Project Based Learning Unit Can a fish live in a tree? Jennifer Palmer Wallburg Elementary School

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1 Project Based Learning Unit Can a fish live in a tree? Jennifer Palmer Wallburg Elementary School Grade level: 1st Essential Question: Can a fish live in a tree? Can a dog live in the water? Can a bird live only on land? Sub-questions: Why do animals need air? Why do animals need water? Why do animals need food? Why do animals need shelter? Why do animals need space? What would happen if you took an animal out of their habitat? In what ways are humans similar to other animals and organisms? What are the other needs of animals? Do they differ from one group of animals to another? What environments in North Carolina support the needs of locals animals? Objectives: Science Competency Goal 1 - The learner will conduct investigations and make observations to build an understanding of the needs of living organisms Investigate the needs of a variety of different animals: -air; -water; -food; -shelter; and

2 -space 1.03 Observe the ways in which humans are similar to other organisms Identify local environments that support the needs of common North Carolina plants and animals. English Language Arts Competency Goal 2- The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed Read and comprehend both fiction and nonfiction text appropriate for grade one using: -prior knowledge -summary -questions -graphic organizers 2.07 Respond and elaborate in answering what, when, where, and how questions Competency Goal 3- The learner will make connections through the use of oral language, written language, and media and technology Elaborate on how information and events connect to life experiences 3.04 Share personal experiences and responses to experiences with text by: -publishing non-print texts -discussing interpretations -recording personal responses Competency Goal 4- The learner will apply strategies and skills to create oral, written, and visual texts Select and use new vocabulary and language structures in both speech and writing contexts 4.04 Extend skills in using oral and written language by: -clarifying purposes for engaging in communication -using clear and precise language to paraphrase messages -engaging in more extended oral discussions -producing written products

3 -completing graphic organizers 4.06 Compose a variety of products Computer/Technology Skills Competency Goal 1- The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies Identify, discuss, & represent visual uses of technology (e.g., digital cameras, computers, etc.) 1.10 Recognize and discuss responsible use of multimedia resources Competency Goal 2- The learner will demonstrate knowledge and skills in the use of computer and other technologies Explore Internet resources and information using teachercreated bookmarks/favorites and discuss the variety and types of information found as a class activity Use teacher-selected Internet resources/information to identify, discuss, and chart elements that make an online resource useful, appropriate, and safe as a class. Real World Connections -Lazy 5 ranch -pets at home -animals in nature -nonfiction books that pertain to our unit of study -Internet resources that pertain to our unit of study Activities -What is a habitat? -Animals and their habitats -Field Trip to Lazy 5 Ranch -Researching photographs of animals in their habitats -Final product presentations and A Fish Out of Water

4 Final Product/Presentation Description The final products can be a variety of different things. Some possible choices may be, shoe box diorama, poster, skit, slide show using iphoto, flip books, foldable... the decision will be made and carried out by each individual group. All groups will be graded using the follow rubric:

5 Evaluation of Product (rubric): Name Date ANIMAL/HABITAT PBL RUBRIC Points Participation Class Work Content Presentation 3 I participated and did my best to do my fair share. I completed all of my work. I can name the habitats and at least one animals that lives there, as well as the needs of the animals. My product had information about the needs of animals, all of the habitats and the animals that live there. AND My product shows creativity. 2 I did a little work but the rest of the group did more of the work. I did some of my work but didn t finish all of it. I can name some of the habitats. I might be able to name a few animals within those habitats. I know some of the needs of animals. I did not participate as I should. I let my group down. I didn t complete any of my work. I might be able to name a habitat or two but I can t name the animals that live there and I don t know the needs of those animals. My product was My product was missing some of missing quite a bit the needs, of information. OR habitats, or My product doesn t animals. It needed show creativity or more information. quality work. OR My product is a little creative but I should ve put more time into it. 1 Points Earned Total Points: Excellent (9-12 points) - I have done my personal best. I worked well in my group. I can tell you all about animals and their habitats. Good (5-8 points) - I have made an effort to do a quality job but was lacking in some area of the project. Oops (1-4 points) - I do not have a solid understanding of animals and their habitats. Teacher Comments:

6 List of Activities: Lesson 1: What is a habitat? Day 1 Materials: Project WILD handbook for teacher reference Dictionary Mini-journals for recording information Approximate time needed: 45 minutes to an hour Description: The teacher will first pose the essential questions to the class to ponder and discuss. The teacher will place the word habitat on the easel. Then students will be asked to write on a small sticky note what they think the word habitat means. After students have 5 to 10 minutes to respond they will gather together to share their writing aloud. After the students have read their definitions, the teacher will give each group a dictionary for them to locate the word habitat. The student will read the word aloud to the others. The students will then put the definitions into their own words and write a definition of the word habitat in their habitat mini-books. The teacher will then ask students what things are essential for their survival and the students will brainstorm answers to the question aloud. Then the teacher will pose the question, What things do animals need to survive? Students will respond in their groups and record the information on a student created circle map in their group. The students will then use their animal needs circle map to discuss how these needs are met in habitats. The teacher will explain to the students how the different parts of the habitat work together

7 to create and optimal living space for animals. To illustrate the importance of habitat components to the students the teacher will arrange students into a tight circle in a large open space to perform the Habitat Lap Sit activity from Project WILD. The teacher will then randomly assign students to be water, food, shelter, or space within the circle, giving the students lablels to wear with those words. Ensuring that the students are spaced close together the teacher will instruct the students to sit at one time. Ideally, the students will end up sitting in one big circle upon one another's laps. The teacher will then instruct the students to all stand at the same time and will remove one group from the circle, such as the food kids. Then the teacher will again instruct the remaining students in the circle to sit down. The students will attempt to sit down again. The teacher will ask the students to explain what happened. Students will respond about why the circle sit didn't work the second time. Finally, the teacher will end the lesson with a brief oral review of what a habitat is and what things make up a habitat.

8 Lesson 2 - Animals and their habitats Day 2 and 4 Materials needed: Books on a variety of different animals and habitats Ranger Rick magazine Science textbooks Internet Story paper with picture space at the top and lines on the bottom pencils crayons Approximate time needed: 90 minutes (45 minutes each over 2 days) Description: Remind the students of the essential questions: Today the students will be divided into their groups. The students will work together in their groups to research the different types of habitats using a variety of resources. The students will work with their group members to create a tree map including information of all of the different habitats. TRIP TO LAZY FIVE RANCH (Day 3- see lesson 3) The students will each select a habitat to research as well as one animals within that habitat. The students will decide as a group how to present their information. They can use a flip book, tree map, or some kind of foldable. Whatever they decide they must do as a group. The students will present this information as part of their final product.

9 Lesson 3- Field Trip to Lazy 5 Ranch Day 3 Materials needed: Digital Cameras Approximate time needed: The whole time we re on the trip Description: Review with the children the most effective ways to photograph animals by viewing the website: The students will take photographs using their digital cameras (one camera per group) of the various animals found at the Lazy 5 Ranch. The students will be sure to include the habitat in their picture to use as a reference when we return. The students will have to work together and use the vocabulary we have been learning to communicate during the trip.

10 Lesson 4 -Researching photographs of animals in their habitats Day 5 & 6 Materials: Computer Lab Computers Printer Digital Cameras Following websites: Approximate time needed:??? (Depends on the students) Description: The students will be downloading the images on their digital camera, cropping them, and printing. The students will also be further researching additional images to include with their project. The students need to look for pictures of animals seeking shelter, eating, drinking, etc. within their habitats. They will also be learning ways to obtain additional information about the habitats from the web. Also, the students need to answer the question... How are animals similar to humans? How are they different? The students will be given class time over the following days to work on their project and decide how they would like to present their information. It can be a poster, they can act it out... whatever they decide with their groups?

11 Lesson 5 - A Fish Out of Water (Culminating Activity) Day 7 Materials: Students Products Dr. Suess book, A Fish Out of Water Digital video camera Approximate time needed: 90 minutes Description: The students will be sharing their products with the rest of the class. The teacher will be video taping the students while they present. All of the children need to take part in the presentation. After each presentation, the rest of the class will be given an opportunity to ask questions. After all of the presentations are complete, the teacher will read the book, A Fish Out of Water, by Dr. Suess. Then, the class will revisit and discuss the essential questions: -Can a fish live in a tree? -Can a dog live in the water? -Can a bird live only on land?