Animal Picmation STEAM Lesson Brief

State: MO

Students use knowledge from across the disciplines to strengthen their understanding of each subject’s content and its related careers through topic or theme oriented realistic problem-based activity-rich lessons.

Theme that this lesson would tie to: Animals

Specific Topic Concept within that theme: Animal Research

PROJECT IDEA + brief notes & supplies

BASIC CONCEPTS

Concept: Students will participate in an animal research project in Science. They will analyze data and information to produce charts and graphs in Math. In Social Studies, they will create maps. In Language Arts, students will write a report to display their findings. Basic Plan: To begin the project, the teacher will read aloud “The Magic School Bus Explores the World of Animals” by Nancy White. In Science, students will participate in an animal unit where they will create a four-flap food chain and learn related vocabulary. Technology and Engineering will be covered by guest speakers who will discuss those topics through their careers and the students will analyze the use of technology and engineering through discussion and create models to maintain and promote our state parks. They will do this through the creation of a park information display, a bridge model, an advertising display, and budget. In Math, students will represent animal data through graphs and/or charts. During LA, students will conduct a short research project on one animal and write an informative

Science – • Concepts –A food chain shows how living things rely on

each other for food and how energy is moved from one living thing to another.

• Goal / Objectives – The students will prove their knowledge of food chains and related lesson vocabulary through classifying animals according to the food chain.

• Standards – (EC 2 A) Classify populations of organisms as producers and consumers by the role they serve in the ecosystem.

• Careers – Zoologists and Wildlife Biologists , Veterinarians, Agricultural Technicians , Animal Scientists, Nonfarm Animal Caretakers

• Project – The students will define producer, primary consumer, secondary consumer, and tertiary consumer. They will also apply this vocabulary to their own animal research to develop a “four-flap food chain” that includes their animal of choice for their Animal Picmation project. For the four-flap food chain and other resources please visit: http://goo.gl/fpBexk.

• Assessment – Students will complete a food chain that includes: four definitions, accurate descriptions, and correct arrows that correctly classify animals on the food chain. *See scoring guide

• Extension - View The Food Chain by Richard Kern (http://www.youtube.com/watch?v=0ZOvqYypOuo) Then students will explain the information in the video to a classmate.

• Other videos on the same topic: • https://www.youtube.com/watch?v=pasB5FxhVUk • https://www.youtube.com/watch?v=3Bn7wdCP2v4

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text. In Social Studies, students will create a map to identify their animal’s range of habitat. Art will be incorporated through the creation of the pictures and borders of the Animal Picmation. The movement of the animals will be the focus of the PE lesson. For music, students will learn the animal classification system through performing songs. Students will create an Animal Picmation that could be displayed in the hallway. It will be assessed using a scoring guide. Skill level (Grade Range): 5th Timing of Lesson: approximately two weeks Basic Supplies: All Subjects: animal resource books, computers, art supplies, white construction paper, large paper clips, hole punchers, string/yarn, rulers Individual Subjects: Science: 4 flap food chain activity page, classification songs, “The Magic School Bus Explores the World of Animals” by Nancy White LA: index cards for note-taking, notebook paper SS: world map Technology and Engineering: bridge building materials (toothpicks, popsicle sticks, clay), poster paper, activity cards PE: animal charade cards

• https://www.youtube.com/watch?v=fPe7CUCV3M8 • https://www.youtube.com/watch?v=ttpNGJcpJ68 • https://www.youtube.com/watch?v=LoT3h7c6tLY

Remediation/Differentiated Instruction: Using a variety of visuals, multiple intelligence, and multi-sensory strategies:

• Decoding strategies: To assist with decoding science terms (word recognition) word attack strategies will be used: syllabication (breaking words down into syllables), choral reading, and picture fading approach.

• Visuals and Scaffolding support: provided based on individual students needs. For example, some students are able to locate and copy the definition of each term from a text glossary or a smart board; whereas others require pre-made cloze note definitions and a corresponding picture.

• Semantic mapping/webbing will have students use a pre-made, teacher provided web and one target term written in the center. As words are added to the web, the students will decide how the terms relate to each other. This helps increase word/concept comprehension.

• Frequent Review & Continuous Feedback: within a small group or on a one-on-one basis, students will be frequently exposed to the target science terms using multi-sensory and multi-intelligence approaches that fit the needs for that student. Feedback will be given to each student regarding his/her work by answering and asking questions. Upon asking a question, ample wait time to process information, answer questions, and correct errors.

• Multisensory games: illustrating the definition, matching the term to the correct definition either text or picture. Physically manipulate terms and/or pictures to match to concepts

• Modeling & Review: Model how to read a pre-made food web (small group and one-on-one). Continue to analyze premade food webs (with support as needed) and practice reading a food web to help improve comprehension of concepts.

• Scavenger Hunt: Struggles with fine motor skills (drawing), may locate pictures on the computer and/or in magazines then cut and paste selected picture on their web.

• Pre-Made Template: Provide a pre-made food web template if making a food web from scratch is too

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Music: Animal classification song IT Resources: Smartboard Student computers Internet search tools Reliable web sites Word processing program Other Resources: All handouts: http://goo.gl/fpBexk Lesson Sequence: http://goo.gl/YxFJrt Library books for research Misc: Career Guest Speakers Photos:

complicated. The blank template has all the lines and links already drawn. Students may draw or glue on pictures.

Technology & Engineering – Engineering in Animal Careers

• Concepts – Explore the engineering and technology involved with animal careers

• Goal / Objectives – Students will be able to explain how technology and engineering is involved with different animal careers after interacting with guest speakers.

• Standards - Create original works as a means of personal or group expression.

• Careers – Mobile Dog Groomer, Park Naturalist, Civil Engineer

• Project - Two guest speakers, a dog groomer and park naturalist, will come talk to the students about their careers involving animals. They will describe to the students how technology and engineering are involved with their careers. Students will have the chance to see and experience technologies that have been created to make taking care of animals easier. They will do this by exploring and analyzing the components of the dog groomer’s mobile grooming station. The students will then be divided into groups in order to experience the many different responsibilities of park employees all which have an impact on animal life in the park. Students will have a chance to analyze the use of technology and engineering through discussion and create miniature models to maintain and promote our state parks. They will do this through the creation of a park information display, a bridge model, an advertising display, and a basic budget presentation to be done in 45 minutes. They will use paper, markers, and computer technology to create a model of their displays and budgets, and they will use sand, clay, and popsicle sticks to create a model bridge. Still needs better links.

• Assessment – Students will successfully create models of their park displays and a bridge to go in the local state park and explain how technology and engineering is used with animals.

• Extension - Students will go to the local state park and analyze how bridges are constructed and how they affect the environments of the animals.

Math –

• Concepts – Represent and interpret data

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• Goal / Objectives – Display data in a chart or graph in order to make comparisons

• Standards – Represent and Interpret Data (5.md) • Careers – Park Naturalist, Mobile Dog Groomer, Farm

Manager, Statistician, Graphic Designer • Project – Create an organized table or graph to

represent animal data (size, life span, speed, etc.) in order to make comparisons. This would be one panel of an Animal Picmation project.

• Assessment –Students are able to create a neat, organized graph that accurately displays and interprets their data. (see scoring guide)

• Extension - Students will create graphs using an online graphing tool.

LA –

• Concepts – Research skills, note-taking, informative writing

• Goal / Objectives – Write informative text based on research to examine a topic and convey information clearly.

• Standards – Reading for Informational Text: o RI.5.7 Draw on information from multiple

print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

o RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

• Writing o W.5.2.a-e Write informative/explanatory texts

to examine a topic and convey ideas and information clearly.

o W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

• Careers – Park Naturalist, Technical Writer, Magazine Authors, Public Relations Specialists

• Project – Research and write a report that describes their chosen (in Science) animal’s habitat/shelter, food, family life, and physical characteristics to be displayed as one panel of the Animal Picmation project which will be used to inform viewers about their chosen animal.

• Assessment – Students are able to write an organized report of multiple paragraphs using supporting details

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gleaned from informational text and correct conventions. (see scoring guide http://goo.gl/pecJED )

• Extension - Students choose 3 different reports other than their own. Then they list 3 interesting facts about each animal in complete sentences. Next they would share what they learned with a small group. Remediation/Differentiated Instruction: Using a variety of visuals, multiple intelligence, and multi-sensory strategies:

• Modeling: effective researching skills (complete activity together) pre-reading questioning, during reading questioning, and post-reading questioning.

• Chunk information: Text will be provided in a paragraph or two whereas other students may be given a book

• Questioning: Pre-reading-develop questions with the student to think about while reading the text. For example, where is a zebra’s habitat in the wild? If students are unable to create their own questions, a pre-made list of questions (cloze notes) will be provided.

• Leveled Readers: Research using leveled readers at student’s independent reading level.

• Book Walk/Preview: together teacher and student preview the text being used for research. Teacher points out headings, reads topic sentence of each section, and reviews challenging vocabulary prior to reading.

• Pair Share/Reading Buddy: students read aloud leveled text to a partner and discuss what facts are important enough to record.

• Cloze Notes: students use pre-made cloze while reading text and are asked to fill-in the blanks to

take notes. • Graphic Organizers: students will be provided with a

pre-made graphic organizer to help them organize their notes and ideas during research.

• Text Lookback Tactic : (post-reading) After student has read the text at least one time, with or without support, students will be asked look back over the text to locate specific information (answers to their questions)

• Typing: students may type notes and paragraphs using a laptop or Alphasmart instead of paper/pencil.

• Visuals/Pictorial representation: students will use pictures (drawn or found in magazines/computer while on a scavenger hunt) with corresponding

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phrases to describe their animal’s habitat/shelter, family life, etc. instead of writing a multiple paragraph report.

SS –

• Concepts – Range and Mapping • Goal / Objectives – Students will be able to construct a

map correctly displaying their chosen animal’s range around the world.

• Standards - SS 5.5A – construct maps • Careers – Range Manager, Mapping Technicians,

Zoologists and Wildlife Biologist • Project - Student will research the habitat and range

of their chosen animal. After studying and analyzing the information and already created maps, students will use a printed map of the world to correctly record the range of their animal. Once they have completed their map, they will create the title panel of their animal picmation project. On their panel they will write the animal’s name, draw a picture of the animal, paste their map at the bottom, and create a border that relates to their animal.

• Assessment – The students will be assessed on their completed title panel and the accuracy of their constructed range map. (See scoring guide)

• Extension –Students create one large map for each class period where everyone in the class labels the range of their animal on the same map. Once everyone posts the range of their animal, they analyze the overlapping of the ranges and the relationships between the animals that live in the same areas.

Remediation/Differentiated Instruction: • Modeling: teacher reviews parts of a map. An

example is provided showing where to place the title, picture, and border.

• Chunk: Instead of using a world map, student selects their location of their animal’s specific habitat (country/area) when presented with 3 or 4 options.

• Compare & Contrast Discussion: students discuss all the possible locations their animal may live (Africa, zoo, farm, etc.). Daily, students compares and contrast the habitat of his/her animal for example discussing the difference between living in the wild and the zoo.

• Scavenger Hunt: students go on a scavenger hunt to find a picture of their animal on the computer or in a magazine, in place of drawing the animal.

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Art – • Concepts – Artwork created for various purposes • Goal / Objectives – The students will create an animal

portrait with related borders on all four panels of their Animal Picmation project.

• Standards –Strand 1 Product/Performance ( VA 1) Portrait: Create a portrait from observation

• Careers - Photographers, Fine Artists, Including Painters, Sculptors, and Illustrators

• Project – Draw and color a portrait of the animal chosen for research and create borders on all four panels that relate to that animal.

• Assessment – The students will create an animal portrait and borders that are neat and colorful.

• Extension – Finished projects are displayed in the hallway creating a gallery for students and parents to view.

PE – • Concepts – Physical movement of animals • Goal / Objectives – 1) Compare the forms of

movement of various animals 2) Communicate ideas and feelings through movement

• Standards – PE Physical Activity and Lifetime Wellness: Rhythms and Dance 3B

• Careers – Animal breeders, animal trainers, animal control workers, Veterinarians, Farm and Nonfarm animal caretakers

• Project – 1) Create a frequency chart and graphs comparing the movement forms of animals (fly, swim, walk/run, hop/jump, crawl/slither). 2) Demonstrate animal movements and/or characteristics through Animal Charades with a small team.

• Assessment – 1) Students will be able to accurately chart, graph, and interpret data. 2) Teammates can determine the animal during charades based on the body movements of the player. Students can orally describe how humans and animals communicate their ideas (wants and needs) through movement.

• Extension – Field trip to the zoo or KN State Park to observe animal movement

Music –

• Concepts – Educational Music • Goal / Objectives – Students will learn and teach

through music. • Standards - HC1D Identify available music related

careers in a given setting.

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• Careers - Special Education Teachers, Kindergarten and Elementary School, Poets, Lyricists and Creative Writers, Singers

• Project – Learn the scientific animal classification system through music. See: http://www.youtube.com/watch?v=gj15UF08lUI

• Assessment – Students will be able to recite the levels of classification: kingdom, phylum, class, order, family, genus, and species.

• Extension – Students create their own song or rap to teach classmates the classification system.

• https://www.youtube.com/watch?v=zim2hrBfRVQ • https://www.youtube.com/watch?v=VQFhd3X8p6g • https://www.youtube.com/watch?v=TE6wqG4nb3M

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