Lesson 2: Beginning to Examine Animal Features Lesson 3: A Scientific Approach to Classification Lesson 4: Examining the Vertebrate Animal Groups Lesson 5: Describing through Writing Animal Poetry Lesson 6: Animals that do not fit easily in a group Lesson 7: Animal Sub-Categories Lesson 8/9/10: Project Work- Design a Zoo Reference List

Patrick Burke | REED 617 Spring 2014

Grade Level: Fourth Grade Discipline: Science Unit Topic: Working as a zoologist: Classifying animals Time Frame: 45 minutes 1 hour Text: Biggest, Strongest, Fastest (Jenkins, 2005) Other Materials: Laptops/ Tablets for students or groups of students, worksheet containing text dependent questions

Standard: Topic: Indicator:

3.0 Life Science A. Diversity of Life 1. Explain how animals and plants can be grouped according to observable features

Objectives: a. Observe and compile a list of a variety of animals or plants in both familiar and unfamiliar environments RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text Participate actively and appropriately in discussions about informational text. RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Synthesize the main points and key details in two texts on the same topic The student will be able to: Read and comprehend the text Biggest, Fastest, Strongest and answer associated textdependent questions Cross-reference two texts, to establish which animals are present in natural environments in Maryland Understand the use of measurements and facts to explain animal characteristics, and to assign labels/categories to these animals Apply a basic knowledge of physical features to classify/order animals

Show the students the BBC documentary trailer, based on the song Wonderful World (CopterVideo, 2011). Explain that the narrator David Attenborough has been working in the study of animals for 60 years. They will begin similar work during this unit. Ask students to identify the most interesting animal they noted while watching. Have they encountered those animals in Maryland previously?

Patrick Burke | REED 617 Spring 2014

Explain that an important zoology skill is classifying and using statistics, measurements and precise terminology to justify classifications. In groups, students read the text Biggest, Strongest, Fastest. While reading, they complete the worksheet on text dependent questions relating to Biggest, Strongest, Fastest. In the same groups, students use the Maryland wildlife website (Maryland Department of Natural Resources, n.d.) to identify if each of the animals in Biggest, Strongest, Fastest is represented in the natural environment in Maryland. Students report this in their worksheet.

Each student is assigned one of the animals discussed in the lesson. As there are only 14 animals, some animals will be repeated. Activity - students must use information from the text to do the following: o Students must arrange themselves in order of size o Students must arrange themselves into those found in Maryland or not o Students must arrange themselves by number of legs o Students must arrange themselves by how dangerous they deem themselves o Students must arrange themselves by how interesting they are Discuss variation. Some classifications are clear cut. Others are more based on opinion. Zoologists uses observable characteristics to classify animals. An important scientific skill is classifying.

Teacher observation of the closing activity, and correction of the text dependent questions.

Patrick Burke | REED 617 Spring 2014

Grade Level: Fourth Grade Discipline: Science Unit Topic: Working as a zoologist: Classifying animals Time Frame: 45 minutes 1 hour Text: What if you had Animal Hair? (Markle, 2013) What if you had Animal Teeth? (Markle, 2014), The Animal Book (Jenkins, 2013) Other Materials: Blank paper, Projector/IWB

Standard: Topic: Indicator:

3.0 Life Science A. Diversity of Life 1. Explain how animals and plants can be grouped according to observable features

Objectives: b. Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups

RI5 Apply an understanding of text features (e.g. print features, graphic aids, informational aids, online features etc.) to facilitate understanding Apply an understanding of text features (e.g. print features, graphic aids, informational aids, online features, etc.) to facilitate understanding RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Synthesize the main points and key details in two texts on the same topic Draw evidence from informational text to support analysis, reflection, and research W9 Draw evidence from literary or informational texts to support analysis, reflection and research Write in response to grade-level print, nonprint, and digital literary or informational texts

Examine the observable features of a range of animals, and use associated vocabulary Use information from the text to write, draw and orally explain how the features of a group of animals would look if possessed by a human Locate information in an informational text using appropriate text features Create flexible groupings based on the identified features Synthesise information from two texts

Patrick Burke | REED 617 Spring 2014

Explain that animals often have very particular features, which they may share with some animals, but not with others. These features, or adaptations, are usually of some benefit to the animal. Show the students the amazing Gecko video (BBC Earth, 2011), which depicts the amazing sticking ability of the gecko.

Revise/Teach the features of an informational text using The Animal Book. Students perform The Animal Book informational text scavenger hunt. Explain that the students are going to look at other observable features of animals using two books What if you had Animal Hair? and What if you had Animal Teeth? Ideally the students would not be shown the second page of the double fold spread while reading. This may be covered up using pieces of paper. Students work in pairs/groups (depending on number of copies of the book), reading the description of the animals on the left hand pages. Close reading should be encouraged: ask the students to mark important vocabulary associated with an anatomical feature with sticky notes, and to write the implication of the feature on the sticky note itself. After reading these pages, they must cross-reference the animal in The Animal Book. The students should be shown the More Animal Facts section of the book, on page 178, which is similar to a glossary. They should also be encouraged to use the Table of Contents to find these animals. Encourage close reading, as above. The students work in groups to broadly categorise the animals examined, using the features/information retrieved from both books. These categories can be based on whatever criteria the students wish, as long as the criteria used are objective and observable, and based on evidence from the texts they have read. Explain that this means they could look at their teeth, hair, skin, type of feet, tails, or any other feature that has been described, but not how happy they may seem! They must then draw and write what they would look like if they had the main criteria features of all the animals depicted in one of their groups. o For example, if the animals were categorised into groups containing scales, they would need to depict themselves as a person with scales. At this point they may read the covered up pages of the book. Encourage the students to compare the depiction of a human with animal features to their own depiction. Did they correctly infer the implications for a human?!

Students share their animal categories, and their pictures of what they would look like if they belonged to these categories. Deliberate emphasis should be placed on the use of appropriate and descriptive vocabulary to detail these features, and their implications.

Patrick Burke | REED 617 Spring 2014

Student worksheet multiple choice questions on groupings by criteria (akin to those in MD examplars).

The table below details the types of animals contained in the books What if you had Animal Teeth? and What if you had Animal Hair? A Y indicates that the animal is also present in The Animal Book and so can be cross-referenced for the purpose of this lesson. A N indicates that it is not contained in The Animal Book. It is hoped that students will be able to use their judgment to establish that they need to choose another animal in this case. What if you had Animal Teeth? What if you had Animal Hair? Beaver N Great White Shark Y Narwhal Y Elephant Y Rattlesnake N Naked Mole Rat Y Vampire Bat Y Hippopotamus Y Bengal Tiger Y Crocodile Y Camel N Polar Bear Reindeer Musk Ox Oryx Lion Zebra Tree Toed Sloth Arctic Fox Giant Pangolin Porcupine Starnose mole N N N N N N N N Y (listed as pangolin) Y Y

Patrick Burke | REED 617 Spring 2014

Grade Level: Fourth Grade Discipline: Science Unit Topic: Working as a zoologist: Classifying animals Time Frame: 45 minutes 1 hour Text: The Animal Book (Jenkins, 2013) Other Materials: Guide/text dependent questions worksheet, laptop/iPad, dictionary, sticky notes

Standard: Topic: Indicator:

3.0 Life Science A. Diversity of Life 1. Explain how animals and plants can be grouped according to observable features

Objectives: b. Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups

RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text Apply a questioning schema to generate and respond either orally or in writing to textspecific questions RI2 Determine the main idea of a text and explain how it is supported by key details; summarise the text Determine the main idea of individual paragraphs or sections of a text either by identifying explicitly stated ideas or inferring implied ideas Summarize an informational text, either orally or in writing, including the main ideas and significant supporting information from across the text Participate actively and appropriately in discussions about informational texts RI4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as cues to the meaning of a word (e.g. telegraph, photograph, autograph)

Closely read a section of The Animal Book to answer questions about basic animal classification and features Determine the main idea of sections of The Animal Book, and the overall main idea of the entire passage read

Patrick Burke | REED 617 Spring 2014

Determine ways of classifying animals into large groups from their reading Identify and understand the Latin and Greek roots of a range of animal-related vocabulary

Play a game of Guess My Rule o Teacher chooses a physical trait upon which students in class can be classified (choose a non-controversial trait, eg. Hair color, eye color). o Without telling students the trait is, have students who demonstrate the trait come to the top of the room. o Ask other students to guess what the trait is. o Repeat with another physical trait. Allow a student to make up the characterizing rule/trait. o Perform same activity with a non-physical trait (e.g. how cheerful students are). Discuss the difference between using physical, observable traits, and non-observable traits that may cause confusion. Explain that we will take a more scientific look at observable traits in todays Science lesson.

Model close reading on page 7, using sticky notes. Ask students to imagine that they are choosing the single best way of categorizing animals into large groups. Give the example of characterizing the class into boys and girls, or those with lobed or unlobed ears; large groups of students emerge. Give a bad example of categorising into large groups: e.g. students with a certain name, students who were born in a separate month. In this case, many small groups are formed. Each student will have 3 sticky notes with which they can mark the text, to identify ways of classifying. In groups, students will read pages 8-19. The close reading guide should be used as support. They will work in the following roles (sourced from Altieri, 2011): o Visual Expert: Must analyse information presented and understand its purpose. o Mad Scientist: Must search for outside information on the topic to clarify understanding. A dictionary, other text set books, and a laptop/iPad could be made available. o Science Newscaster: Must summarize findings and arguments emanating from the group. o Word Magician: Locates interesting words in the text, particularly scientific vocabulary in this case. They should pay particular attention to the words outlined in the appendix (Greek/Latin words). After one reading, students report on the three methods of categorizing they have identified. Seek evidence from the text for using this categorisation method. Explain that they are now going to work in groups again, and must reduce their categorisation

Patrick Burke | REED 617 Spring 2014

method to two. Before the second reading, the teacher should draw the students attention to the Greek/Latin roots found in the text (See appendix to this lesson). Depending on the students level of familiarity with these roots, explicit explanation/teaching may be required on their meaning. After the third reading, swap the science newscasters between groups. Views and evidence should then be exchanged. When the news reporters return to their group, students decide on the one method of categorisation they would use to classify animals into large groups.

Play snowball activity (sourced from Altieri, 2011). Each new word identified by word magicians is written out with its definition (in the students own words). Students read them aloud. Then the definition is split from the vocabulary word, crumpled up, and thrown around the classroom. Students must work to match them up again.

Teacher Observation- Questions to consider: o During Close Reading o Are the students effectively using the resources/guides available? o Are they stumbling on certain words? Is the word magician helping to decipher the words? o What have the students noted using their sticky notes? o During closing activity o Note definitions given are they accurate? Do they use associated vocabulary? o Can students given both oral and written definitions? o Record definitions that will need to be revisited.

Micro (microscopic) page 7 -less (limbless) page 7 -vore (herbivore/omnivore/carnivore) - page 8 Bio- (biologist) page 14 Verte (vertebrate/invertebrate) page 14 Exo (exoskeleton) page 15

Patrick Burke | REED 617 Spring 2014

Grade Level: Fourth Grade Discipline: Science Unit Topic: Working as a zoologist: Classifying animals Time Frame: 45 minutes 1 hour Text: National Geographic for Kids (online) (National Geographic, n.d.) Other Materials: Projector/IWB, laptops/tablets, animal classification cards

Standard: Topic: Indicator:

3.0 Life Science A. Diversity of Life 1. Explain how animals and plants can be grouped according to observable features

Objectives: b. Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups d. Describe what classifying tells us about the relatedness among the animals or plants placed within any group

RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text Explain inferences, conclusions and generalizations by citing appropriate details and examples from the text Synthesize information and ideas W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly Gather information on a topic; synthesize information from within and across sources Read separate descriptions of animals from a certain group and induce the broad traits that characterize the group Determine the important features of each of the five vertebrate groups Classify a range of animals according to the vertebrate group to which they should belong Design a super animal using characteristics of different vertebrate groups Write a description of his/her animal group using appropriate scientific vocabulary

Show a trailer for a BBC nature documentary depicting a variety of animals (BBC Earth, 2012). This trailer gives an excellent snapshot of the variety of life on the planet, and uses vocabulary like species. Patrick Burke | REED 617 Spring 2014

Explain that it is only in the last few hundred years that modern forms of classification have been used in animal kingdoms. In this lesson, they will be learn the names of the five vertebrate groups, and given examples of animals in each, but will not be given the overall characteristics of each group. National Geographic for Kids provides this information (ie. animal groups without describing their overarching characteristics). Break the class into five groups, and assign each group an animal group to investigate. The groups must synthesise information from each exemplar animal in the group to identify the overall characteristics shared by each. A range of multimedia resources are included for each animal, but the teacher should emphasise that both text and video must be viewed. Each group should choose use Microsoft Powerpoint (or another suitable program/app that allows photos to be shown and annotated) to present each feature on one slide, alongside a photo demonstrating the feature. Students present their animal group characteristics to the rest of class. Teacher confirms the correctly identified characteristics, and helps students to identify the features they did not note.

Each student designs a super animal containing a least one feature from each of the main animal groups. They must then write five sentences, drawing on new vocabulary, to describe this animal.

Give each student a card with a picture of an animal on it (Home School Creations, 2011). Mark five areas in the classroom for each group. Students must describe the animal on their card and decide which animal group they should move to. Other students may provide assistance. Teacher observation should take place, and any inconsistencies or inaccuracies noted.

Patrick Burke | REED 617 Spring 2014

Grade Level: Fourth Grade Discipline: Science Unit Topic: Working as a zoologist: Classifying animals Time Frame: 45 minutes 1 hour Text: National Geographic Book of Animal Poetry (Lewis, 2012) Other Materials: Paper to write on, sound recorder (could be a tablet/laptop)

Standard: Topic: Indicator:

3.0 Life Science A. Diversity of Life 1. Explain how animals and plants can be grouped according to observable features

Objectives: b. Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups d. Describe what classifying tells us about the relatedness among the animals or plants placed within any group

W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly Use precise language and domain-specific vocabulary to inform about or explain the topic Prepare the final product for presentation and/or publication, including delivering oral presentations Identify an animal based on a description of its features, and identify animals that share these features Differentiate between factual and opinion based information, as it relates to the scientific study of animals Write a poem that includes both factual and opinion based information, clearly distinguishing between the two

Revise the vocabulary learned thus far in the unit using the List-Group-Label vocabulary activity (Altieri, 2011). Brainstorm 25 words, paying particular attention to words students had difficulty in reading/pronouncing/remembering. Put student in groups of 4/5, and ask them to group the words together into lists of 7 items or less. Once they have categorized, ask them to give a title to the list. Explain that these words will form the basis of the students poetry writing in this lesson.

Patrick Burke | REED 617 Spring 2014

Present the National Geographic Book of Animal Poetry. Share the poem Box Turtle by Joyce Sidman to pique the students interest (page 163). Do not read the title of the poem. Can the students identify the animal? Provide pairs with a typed copy of Ladybug (page 40), Seal (page 88) and Porcupine (page 107), once again, without their titles. Students will need to pay attention to the details in the poems to figure out the animal titles. Ask the students to record other animals that they thought might fit the poem descriptions. These may be animals that share similar features. All responses can be recorded on this worksheet. To help reinforce the characteristics of the animal groups taught yesterday, students will work independently to make poems on one animal group. All of the following must be included o Key defining characteristics of the animal group o Mention at least three animals in the group o Scientific vocabulary o Descriptive vocabulary Explain that the poem will include both factual information based on observable features, and opinion based information, in the form of thoughts about the animal group or word play. See the lesson appendix for an exemplar poem. Students may peruse The Animal Book to find facts about animals/animal groups that can be used. The National Geographic database, The Animal Book or Biggest, Strongest, Fastest may also be referenced. Students may be asked to highlight factual information in one color, and opinion based information in another. Students should draft their poems on paper. The final product will be recorded using a dictaphone, PC/Mac microphone or a voice recorder on an iPad.

Ask students to share their poems by uploading them to a central location, and listening back. Alternatively students can read them aloud. Can they link the poems with the animal group? Can they identify the factual and opinion based information contained in both?

Use animal poetry rubric to assess quality of poems, both for written quality, reading clarity and description of animal features.

Patrick Burke | REED 617 Spring 2014

Amphibians Cold blooded, they are Yet they can make us smileThe frog is not as ruthless as His blood makes him sound Are the salamander and the salmon that different, when young? They both arrive to this world in water Breathing through gills One we may eat The other, perhaps not The toad, when grown old, Can move beyond the pond, Breathing through his lungs Croaking so loudly Through those lungs While these animals may be slimy They are slimy to touch Only.

Patrick Burke | REED 617 Spring 2014

Grade Level: Fourth Grade Discipline: Science Unit Topic: Working as a zoologist: Classifying animals Time Frame: 45 minutes 1 hour Text: Local texts generated earlier in the week (characteristics of animal groups) Other Materials: IWB/ Projector, photograph/fact sheet, Scientific Journal template, laptops/tablets

Standard: Topic: Indicator:

3.0 Life Science A. Diversity of Life 1. Explain how animals and plants can be grouped according to observable features

Objectives: c. Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new plant have to be added. W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information Draft an introduction that states the point of view or opinion Differentiate facts or reasons from opinions and select facts and/or details that support reasons Apply domain specific vocabulary Prepare the final product for presentation and/or publication, including using word processing technology Use video footage and images to identify the defining characteristics of a given animal Write an opinion piece, based in scientific fact, supporting why they think a given animal should be placed in a certain category Design and use images and annotated diagrams as evidence Revise their writing to include information gained from collaboration/conferencing

Ask the students to suggest and describe any unusual animal they may have seen previously. Explain that new species are discovered quite regularly, but that most can be classified quite easily. However, other unusual animals do not fit into pre-defined categories so easily. Show the video of the mudskipper fish (Kumeek, 2010) as an example, and discuss with the class. What features of fish do they notice? Are any defining features absent or violated?

Patrick Burke | REED 617 Spring 2014

Explain that in todays lesson the student will examine a very perplexing animal; the platypus. Show a few minutes of the this video (Discovery News, 2014) to introduce the animal. The accompanying factsheet will be used to provide a basis for student arguments. The fact sheet includes a range of photographs on which they can base their argument. Review features of each of the five main animal groups, using the slides/annotated images generated by the students in previous lessons. Students choose one animal group they believe the platypus best fits into. As part of the planning stage of writing, they write down key words and sentences they will use to justify their argument. At this point speed sharing will take place. Students sit in two rows facing each other. They have one minute to share their views with the person opposite, while also noting significant points made by their opposite number. Every minute the partners rotate. After hearing the views of others, students draft their written argument. They may change their original opinion. The teacher then allows the students to group together based on the way they have classified the platypus (all who deem it a mammal, reptile, amphibian etc). Students then edit and revise their pieces collaboratively. Teacher conferences with individual students or groups, as a peer-reviewer. Students can publish their written piece on the Scientific Journal of SCHOOL NAME article. An explanation of how scientific journals work would be beneficial at this point.

Students publish their journal articles. They may give a three line written response to the journal article of any other classmate. At this point the teacher should give the students the answer; the platypus is classified as mammal, falling into a small category of mammals called the monotremes.

The students writing can be assessed using the journal article/persuasive writing rubric.

Patrick Burke | REED 617 Spring 2014

Grade Level: Fourth Grade Discipline: Science Unit Topic: Working as a zoologist: Classifying animals Time Frame: 45 minutes 1 hour Text: The Animal Book (Jenkins, 2013) Other Materials: List of animals, sample keys

Standard: Topic: Indicator:

3.0 Life Science A. Diversity of Life 1. Explain how animals and plants can be grouped according to observable features

Objectives: b. Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups d. Describe what classifying tells us about the relatedness among the animals or plants placed within any group RI3 Explain events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text Apply content knowledge to determine relationships in an informational text RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably Draw evidence from informational text to support analysis, reflection and research W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command or keyboarding skills to type a minimum of one page in single sitting. Use and evaluate technology tools to organize information Identify features of animals within a category that my distinguish it from other animals within the category Use specific criteria to determine if an animal should be included in a given category Understand the relationships between animals of categories and subcategories Determine common animal characteristics stated both explicitly and implicitly in unit texts Use technology to produce a dichotomous key that distinguishes between animals within a group

Patrick Burke | REED 617 Spring 2014

Explain that while the criteria we have used to classify animals thus far are quite specific, and detailed, they are not specific or rigorous enough for scientists. (A discussion on the nature and epistemology of science may be appropriate at this point!) Provide the example of the bear and the mouse, both of which are mammals. Discuss which characteristics they have in common (a mammals defining features), and which they do not share. Allow time for a thinkpair-share-square on the question What further characteristics could be used to separate the bear and mouse into different categories?

Explain that we need to be able to further classify animals within a group. Use the follow activity to demonstrate the concept of broader categories and subcategories. Students must decide an over-arching category (which could be Objects in the School). Provide examples of classification that would work and not work before asking them to work in groups to classify. For example, the color of an object might not be a good high-level criterion, as it has endless subcategories. The location of the object, or its use, might prove more suitable. The following is a suggested classification of school objects: o School objects Classroom Objects Art Objects o Painting tools Paints Watercolors o Various Colors This would be ideally displayed using a web diagram. (source for this idea: Mensa for Kids, 2010) Students demonstrate and explain their classification system for their classmates. The teacher or other classmates should point out particular classroom objects, and ask them where they would fit within their classification system. Introduce how categories and subcategories can be applied to animals, using the animal classification worksheet/text. Text dependent questions are provided. The text has been adapted from Mensa for Kids (2010), and according to the Lexile.com analyser, has a lexile level of 840L. Ask the students to think of any five animals. They must use information found on the National Geographic, The Animal Book, What if you had Animal Teeth?, What if you had Animal Hair? and Biggest, Fastest, Strongest, to determine how they might sub-classify the animals. These do not need to follow the Linnaeus system. The students classification should be provided in the form of a dichotomous key. See the worksheet containing a sample dichotomous key. After the students have completed their dichotomous keys, ask them if the following animals can be placed within their existing classification/key, or if further revisions

Patrick Burke | REED 617 Spring 2014

need to be made to include them. What questions would they need to add to their key? o Emperor Penguin o Fox o Warthog o Armadillo o Blue Heron

Students swap keys and use them to classify animals they select from The Animal Book. Can they be accommodated within the key? Can they describe the overall features contained by each animal at a certain level in the key? Can they describe the implications of these features for the animals?

Play four corners, using the following questions, and the following responses: Yes, No, Maybe, I dont know. A mammal is a type of vertebrate (yes) A bird is a type of animal (no) A fish is a type of amphibian (no) Dogs are a kingdom within the animal species (no) Dogs are a species within the animal kingdom (yes) An order is a subcategory of a class (yes) The Linnaeus System was developed in the 19th century (no)

Patrick Burke | REED 617 Spring 2014

Grade Level: Fourth Grade Discipline: Science Unit Topic: Working as a zoologist: Classifying animals Time Frame: 45 minutes 1 hour Text: All texts used in the unit thus far Other Materials: Various templates, laptops/tablets, drafting paper and writing materials, Glogster.edu, Google Drive

Standard: Topic: Indicator:

3.0 Life Science A. Diversity of Life 1. Explain how animals and plants can be grouped according to observable features

Objectives: a. Observe and compile a list of a variety of animals or plants in both familiar and unfamiliar environments b. Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups. c. Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added. d. Describe what classifying tells us about the relatedness among the animals or plants placed within any group.

RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text Participate actively and appropriately in discussions about informational texts Apply knowledge of standard English when writing about or discussing informational texts Apply academic and domain-specific vocabulary when writing about or discussing informational texts RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Synthesise the main points and key details in two texts on the same topic Draw evidence from informational text to support analysis, reflection and research W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Use technology to collaborate and to express ideas Use technology to locate, evaluate, and gather information and/or data

Patrick Burke | REED 617 Spring 2014

Use and evaluate technology tools to organize information W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic Find data and/or information within a variety of sources Paraphrase when taking notes from sources Use a variety of formats to prepare findings/conclusions for sharing Share findings and/or conclusions Differentiate between original and borrowed ideas and cite sources appropriately W10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. Adjust the writing process as appropriate for different writing tasks, purposes and audiences and time frames

Develop a classification system appropriate for a zoo Collaborate with classmates to produce a written report using technology Write in an informational style for particular audiences (those knowledgeable about animals, and those not) Synthesise learned information, and new information from at least two texts to describe animal features

Explain that over the next three class periods the students will work in small groups (two or three members) to produce the plans for a zoo. They will create a range of informational pieces, drawing on the information they have learned in the unit, to produce a Zoo proposal report. Please see the Performance Assessment section of the Weebly site for full details of what students are required to do.

The following activities and points of discussion can be taught in whatever order the teacher deems appropriate. Depending on the success of the class during the unit, and their ability to work independently, the activities may take place with minimal guidance/input from the teacher. Written Report Format o Brainstorm the word report. What does it mean to students? What type of language would they associate with it? o Show the students the report format with which they will be working (see sample here). Model how certain sections could be filled out. o Demonstrate the features of Google Drive that facilitate collaboration (adding comments, revising/editing, remote accessibility).

Patrick Burke | REED 617 Spring 2014

Ask the students to find examples of factual writing in the books they have studied. Highlight the difference between these statements, and opinions. o Speak about the style of writing that should be used (informational, factual). Refer to examples from the books read during the unit. Creating Three Animal Groups o Encourage students to choose the most interesting animals they have encountered in the unit for inclusion. Stress that the students must be able to classify them using appropriate features this means that there must be at least some relationship between the animals chosen. o Encourage the students to move away from pre-defined groups (e.g. mammals, fish). Their zoo should be interesting! o Emphasise the importance of using scientific vocabulary. Vocabulary activities carried out earlier in the unit may be revisited. o Encourage the students to look at examples of annotated diagrams/photos in the books they have at their disposal. Their project needs to include similar examples. Zoo Design o Remind students that their zoo should be structured in a sensible way, and include reference to the types of environments in which their animals live. This should be shown through the inclusion of features like ponds, plants, pathways etc. Informational Sign Design o The target audience for this sign is zoo visitors. Discuss how this might be different to people who know a lot about animals already. o Demonstrate how Glogster can be used to design the sign. o

Have students share their reports and zoo designs with their peers.

A rubric for assessing all work completed as part of this project can be found in the Assessment tab.

Patrick Burke | REED 617 Spring 2014

Altieri, L. (2011). Content counts! Developing disciplinary literacy skills, K-6. Newark, DE: International Reading Association. BBC Earth (2011, February 24). Sticky Gecko Feet Space Age Reptiles BBC [video file]. Retrieved from: https://www.youtube.com/watch?v=OoYeIsSkafI BBC Earth (2012, December 21). One Life A BBC Earth Film Narrated by Daniel Craig [video file]. Retrieved from: https://www.youtube.com/watch?v=CbZlXiXKWTk CopterVideo (2011, December 7). David Attenborough Wonderful World BBC [video file]. Retrieved from: https://www.youtube.com/watch?v=B8WHKRzkCOY. Discovery News (2014, February 11). BBC Natural World Animal Planet - Platypus The Worlds Strangest [video file]. Retrieved from: https://www.youtube.com/watch?v=MFsl13BGxo8 Home School Creations (2011, July). Animal classification cards. Retrieved from: http://homeschoolcreations.com/files/Before_FIAR_Animal_Classification.pdf Jenkins, S. (1995). Biggest, strongest, fastest. New York, NY: Houghton Mifflin. Kumeek (2010, April 11). Amazing Animals Mudskipper [video file]. Retrieved from: https://www.youtube.com/watch?v=KurTiX4FDuQ Markle, S. (2013). What if you had animal teeth!? New York, NY: Scholastic. Markle, S. (2014). What if you had animal hair!? New York, NY: Scholastic Maryland Department of Natural Resources (n.d.). Wildlife species in Maryland. Retrieved from: http://www.dnr.state.md.us/wildlife/Plants_Wildlife/mdwllists.asp Mensa for Kids (2010). Kingdom animalia: Classifying animals. Retrieved from: http://www.mensaforkids.org/lessons/kingdomanimalia/mfklessons-animalia-all.pdf National Geographic (n.d.). National Geographic Kids: Animals and pets. Retrieved from: http://kids.nationalgeographic.com/kids/animals/creaturefeature/ North Central Catchment Management Authority (n.d.). Platypus ornithorhynchus anatinus. Retrieved from: http://www.nccma.vic.gov.au/library/scripts/objectifyMedia.aspx?file=KMSMedia/pdf/1 4/39.pdf&fileName

Patrick Burke | REED 617 Spring 2014