Standards-Targets-Assessments (STA) Plan

Guiding Question: Why do animals look the way they look?

Title
(Indicate the unifying factor for this set of STAs, e.g. expedition, series of lessons)

Adaptations of the Animals of Rock Creek Park

Grade level Discipline(s) Dates Author(s) Standards

Kindergarten !pedition "pring #$%& 'olly( 'adelaine( 'organ( )renda Targets Assessments

R*+K+#+ With prompting and support( identify the main topic and retell key details of a te!t+ R*+K+%+ With prompting and support( ask and answer ,uestions a-out key details in a te!t+ "ocial "tudies &+ "tudents distinguish fact from fiction+

I can become a researcher by using books to ask and answer questions I have about the animals I am studying. * can use a non. fiction -ook to generate ,uestions a-out a topic+ * can use a non. fiction -ook to answer ,uestions a-out key details in a te!t /an animal0+ * can identify what a non.fiction -ook is

Reading Comprehension Assessment 1 Read a non. fiction -ook to kids2 ask ,uestions a-out the te!t /%. on.%0+ 3o include answering ,uestions( asking ,uestions( identifying features+ *ndi4idual ,uestion /checklist0 1 Why do we read non.fiction -ooks? Why do we read fiction -ooks? /Potential for a sort0 "mall group /perhaps mo4e to one side of the room0 *s this a fiction -ook? *s this a non.fiction -ook?

mostly a-out+ 56ow do * find the right -ook for what * want to know?7 * can use non.fiction -ooks to tell se4eral supporting details a-out a topic+ * can identify te!t features in a non. fiction -ook+ * can make a smart guess a-out if something is fact or fiction+ * ask( * answer( * tell /4er-ally and written0+ 8act and fiction W+K+#+ :se a com-ination of drawing( dictating( and writing to compose informati4e;e!planatory te!ts in which they name what they are writing a-out and supply some information a-out the topic+ W+K+<+ With guidance and support from adults( recall information from e!periences or gather information from pro4ided sources to answer a I can take what I learned as a researcher and share it with my friends and family. * can use organi9e the information *=4e learned -efore * start to write+ * can use pictures and words to con4ey information+ * can make my -ook -etter -y carefully going -ack and asking( 5 Are the

6ow do * know? Capture research 1 5scientific log7 'ultiple choice ,ui9. Circle the fact or fiction+

"ummati4e 1 All A-out )ook 8ormati4e 1 4aluation of graphic organi9er 8ormati4e 1 Checking to see if all pages in the -ook relate to the appropriate topic+ 8ormati4e 1 Presentation to younger kids+ "ummati4e 1 *nformation in final product

,uestion+

%+ >escri-e o-?ects accurately -y drawing pictures+

pictures and words related to my topic?7 * can make my -ook -etter -y going -ack and adding more detail+ * can reread my story to make sure that it makes sense to read+ * can write to teach others true facts a-out my animals= adaptation+ * can re4ise a page to make my message clear+ * can work with my partner to help make their -ook -etter -y acting like an outside reader+ * can rewrite my -ook with an eye towards making the work clear and easy to follow+ * can make my -ook -etter -y using 4oca-ulary that is specific to my topic+ * can share what *=4e learned with a friend using a com-ination of writing and speaking+ I can create a scientific 8ormati4e. Question 5What drawing highlighting one is the important feature that adaptation of an animal to you are going to focus on? be included in our animal

guide to Rock Creek Park book. * can represent real life shapes on paper -y noticing the lines+ * can criti,ue my shapes and my friends= shapes -y noticing if the lines are the same in real life and on the paper * can select accurate colors for my drawing -y comparing pictures of animals to the media and practicing on a pre4ious draft+ * can color inside the lines like a scientist+ I can create an artistic representation of an animal and its habitat to be included in our book. * can look at a piece of art and identify the way * am feeling a-out it+ * can look at an animal and identify the way * am feeling a-out it+ * can decide what type of art to make -ased on how * feel a-out an animal+

8ormati4e 1 "tudent do a ru-ric at each step of the draft+ 8ormati4e . "tudent criti,ue( teacher criti,ue( e!pert criti,ue "ummati4e. nd product ru-ric for scientific and artistic representations+

I can work with my team to make sure that our book pages are clear and share true information. * can tell why working in teams is important+ * can tell one way that working in a team made my work -etter+ * can identify one way that * made one of my teammates= -ooks -etter+ * can work with my team to make a smart plan on how to represent our animal+ * can work with my team to make sure all of the facts in our -ooks are true+ #+ Raise ,uestions a-out the natural world and know that scientific in,uiry can -e used to seek answers to ,uestions a-out it+ I can explain how the adaptations of an animal give clues about that animals habitat and diet. 8ormati4e: What is an adaption? *ndi4idual ,uestion+ 'ultiple choice ,ui9 5@ook at this adaptation+ What can you tell from it?7

* can tell a-out the life cycle of my animal+ Prediction sheet * can tell what an adaptation is+ Proof of prediction * can identify one sheet;re4ision of prediction adaptation of my animal+ * can make a prediction a-out what

that adaptation tells me a-out my animal=s ha-itat and diet+ * can do research to learn a-out my animal=s ha-itat and diet+ * can check and see if my prediction was right( or if * need to go -ack and make a new prediction+