Peggy+B.+Stage+3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each part must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources. =Facet 1= 2. Have you ever observed an animal behave in an interesting way and wonder why? **(Hook)** 3. Students will know the following vocabulary: organism, behavioral adaptation, survival, protection, predator, prey, instinct, learned behavior, hibernation, migration, camouflage, mimicry. Students will understand that behavior is instinctive or learned. Behavior can be common to many species or unique to a specific species. Specific behavior help animals hunt, gather or store food, hide from predators, or survive in some other way. **(Equip)** Vocabulary handouts, animal information books. Information about camouflage, hibernation, migration, and mimicry can be found at [|Animals on Defense]. [|Enchantedlearning.com] provides animal information and printouts. For specific information about Maine animals' physical characteristics, behavioral adaptations, and diet, [|click here] An interactive migration game can be found at [| Audubon's website.] **(Resources)** 4. Students will brainstorm a list of animals that live in Maine. Then they will choose one specific animal and make some predictions about its behavioral adaptations on a [|Spider Map]. This graphic organizer will include description of an animal's adaptations, and an explanation of how it is suited for the animal's needs and activities. **(Explore)** Next students will use the web to explore a variety of behavioral adaptations of Maine animals.They will revise their graphic organizer and share what they learned in small groups. **(Experience/Revise)**. Groups will discuss similarities and differences between the animals they researched. Students may add information to their spider map during/after discussion. **(Refine/Revise)** 5. Students will complete a daily "ticket out the door" form of reflection at the end of each class period. These exit tickets, spider map, and Blog will be used as formative assessments. **(Evaluate)** 6.**Visual:** Students will view online images of animals and their behavioral adaptations. 7. Students will be able to tell a story of how one animal must adapt to meet a life need. **(Interpret)** Product: Blog. Days: 3 **(Organize)** || =Facet 2= 9. Show students a [|picture of bird beaks] and discuss what they notice. Ask, "Did you ever wonder why there are so many types of bird beaks or bills? The most important job of a bird bill is feeding, so it is shaped according to what a bird eats. Have you ever thought about why there are so many different kinds of animals and why they look different? Why are some animals similar?" **//(Hook)//** 10. //S//tudents will know this vocabulary: organism, physical features, survival, protection, predator, prey, adaptation, environment. Students will know that living things share some basic needs, but also have unique ways of meeting life needs. One way they meet life needs in their environment is by physical adaptations that include body shape, body parts and body coverings. **(Equip)** Vocabulary handouts, animal information books, and[| Enchantedlearning.com] provides animal information and coloring pages. For more specific information about Maine animals' physical features, behavioral adaptations, and diet, [|click here] or visit [|NatureWorks] which provides more animal research information**.** Guest speaker: Tom Berube, taxidermist. **(Resources)** 11. Students will participate in a jigsaw cooperative learning activity to explore information about different kinds of physical features that animals have, including shape, body covering, and specialized parts that help them survive in their environment. **(Explore)** Next students will use the web to research the the physical adaptations of Maine animals.They will go to [|Enchantedlearning.com] and read additional infomation about the animal they chose to do their spider map on (Facet 1). They will revise their spider map from Facet 1 by adding physical adaptations, and share what they learned in small groups. **(Experience/Revise)** Students will share their completed spider maps in small groups. Groups will discuss similarities and differences between the animals they researched. Students will work with a partner to compare/contrast two different animals by completing a Venn Diagram. **(Refine/Revise)** 12. The Venn Diagram will be used as a formative assessment. Students will also complete a checklist of required components of an animal poster (formative assessment). Students will create an animal poster using Glogster that will be a summative assessment. **(Evaluate)** 13. **Visual:** Students will see photographs of animals on websites to compare similarities and differences of physical characteristics. 14. Students will be able to show how an animal's physical design and behavior help it survive in its environment. **(Explain)** Product: Glog. Days: 5 **(Organize)** || =//Facet 3//= 16. What do you think would happen if all animals ate the same thing, such as plants? Would all living things benefit? Why or why not? **//(Hook)//** 17. Students will know this vocabulary: consumer, producer, herbivore, omnivore, carnivore, scavenger, decomposer, balance. Students will know that different feeding relationships called food chains and food webs exist within an ecosystem. All animals (consumers) depend on plants (producers) directly or indirectly.They will know that in any given environment, it is important that animals eat different living things to create balance in a food web. If any living thing is removed from the food web, imbalance is created. **(Equip)** For interactive games about food webs and roles of plants and animals, [|click here] For an introduction to the topic of food chains and webs, [|click here] Students can learn more about why producers are important to all living things, [|here] **(Resources)** 18 Small groups of students will each be assigned one of these specific concepts: producers, herbivores, carnivores, omnivores, and decomposers. Then each cooperative group will create a [|Frayer Model] of their concept word. When the Frayer Models are complete, students will share them with the class. **(Explore/Rethink))**. Students will use the posted Frayer Models as a starting point, then use online and print resources to create more detailed lists of Maine herbivores, carnivores, and omnivores.These lists will be checked for accuracy and used as a resource for students to create a food web, which will be a summative assessment, scored using a rubric.**(Experience/Revise)** 19. Students will complete a checklist as a formative assessment of required components of a food web. The checklist will include listing names of animals students plan to include on their Kidspiration food web. The food web will be a summative assessment scored using a rubric. **(Evaluate)** 20.**Visual:** Students will view online examples of food chains and webs. 21. Students will be able to create a food web that represents the interdependence of living things. **(Apply)** Product: Kidspiration: Model of a food web. Days: 4-5 **(Organize)** || =Facet 4= 23. What happens if you leave food in the refrigerator too long? (Show an example.) What happens to dead plants and animals? Is decay an important part of the natural world? **(Hook)** 24. Students will know the following vocabulary: decomposers, scavengers, fungi, bacteria, soil, nutrients. Students will understand that decomposers are insects and other organisms such as fungi, bacteria, mushrooms, earthworms, termites,and ants. Decomposers depend on dead plants and animals for food. Decomposers are rarely visible without the use of a microscope, but we can see the result (decay) through observation. Decomposers are nature's recyclers; thus, they play a crucial role in the well-being of the living and non-living environment. **(Equip)** To learn more about how decomposers work, visit the [|Yuckiest Site on the Internet]. [|Interesting movies about decomposers] **(Resources)** 25. Students will use online resources to explore the role of decomposers in the environment. **(Explore)** Groups of students will conduct mini-experiments to compare the growth of some decomposers. **(Experience/Revise)** 26. Students will create a persuasive advertisement from the point of view of an earthworm, termite, bacteria, mushroom, or other decomposer of choice, responding to the following prompt: Why you need me. This ad will be used as a formative assessment. **(Evaluate)** 27.**Visual:** Movies about decomposers will help students visualize this process, and they will examine soil with decomposers in it. 28. Students will analyze how decomposers play an important role in the living and non-living environment. **(Perspective)** Product: Persuasive Ad (point of view of an earthworm, termite, bacteria, mushroom, or other decomposer of choice) Days 2-3 **(Organize)** || =Facet 5= 30. Can you think of a time that you had to deal with some kind of change? How did you deal with the change? Can you think of some kind of change that animals may experience in their environment? **(Hook)** 31. Students will know the following vocabulary: population, climate, relationship. Students will know that when there is change in the environment (change in population, climate, availability of food, shelter, water, physical characteristics), some plants and animals survive, while others die. Some animals and plants must adapt physically or behaviorally as a result (change in diet or shelter, fat storage, coat thickness, shedding, moving) **(Equip)** Animal books, websites about change: [|eNature],[| Animals On Defense], [|Wildlife in Winter]**(Resources)** 32. Students will visit websites to get information about change and its effects on animals. Students will work in pairs and note their findings on a [|Describing wheel] graphic organizers.**(Explore)** Partners will team up with other partner groups to share and compare learning. **(Experience/Revise)** 33. Small groups will choose an idea from the Describing Wheel as a topic for their movie (i.e. change in population, sources of food or water, climate, predator-prey relationship, etc. and complete a storyboard for their movie. Students will complete a checklist for required components of the movie as a formative assessment. The movie will be a summative assessment scored with a rubric. **(Evaluate)** 34. **Visual:** Students will draw sketches for storyboard of movie. 35. Students will role play ways in which living things are affected by change such as availability of food, water, population, climate, predator/prey relationship, or some other characteristic of the environment. **(Empathy)** Product: iMovie Days 5-6 **(Organize)** || =Facet 6= 37. Show a video from [|Teacher's Domain] that shows how conservation efforts are helping one species of sea turtles. **(Hook)** 38. Students will know the following vocabulary: ecology, "green" living, conservation, global warming, deforestation, pollution. Students will know that living things are significantly affected by human decisions and activity. **(Equip)** Nonfiction texts, including National Geographic Kids classroom magazine, ecology websites such as[| Kidsforsavingearth,][|, Ecology.com], [|Ways to help the Earth] **(Resources)** 39. Student will consider what they already know about how humans affect animals and the environment (positively and negatively) and do a think-pair-share. **(Explore)** Student will use a variety of print and digital resources to complete a [|Ticktacktoe] graphic organizer that includes positive and negative human influences on the environment. Groups of four students will discuss information on their graphic organizer and a add new ideas based on their discussion. **(Experience/Revise)** 40. Students will post a blog reflecting on what they learned about how humans create changes in an ecosystem, and make suggestions about how kids can get involved in helping other living things and the environment. Blog entry will be a formative assessment. **(Evaluate)** 41. **Visual:** Students will view a video and photographs about change in nature created by humans. 42. Students will recognize ways in which humans affect the living and non-living environment. **(Self-Knowledge****)** Product: Blog Reflection Days: 5-6 **(Organize)** ||
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR) Which ones from Stage 1?
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...) and Resources (Include Web resources)
 * 4. (E) Explore/****(R)** **Rethink** ([|Graphic Organizer], [|Checking for Understanding]) **Experience/****Revise** ([|Cooperative Learning] Feedback Loop - use checklist, rubrics), **Rehearse,** and **Refine** (after getting some type of feedback )
 * 5. (E-2)** **Evaluate** (Formative/Summative Assessment) Which one from Stage 2?
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days? over the length of the unit?)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that physical features and behaviors help living things meet a life need. **(Where)** //Students describe similarities and differences in the observable behaviors, features, and needs of plants and animals. **(What)**// Careful observation of an animal's behavior can give us important information about what its needs are and how it lives. Animals behave in certain ways to meet a life need. **(Why)**
 * Aural:** Students will read information about behavioral adaptations on websites and in books.
 * Verbal:** Students will share what they learn about the behavioral adaptations of specific animals in small groups.
 * Physical:** Students will role play animal behavior.
 * Logical:** Students will compare and contrast the behavior of several different animals.
 * Social:** Students will share new learning in small groups.
 * Solitary**: Students will read information on websites, books, and write a blog.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that physical features and behaviors help living things meet a life need. **(Where)** //Students describe similarities and differences in the observable behaviors, features, and needs of plants and animals. **(What)**// Close observation of animals' physical features can give us clues about where and how it lives. An animal's design also can help us understand why there are similarities and differences among different species. **(Why)**
 * Aural:** Students will read information about animals on websites and listen to guest speaker (taxidermist).
 * Verbal:** Students will discuss physical characteristics of specific animals in small groups; email taxidermist.
 * Physical**: Students will act out animal behavior and; play hands-on animal riddle game (taxidermist)
 * Logical:** Students will compare and contrast physical characteristics using animal skulls, teeth, pelts.
 * Social:** Students can communicate with taxidermist (in class and through email when researching specific animal)
 * Solitary**: Students will use the web to research an animal of their choice.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that animals and plants interact with and depend on other living and non-living things in the environment. **(Where)** //Students describe ways organisms depend upon,interact within, and change the living and non-living environment as well as ways the environment affects organisms.// **(What)** Exploring the feeding relationships (food webs) in an ecosystem gives students a better understanding of the interdependent relationships between living things, as well as the importance of balance in nature. **(Why)**
 * Aural:** Students will read information about food webs on websites.
 * Verbal:** Students will share what they learn about the diet of specific animals in groups.
 * Physical:** Students will play a food web game on the playground.
 * Logical:** Students will chart feeding relationships between living things.
 * Social:** Students will discuss new learning about food chains and webs in small groups.
 * Solitary**: Students will read information on line and play an interactive game about food chains/webs.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that animals and plants interact with and depend on other living and non-living things in the environment. **(Where)** //Students describe ways organisms depend upon,interact within, and change the living and non-living environment as well as ways the environment affects organisms.// **(What)** To fully understand the interdependence of living things, it is important that students know that decay and recycling are an important part of the balance of nature; thus, decomposers play an important role. **(Why)**
 * Aural:** Students will listen to audio from short movies about decomposers and listen to partners during think-pair-share.
 * Verbal:** Students will discuss their reactions to movies about decomposers and think-pair-share.
 * Physical:** Students will imitate a variety of decomposers (move like a millipede, chew like a termite, wave antennae like an ant, inch along like a larva, caw like a raven, be small like bateria, spin silk like a spider); students will locate some scavengers on the school grounds.
 * Logical:** Students will grow and compare two decomposers (mold, fungi) at work.
 * Social:** Students will play a game to identify specific decomposers and scavengers.
 * Solitary**: Students will use a hand lens to examine a container of soil with decomposers in it. Students will compose a persuasive ad.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that change in any part of the living or non-living environment causes change in other parts of the ecosystem. **(Where)** //Students describe ways organisms depend upon, interact within, and change the living and non-living environment as well as ways the environment affects organisms.// **(What)** It is important for students to know that change is a common characteristic of the natural world, and this change can benefit or harm individual species of plants and animals. Sometimes living things also change the non-living environment positively or negatively. **(Why)**
 * Aural:** Students will consider the ideas of their group members in planning and listen carefully (i.e. taking turns) to perform their movie.
 * Verbal:** Students will portray the role of an animal in their movie (speaking part).
 * Physical:** Students will take on the role of specific animals with appropriate movement.
 * Logical:** Students will consider relationships of cause and effect to plan their movie.
 * Social:** Students will work cooperatively to plan their story board and perform their movie.
 * Solitary**: Students will read online and print articles about effects of change in the environment to plan their movie, and prepare for their role.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.. Students will understand that change in any part of the living or non-living environment causes change in other parts of the ecosystem. **(Where)** //Students describe ways organisms depend upon,interact within, and change the living and non-living environment as well as ways the environment affects organisms.// **(What)** Understanding the role of human influence can help us make informed decisions for the benefit of living things. **(Why)**.
 * Aural:** Students will reflect on the ideas of their peers through discussion about human activity and effects of these decisions.
 * Verbal:** Students will verbally share their opinions with peers.
 * Physical:** Students will use cards to complete a concept definition sort (deforestation, pollution, conservation, "green" living, etc.)
 * Logical:** Students will consider relationships of cause and effect. (i.e. human wants/needs and its effects on living/non-living environment)
 * Social:** Students will share opinions on human action and its impact on the environment and animals.
 * Solitary**: Students will read online and print articles about effects of human action on the environment.

2004 ASCD and Grant Wiggins and Jay McTighe