“In an Animals World……”

Curricular areas: Science, Language Arts, and Technology

Grade Level: 5th

Time Frame (days/weeks):

45 minutes for each subject per class period
3-4 weeks

Objective:
Students will learn:
1. about endangered animals and the habitats they live in
2. about distinct animal features and animal populations
3. different types of habitats and living conditions
4. improve presentation, reading, writing, and research skills
5. to present with PowerPoint and type on Microsoft Word
6. to work in groups of 3-4

TEKS

Language Arts

Knowledge and skills.

(1) Reading/Fluency. Students read grade-level text with fluency and

comprehension. Students are expected to read aloud grade-level stories with
fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

(2) Reading/Vocabulary Development. Students understand new vocabulary and

use it when reading and writing. Students are expected to:

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students

understand, make inferences and draw conclusions about the varied structural
patterns and features of literary nonfiction and provide evidence from text to
support their understanding. Students are expected to identify the literary
language and devices used in biographies and autobiographies, including how
authors present major events in a person's life.

(9) Reading/Comprehension of Text/Independent Reading. Students read

independently for sustained periods of time and produce evidence of their
reading. Students are expected to read independently for a sustained period of
time and summarize or paraphrase what the reading was about, maintaining
meaning and logical order (e.g., generate a reading log or journal; participate in
book talks).

(13) Reading/Comprehension of Informational Text/Procedural Texts. Students

understand how to glean and use information in procedural texts and documents.
Students are expected to:

(A) interpret details from procedural text to complete a task, solve a problem, or
perform procedures; and

(B) interpret factual or quantitative information presented in maps, charts,

illustrations, graphs, timelines, tables, and diagrams.

(15) Writing/Writing Process. Students use elements of the writing process

(planning, drafting, revising, editing, and publishing) to compose text. Students
are expected to:

(A) plan a first draft by selecting a genre appropriate for conveying the intended
meaning to an audience, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea;

(D) edit drafts for grammar, mechanics, and spelling; and

(E) revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.

(18) Writing/Expository and Procedural Texts. Students write expository and

procedural or work-related texts to communicate ideas and information to specific
audiences for specific purposes. Students are expected to:

(A) create multi-paragraph essays to convey information about the topic that:

(i) present effective introductions and concluding paragraphs;

(ii) guide and inform the reader's understanding of key ideas and evidence;

(iii) include specific facts, details, and examples in an appropriately organized

structure; and
(iv) use a variety of sentence structures and transitions to link paragraphs;

(C) write responses to literary or expository texts and provide evidence from the
text to demonstrate understanding.

(20) Oral and Written Conventions/Conventions. Students understand the

function of and use the conventions of academic language when speaking and
writing. Students continue to apply earlier standards with greater complexity.
Students are expected to:

(A) use and understand the function of the following parts of speech in the
context of reading, writing, and speaking:

(B) use the complete subject and the complete predicate in a sentence; and

(C) use complete simple and compound sentences with correct subject-verb
agreement.

(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

Students write legibly and use appropriate capitalization and punctuation
conventions in their compositions. Students are expected to:

(A) use capitalization for:

(B) recognize and use punctuation marks including:

(C) use proper mechanics including italics and underlining for titles and
emphasis.

(22) Oral and Written Conventions/Spelling. Students spell correctly. Students

are expected to:

(A) spell words with more advanced orthographic patterns and rules:

(C) differentiate between commonly confused terms (e.g., its, it's; affect, effect);

(D) use spelling patterns and rules and print and electronic resources to
determine and check correct spellings; and

(E) know how to use the spell-check function in word processing while
understanding its limitations.

(23) Research/Research Plan. Students ask open-ended research questions

and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate open-
ended questions to address the major research topic; and

(B) generate a research plan for gathering relevant information about the major
research question.

(24) Research/Gathering Sources. Students determine, locate, and explore the

full range of relevant sources addressing a research question and systematically
record the information they gather. Students are expected to:

(A) follow the research plan to collect data from a range of print and electronic
resources (e.g., reference texts, periodicals, web pages, online sources) and
data from experts;

(C) record data, utilizing available technology (e.g., word processors) in order to
see the relationships between ideas, and convert graphic/visual data (e.g.,
charts, diagrams, timelines) into written notes;

(E) differentiate between paraphrasing and plagiarism and identify the

importance of citing valid and reliable sources.

(26) Research/Organizing and Presenting Ideas. Students organize and present

their ideas and information according to the purpose of the research and their
audience. Students are expected to synthesize the research into a written or an
oral presentation that:

(A) compiles important information from multiple sources;

(B) develops a topic sentence, summarizes findings, and uses evidence to

support conclusions;

(C) presents the findings in a consistent format; and

(27) Listening and Speaking/Listening. Students use comprehension skills to

listen attentively to others in formal and informal settings. Students continue to
apply earlier standards with greater complexity. Students are expected to:

(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and
ask questions to clarify the speaker's purpose or perspective;

(28) Listening and Speaking/Speaking. Students speak clearly and to the point,
using the conventions of language. Students continue to apply earlier standards
with greater complexity. Students are expected to give organized presentations
employing eye contact, speaking rate, volume, enunciation, natural gestures, and
conventions of language to communicate ideas effectively.
(29) Listening and Speaking/Teamwork. Students work productively with others
in teams. Students continue to apply earlier standards with greater complexity.
Students are expected to participate in student-led discussions by eliciting and
considering suggestions from other group members and by identifying points of
agreement and disagreement.

Science

(3) The study of elementary science includes planning and safely implementing
classroom and outdoor investigations using scientific processes, including inquiry
methods, analyzing information, making informed decisions, and using tools to
collect and record information, while addressing the major concepts and
vocabulary, in the context of physical, earth, and life sciences. Districts are
encouraged to facilitate classroom and outdoor investigations for at least 50% of
instructional time.

(4) In Grade 5, investigations are used to learn about the natural world. Students
should understand that certain types of questions can be answered by
investigations and that methods, models, and conclusions built from these
investigations change as new observations are made. Models of objects and
events are tools for understanding the natural world and can show how systems
work. They have limitations and based on new discoveries are constantly being
modified to more closely reflect the natural world.

(b) Knowledge and skills.

(C) collect information by detailed observations and accurate measuring;

(D) analyze and interpret information to construct reasonable explanations from

direct (observable) and indirect (inferred) evidence;

(F) communicate valid conclusions in both written and verbal forms; and

(G) construct appropriate simple graphs, tables, maps, and charts using
technology, including computers, to organize, examine, and evaluate information.

(4) Scientific investigation and reasoning. The student knows how to use a
variety of tools and methods to conduct science inquiry. The student is expected
to:

(A) collect, record, and analyze information using tools, including calculators,
microscopes, cameras, computers, hand lenses, metric rulers, Celsius
thermometers, prisms, mirrors, pan balances, triple beam balances, spring
scales, graduated cylinders, beakers, hot plates, meter sticks, magnets,
collecting nets, and notebooks; timing devices, including clocks and stopwatches;
and materials to support observations of habitats or organisms such as
terrariums and aquariums; and

(9) Organisms and environments. The student knows that there are
relationships, systems, and cycles within environments. The student is expected
to:

(A) observe the way organisms live and survive in their ecosystem by interacting
with the living and non-living elements;

(C) predict the effects of changes in ecosystems caused by living organisms,

including humans, such as the overpopulation of grazers or the building of
highways; and

(10) Organisms and environments. The student knows that organisms undergo
similar life processes and have structures that help them survive within their
environments. The student is expected to:

(A) compare the structures and functions of different species that help them live
and survive such as hooves on prairie animals or webbed feet in aquatic animals;

Main Materials:
• Crayons/markers/map pencils
• Poster board (create collage)
• Glue
• Scissors
• Old magazines
• Internet access
• Access to Microsoft word and PowerPoint
• Pencils
• Notebook paper
• Language Arts and Science textbooks

Books/Websites/Videos/Project Materials:
• http://animal.discovery.com/
• Library book about a specific animal and information about their habitat

Vocabulary:
• Environment • Extinct
• Endanger • Population
• Habitat • Collage
• Species • Feature
• Territory • Characteristic
Technology Vocabulary:
• Microsoft PowerPoint
• Microsoft Word

Context/Modifications:

The students will need to know their appropriate reading level. They will need to
know basic writing, reading, presentation, listening, and technology skills to
complete this project. They will need basic creative skills to complete the collage
and be familiar with Microsoft word and power-point. They will need to know how
to surf the internet and research different animals on the animal-planet website
as a group.

Anticipatory Focusing:

When students are entering the room, I will have a bell-ringer activity that
requires them to list what they know about endangered animals and the habitats
in which they live in. The students will also be instructed to write what
endangered and habitat means to them. I will then discuss the bell-ringer activity
and provide a list of vocabulary words students will need to know to complete the
assignment. I will show the students short science videos from the
http://animal.discovery.com/ website and allow the students to suggest different
videos to watch. I will also show the students pictures of endangered species on
the animal discovery website. They students will then be placed in groups of 3-4
and be allowed to explore the website. This will focus the students on the
specific objectives and mentally prepare them to begin the assignment. They will
be motivated and inspired to complete the instructional objectives. Last, the
students will begin reading the chapter in their science textbook that introduces
endangered animals and explores different animal habitats.

Setting Expectations:

Students will pick out their book that relates to their endangered specie. It must
be approved by me and provide a clear understanding of the endangered animal
and explain the animal’s habitat or environmental surroundings. Students will be
expected to take notes over the book they are reading and outline their
information. They will be expected to buddy read and discuss their animal
findings. They will be expected to work together as a group to research
information on the internet about their animal’s habitat and other environmental
factors that affect them. The students should also write in their journal at the
appropriate times and use their creative skills to develop an interesting power-
point and collage. They will also be expected to create a Microsoft Word
document about they knew, want know, and what they learned about their
endangered animal.
Input:

I will determine what information is needed by the student in order to accomplish

the present objectives and select the means of delivering the information to the
student.

• To begin the assignment, students will watch short videos form the
animal planet website and form groups of 3-4 to research
information on the internet about endangered species and their
habitats.
• To prepare, the students for their spelling test, they are responsible
for writing their vocabulary words 3 times for homework.
• To prepare, the students for their vocabulary test they should
create index cards. One side should be the word and the other
side should contain the definition.
• Students should read their library books, then write in their journals
or discuss with a partner different facts about their animal and the
habitats they live in.
• Students should read from their science textbook and answer
review questions that will help prepare them for the unit test.

Modeling:

I will model examples of the finished assignments and the appropriate process
that should be followed to complete the lesson activities. The visual input of
modeling will be accompanied by the verbal input of labeling the critical elements
of what is happening during the lesson.

• Students will be shown an example of a finished power-point

presentation, word document, and a collage that relates to the
power-point.
• I will demonstrate how to research endangered animals on the
animal-planet website, explain to students how to create a micro-
soft word and power-point document and model appropriate
behavior when reading about their animal or writing in their journal.
• I will ask for volunteers to show the class how to present a power-
point presentation and the appropriate ways to research information
on the animal-planet website.
• For my low students, I will pre-teach some of the information or
they will work with the instructional specialist during parts of the
assignment.

Checking for Understanding:

I will check for understanding of the concepts by taking the students on a nature
walk and then have them write in their journal about different habitats and
animals they observed. I will observe their performance to make sure they have
the skills necessary to achieve the instructional objectives. This includes
behavior during group activities and during individual parts of the lesson.
Students may be asked to verbally answer questions or be given short quizzes. I
will use assessment tools such as; thumbs up, thumbs down, white boards, and
questioning techniques that will check for understanding. This should also help
engage reluctant students. A review day will scheduled to help prepare the
students for their spelling, vocabulary, and unit test.

For the students who do not fully understand, I will form a small group and work
with them to provide extra help. During this time, the other students should write
in their journal about endangered species.

Guided Practice:

Students’ initial attempts in new learning should be carefully guided so they are
accurate and successful. After I have taught a lesson, I will circulate the room to
make sure instruction was understood. Students should be working groups to
develop a power-point presentation and creating a collage that relates to the
power-point. Students will also work in groups during guided practice to make
sure the instructions are fully understood. During guided practice, students will
be able to view my examples of the power-point presentation, collage, and the
Microsoft word document. I will be able to monitor their behavior and ask
questions about their project during guided practice.

Reteach:

If I need to, I will reteach important concepts such as, internet research skills,
Microsoft word techniques, power-point guidelines, or review vocabulary words
and definitions. I will remind students to work together at the appropriate times
and incorporate their vocabulary words into the lesson. If needed, I may reteach
an entire lesson to insure the students can adequately complete the assignment.

Independent Practice:

Independent practice allows the student to develop fluency by practicing without

the availability of the teacher. Independent practice will begin only after the
students can perform without major errors. Students’ independent work during
this project includes:

 Check out a library book that relates to their endangered

animal
 Writing in their journal about What they Knew, Want to Know
and What they have Learned about their endangered animal
  Creating a Microsoft Document and typing up what they
knew, wanted to know, and what they learned about their
endangered animal from their journal entry
 Writing in their journal when the teacher provides them with
prompt questions or open-ended questions
 Taking their spelling and vocabulary test
 Taking a science unit test over endangered species and
habitats

Mastery Check:

I will provide the students with a rubric scale that will explain the required
elements of the project. This will insure that my students are utilizing the criteria
that I am expecting from them. The students will be evaluated based on a 5
point rubric scale and should include the following material:

5 Points: fulfills all the requirements for language arts, science, and
technology; incorporates the vocabulary into their journal and
presentation; works well with other students; presentation is well
organized; checks out an animal book at the appropriate reading level;
power-point is organized easy to follow; animal collage flows with the
PowerPoint and is creative, overall EXCELLENT

4 Points: fulfills most of the requirements for language arts, science, and
technology; incorporates some vocabulary into their journal and
presentation, presentation is somewhat organized, animal book is
appropriate, power-point is somewhat organized and animal collage
somewhat matches the power-point presentation, overall
SATISFACTORY

3 Points: fulfills a few of the requirements for language arts, science and
technology; does not incorporate vocabulary words into journal or use
them in presentation; works somewhat well in groups; book is not at the
appropriate reading level; power-point is poorly organized and does not
flow with the collage; creativity skills are not used; overall
UNSTATISFACTORY

2 Points: requirements for all 3 subjects are not met; vocabulary is not
incorporated into student’s journal or used in the presentation;
presentation is poorly unorganized; collage is not completed; student did
not check out a library book; creativity is not used in project; overall POOR

1 Point: did not meet any requirements for language arts, science, or
technology; did not use vocabulary words; presentation was poorly
organized and presented; power-point, collage, and journal were not
 complete; student did not check out a library book; no creativity or effort;
overall VERY POOR

My mastery checklist will assess their reading, writing, researching, listening,

presentation, and technology skills.

Extension:

Extension activities will be used for students who want to acquire more
information about endangered species and the different habitats the animals live
in or during times when I work with small groups of students. The students will
locate different animal habitat websites or form small groups to identify a mystery
animal.

• Animal Habitat Websites:

Students should research different animal habitats they have been

studying in class and list the websites where they have found
additional information about the material that relates to their project.
They must write a paragraph about each website and relate the
information to what they have learned in class. Some examples of
topics I would expect to see are: cheetahs prefer grassland
habitats, polar bears live in Antarctica and prefer extremely cold
climates, etc….). The animal habitat website activity may also be
used as an extra credit opportunity and should be independent
work.

• Mystery Animal

This will be a group extension activity and I will place students in

groups of 3 or 4. They will be given clues and characteristics that
match specific animal habitats and endangered species. They
must group the endangered animal with the correct habitat. This
will help assess their knowledge of other animal habitats that were
studied.

Closure:

I will wrap up the lesson with a quick review. The students should be actively
involved in this. The students will be asked to verbally recap the steps they took
to complete the project. They will be required to verbally answer key questions
or answer open-ended questions in their journal such as, “Tell me what you
learned about animal habitats today.” Students will be given a spelling test and a
vocabulary test over the required words for this lesson. Students will also be
required to take a unit test in science over endangered species and animal
habitats. After, each group has presented their project over their animal habitat
we will discuss their presentation as a class. I will assess the group’s knowledge
over their endangered species and the habitat their animal lives in. Students
may vote on the collage they thought was most creative and the winning group
will receive a prize such as, 5 minutes extra recess, or lunch with the teacher.

Reflective Critique:

This lesson will teach students to appreciate endangered animals and the
habitats they live in. They will develop a better understanding of environmental
factors that affect animal habitats and learn about different types of animal
species. It will broaden student’s horizons and expand their knowledge. The
lesson plan will improve their research skills and allow them to develop new
creative abilities. They will be able to practice their reading and writing skills
while improving their presentation and organizational skills. They will also learn
how to incorporate technology into their classroom assignments and relate it to
language arts and science lessons. I look forward to having my students expand
their knowledge of endangered species and the environmental factors that affect
different animal habitats.