Teacher's guide
![Picture](/uploads/1/5/1/7/15177024/9255454.jpg)
Introduction and Overview
This unit is about animal life cycles and comparing them. I want students to see that all living things have a life cycle and that they are all different. We will be focusing on four different animals 1) butterflies 2)chickens 3) ladybugs and 4) frogs. Students will be assigned in groups of 4-5 students. Each group will be assigned a specific animal to research. Students will have four required assignments to complete and then a final project with their group in class. Two of those required assignments are individually done, while the other two are completed with their groups in class. At the end, groups will be presenting their information to the class in the form of a Powerpoint, or poster board. They will also be presenting one of their group assignments to the class. We will be comparing the different animal life cycles when each group presents at the end of this 3 week unit. They will have an ample amount of time two times a week to work on this.
There will be eight additional assignments that I encourage students to work on, individually, and in groups.
Throughout this page, you will find what standards these projects address, and what objectives I hope my students achieve. You can click on the links to the right to see more about the unit, and read below to find even more.
Standards
Next Generation Science Standards
3-LS1-: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Common Core Standards
Students will be able to:
1. Explain the life cycle of their given animal.
2. Identify, label and order the different stages of a life cycle
3. Explain and compare how life cycles are different from one animal to another.
Specific learning objectives for each activity is listed below under Group Activity Descriptions!
WIDA Standards
1. Reading (Language of Language Arts): Match main ideas with their details from paragraphs using visual support and graphic organizers
2. Speaking (Language of Language Arts): Summarize story lines, issues, or conflicts in various genres, supported by illustrations
3. Writing (Language of Language Arts): Describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
4. Writing (Language of Language Arts): Depict a series of illustrated events using related sentences in narrative form based on models
Teacher Background Information
In this unit, students will be exploring life cycles. This is a web-based, project based unit where students will be working in groups, and individually on various activities. They will be learning about the way animals grow in life, and their cycles. They will also be learning about how these animal's life cycles differ from one another. They will be working on various activities to collect information to bring and use for their final project with their group. They will be teaching their peers about their animal's life cycle at the end of the unit where students will listen and take notes to compare all the different animals.
Websites Used:
http://www.vtaide.com/png/chicken.htm
http://www.youtube.com/watch?v=7AUeM8MbaIk
http://www.youtube.com/watch?v=AMs3waaW75g
http://www.youtube.com/watch?v=1fmfzHLiGh4
Assessment For The Unit
This can be found in a download (Assessment for Unit) at the end of this guide.
I plan on measuring the student's learning on their final presentation. This presentation is meant to be a all of the information they have learned throughout the activities complied into a final presentation to help teach their peers about their animal's life cycle. I think this is an accurate measurement of their gained knowledge from the unit, which is a summative assessment. I also will be assessing their progress throughout the unit, by collecting their binders periodically throughout the unit. I will be able to formative assess their work therefore, throughout the unit, and see if their are clearly understanding the materials.
Specific examples of assessments in this unit involve note-taking, observations, graphic organizers, posters, and hands-on activities and reflections. In one activity, the students will be creating their own life cycle poster of their life. This can allow them to see how life cycles are different when they compare that to their animal's life cycle. In another activity, students will be watching videos online and be taking notes on a provided graphic organizer to later use in their final presentation.
I think these are all good assessment activities because it is easy for them to use the information they found, if it is organized, to create their final project with their group. They can bring all their notes in their binder, and all the activities completed to share ideas and opinions with their group.
I also chose to do a summative assessment, which would be the final project. Students can use all the information they found in their small activities to complete the final activity. This will allow be to truly assess what they have learned throughout the unit. I want them to be able to not just state facts they learned, but all compare and see how life cycles do differ from one another, yet they are similar too.
This unit is about animal life cycles and comparing them. I want students to see that all living things have a life cycle and that they are all different. We will be focusing on four different animals 1) butterflies 2)chickens 3) ladybugs and 4) frogs. Students will be assigned in groups of 4-5 students. Each group will be assigned a specific animal to research. Students will have four required assignments to complete and then a final project with their group in class. Two of those required assignments are individually done, while the other two are completed with their groups in class. At the end, groups will be presenting their information to the class in the form of a Powerpoint, or poster board. They will also be presenting one of their group assignments to the class. We will be comparing the different animal life cycles when each group presents at the end of this 3 week unit. They will have an ample amount of time two times a week to work on this.
There will be eight additional assignments that I encourage students to work on, individually, and in groups.
Throughout this page, you will find what standards these projects address, and what objectives I hope my students achieve. You can click on the links to the right to see more about the unit, and read below to find even more.
Standards
Next Generation Science Standards
3-LS1-: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Common Core Standards
- CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
- CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
- CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Students will be able to:
1. Explain the life cycle of their given animal.
2. Identify, label and order the different stages of a life cycle
3. Explain and compare how life cycles are different from one animal to another.
Specific learning objectives for each activity is listed below under Group Activity Descriptions!
WIDA Standards
1. Reading (Language of Language Arts): Match main ideas with their details from paragraphs using visual support and graphic organizers
2. Speaking (Language of Language Arts): Summarize story lines, issues, or conflicts in various genres, supported by illustrations
3. Writing (Language of Language Arts): Describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
4. Writing (Language of Language Arts): Depict a series of illustrated events using related sentences in narrative form based on models
Teacher Background Information
In this unit, students will be exploring life cycles. This is a web-based, project based unit where students will be working in groups, and individually on various activities. They will be learning about the way animals grow in life, and their cycles. They will also be learning about how these animal's life cycles differ from one another. They will be working on various activities to collect information to bring and use for their final project with their group. They will be teaching their peers about their animal's life cycle at the end of the unit where students will listen and take notes to compare all the different animals.
Websites Used:
http://www.vtaide.com/png/chicken.htm
http://www.youtube.com/watch?v=7AUeM8MbaIk
http://www.youtube.com/watch?v=AMs3waaW75g
http://www.youtube.com/watch?v=1fmfzHLiGh4
Assessment For The Unit
This can be found in a download (Assessment for Unit) at the end of this guide.
I plan on measuring the student's learning on their final presentation. This presentation is meant to be a all of the information they have learned throughout the activities complied into a final presentation to help teach their peers about their animal's life cycle. I think this is an accurate measurement of their gained knowledge from the unit, which is a summative assessment. I also will be assessing their progress throughout the unit, by collecting their binders periodically throughout the unit. I will be able to formative assess their work therefore, throughout the unit, and see if their are clearly understanding the materials.
Specific examples of assessments in this unit involve note-taking, observations, graphic organizers, posters, and hands-on activities and reflections. In one activity, the students will be creating their own life cycle poster of their life. This can allow them to see how life cycles are different when they compare that to their animal's life cycle. In another activity, students will be watching videos online and be taking notes on a provided graphic organizer to later use in their final presentation.
I think these are all good assessment activities because it is easy for them to use the information they found, if it is organized, to create their final project with their group. They can bring all their notes in their binder, and all the activities completed to share ideas and opinions with their group.
I also chose to do a summative assessment, which would be the final project. Students can use all the information they found in their small activities to complete the final activity. This will allow be to truly assess what they have learned throughout the unit. I want them to be able to not just state facts they learned, but all compare and see how life cycles do differ from one another, yet they are similar too.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Assessment for Unit | |
File Size: | 12 kb |
File Type: | docx |
Advanced Preparation
I want to make sure the videos are working properly that I put on the WBI at the time they use them. I would have to find different ones if they are down. I also want to have the groups made in advanced, and have the books and materials in advance so the students can work right away.
Group Activity Descriptions
Activity One:
For this assignment, you will be choosing your animal and reading the following book with your group. Before, during, and after reading you will need to fill out the KWL chart, which you can download below. Then do the activity that follows.
With your group, read the story that is provided. After reading the story, create your own informational, picture book telling the story of the life cycle of you animal. Should include: 5-7 pages, colorful illustrations, and 3-4 sentences per page explaining what is happening.
The science learning objective for this activity is that students will be able to read, in a group, one of the following books on life cycles, and then create a story book of the life cycle of an animal with colorful illustrations and details. The WIDA learning objective for this activity is that students will be able to match main ideas with their details from paragraphs using visual support and graphic organizers.
Activity Two:
Click on whichever animal you have been assigned to and watch, or look at the website/video that follows. With your group, create a poster that includes all the steps of that particular animals life cycles from what you learned from the video. Take notes on the graphic organizer, provided below, to place into your binder!
After you finish watching the video, you and your group should create a poster showing all the steps of the life cycle that animal goes through. Make sure to include details and illustrations. Ms. Grey will take a picture of your finished poster so everyone has a copy of the poster in their binder.
The science learning objective for this activity is that students will be able to watch a video and then create a poster with their group that includes all the steps of a life cycle on it. Students will also be able to take notes in a graphic organizer. The WIDA learning objectives for this activity is that students will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Activity Three:
You and your group will be creating a song based off your animal's life cycle. Be sure to include all the changes that your animal goes through. Everyone needs to be involved. It should have once stance, or paragraph, per person in your group, but work together! Be prepared to sing your song in front of Ms. Grey! :)
The science learning objectives for this activity is that student's will be able to create a song based off their animals life cycle. The WIDA standards are that student's will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Activity Four:
You and your group are assigned to act out the life cycle of your animal. Be sure to include everyone in your acting. That means, one person can do one step, another then next step, and so on. There should be a narrator to tell what happens. Make sure to write down a script and film this. When you are ready to film, get Ms. Grey and she will set up a camera. There should be props and everyone should have a part! Have fun with this. Don't leave anything out.
The science learning objective for this assignment is that students will be able to write a script, and act out the life cycle of their animal with their group. The WIDA standards are that students will be able to summarize story lines, issues, or conflicts in various genres, supported by illustrations.
Activity Five:
You and your group are reporting on the life cycle of your animal. You will be writing a news report, once a week, reporting on a different stage of the animal each week. You will be working together to write this news report. It should include a different stage each week, but the last week you may need to combine the last two stages. That's okay! What will people need to know about your animal? What physical changes is it going through during that stage that people should know?
The science learning objective for this assignment is that students will be able write a news report on each stage of their animal's life cycle with a group. The WIDA standards are that students will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Activity Six:
In this activity, you will be working with your group to compare your animal's life cycle to a plant's life cycle. You will watch and participate in the online simulation that is below, and take notes on it to place into your learning binder. Each person in every group should have their own notes in their binder. Then, download the Venn Diagram to fill out the differences and similarities of a plant's life cycle and your animal's life cycle.
The science learning objective for this assignment is that students will be able to compare and contrast your animals life cycle with that of a plants using a Venn Diagram. The WIDA standards are that students will be able to match main ideas with their details from paragraphs using visual support and graphic organizers.
Individual Activity Descriptions
Activity One:
You will be creating your own life cycle. Start from when you were a baby with a picture of you, and then go through the different stages of life with pictures. For example you can do: Born, First Day of Kindergarten, Where You Are Today, Future you as an Adult, and Future you as an Elder. Make sure to include a future self of you. Include explanations and descriptions of what is happening during those stages of your life cycle. Place your completed life cycle in your binder when completed. You can compare your life cycle with your animals. How are they different? How are they the same?
If you do not have pictures of you, you may draw a picture of you. However, you will have to draw your future self as there are no pictures of that.
The science learning objective for this activity is that students will be able to create their own life cycle using pictures and illustrations. The WIDA standards are that students will be able to depict a series of illustrated events using related sentences in narrative form based on models.
Activity Two:
You will be making observations of your animal that's in our classroom. Write your observations on a separate sheet of paper to put into binder. Make sure to identify the stage your animal is in, and make sure to note any changes in color, size, shape, etc. It's okay if you do not see any changes. Write why you think it may have not changed at all. After you write your observations, write a reflection. Why do you think these changes occurred?
The science learning objectives for this activity is that students will be able to make observations on their animal in the classroom and identify which stage of the life cycle it is at. The WIDA standards are that students will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Activity Three:
You will be creating an individual fiction book on your animal's life cycle that you were assigned. Make sure all steps are included, but make a story to go along with the cycle. How do you think this animal is feeling during each step? What is it doing? Your book needs to be at least 5 pages long. The final copy should be typed, unless approved by me, with illustrations and color. Be creative! When you are finished, place it in your science binder.
The science learning objectives for this activity is that students will be able to create a fictional book about their animal's life cycle. The WIDA standards is that students are able to depict a series of illustrated events using related sentences in narrative form based on models.
Activity Four:
For the activity, you will be creating a poem about your animal's life cycle. Make sure all the stages of the life cycle are included. Be creative and add a colorful illustration. You can have fictional parts to your poem, but the life cycle part needs to be accurate. Your poem should be about half to a full page long. Rhyming is fun, but is optional for this poem.
The science learning objectives for this activity is that students will be able to create and write a poem. The WIDA standards are that students will be able to depict a series of illustrated events using related sentences in narrative form based on models.
Activity Five:
You will be downloading and printing the following worksheets for your animal. Cut them out and put them in order. After you do this, write down the stage it is in under it. Define all the stages too. Place this in your learning binder when completed.
The science learning objectives for this assignment is that students will be able to match and sort the stages of a life cycle and define the vocabulary words. The WIDA standards are that students will be able to match main ideas with their details from paragraphs using visual support and graphic organizers.
Activity Six:
For this activity, you will be writing an article as if you were this animal going through these stages. Describe all the steps and how you felt going through all of them. What was happening? How were you changing? You may add pictures if you want, but it is not necessary. This should be an article in the first person point of view. You are the animal and you are going through these changes. How do you think a animal would feel going through each step? Put this in your learning binder when you are done.
The science learning objectives for this activity is that students will be able to write an article in first person perspective. The WIDA standards are that students will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Presenting Final Project
"This is your final activity for this unit! YAY! You MUST complete all of the required individual and group activities before moving on to this final activity. I would highly recommend trying a few of the optional activities as they provide you with more information on life cycles, and get you more familiar with them.
For the final project, you will be creating a presentation to present to the class with your group on your assigned animal. In this presentation, you will need to include the information about your animal, their life cycle, their environment, and some interesting facts you have learned about this animal. You will be putting this all on a Powerpoint, or a poster board (I will provide). You will also be presenting one group activity that everyone completed. You will show the class what you did from it, and then reflect on what you learned from doing it.
You will be completing this final project with your assigned group. I will give you time in class to work on this.
This should be creative and neat. The class will be taking notes on your presentation so make sure it is legible, and clearly organized. Everyone should have a speaking part in your presentation, and it should last about 5 minutes. Be prepared to answer questions from the class at the end!" You can find the note taking sheet on the WBI page under final project.
SIOP Instructional Practices and Strategies
For ELL students, I have made the final presentation with an option of a poster, or a Powerpoint. They can make a poster filled with pictures and explain it in their own words instead of doing a whole Powerpoint online, if they feel more comfortable with that. They also must choose one of the group activities to present. They can choose whichever they feel comfortable presenting. Maybe that is the song, or acting it out. A graphic organizer to help them with their notes will be helpful and pictures can be added to the notes for better understanding.
SIOP can be implemented into this lesson by making sure I prepare the lesson and the graphic organizers. I should partner students who are ELL so they can have research materials with their own language so they can read and do their research easily. They will feel more comfortable if they are working with someone who speaks the same language, or that is comfortable with helping them out.
As the teacher, I would need to make sure they have background knowledge of what the life cycle is and that there are similarities and differences in certain animals. Different strategies will also need to be implemented like giving different research materials to look at. For example, books, websites, articles, pictures, diagrams, and in different languages. They would then be assessed on their presentation to the class on what they learned and their graphic organizer.
It is very important to me that everyone has a chance to succeed in my class. If you have any other questions about this project, or how I can help you do NOT hesitate. Come and talk to me. I am willing to make any other changes, and find other sources for you to use.
Literacy Instructional Practices
I really wanted to incorporate literacy practice into this science unit. I think it is really important to integrate both subjects whether it is through note-taking or written work. It is evident that children see how two subjects can be put together and relate to one another.
I used a Venn Diagram in one of the activities where students will be comparing their animals life cycle to that of a plant's. They will easily be able to write and compare and contrast the plants and animals life cycle's. I also have a graphic organizer for them to use to take notes in. This will help them stay organized.
I used written work to help students practice their literacy skills, while doing science. In one activity, I have students I have them write a book, and in another, they are writing an article. I have a lot of writing in these activities so they can get this literacy practice. It is good to put this practice where you can.
For students with special needs, I also thought that the activities could easily be scaffolded through using such things as more graphic organizers. A lot of the activities could easily be guided by using graphic organizers to assist students with special needs. I think from the WIDA standards, using small illustrations to explain a concept, would be a great modification in the activities too.
I want to make sure the videos are working properly that I put on the WBI at the time they use them. I would have to find different ones if they are down. I also want to have the groups made in advanced, and have the books and materials in advance so the students can work right away.
Group Activity Descriptions
Activity One:
For this assignment, you will be choosing your animal and reading the following book with your group. Before, during, and after reading you will need to fill out the KWL chart, which you can download below. Then do the activity that follows.
With your group, read the story that is provided. After reading the story, create your own informational, picture book telling the story of the life cycle of you animal. Should include: 5-7 pages, colorful illustrations, and 3-4 sentences per page explaining what is happening.
The science learning objective for this activity is that students will be able to read, in a group, one of the following books on life cycles, and then create a story book of the life cycle of an animal with colorful illustrations and details. The WIDA learning objective for this activity is that students will be able to match main ideas with their details from paragraphs using visual support and graphic organizers.
Activity Two:
Click on whichever animal you have been assigned to and watch, or look at the website/video that follows. With your group, create a poster that includes all the steps of that particular animals life cycles from what you learned from the video. Take notes on the graphic organizer, provided below, to place into your binder!
After you finish watching the video, you and your group should create a poster showing all the steps of the life cycle that animal goes through. Make sure to include details and illustrations. Ms. Grey will take a picture of your finished poster so everyone has a copy of the poster in their binder.
The science learning objective for this activity is that students will be able to watch a video and then create a poster with their group that includes all the steps of a life cycle on it. Students will also be able to take notes in a graphic organizer. The WIDA learning objectives for this activity is that students will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Activity Three:
You and your group will be creating a song based off your animal's life cycle. Be sure to include all the changes that your animal goes through. Everyone needs to be involved. It should have once stance, or paragraph, per person in your group, but work together! Be prepared to sing your song in front of Ms. Grey! :)
The science learning objectives for this activity is that student's will be able to create a song based off their animals life cycle. The WIDA standards are that student's will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Activity Four:
You and your group are assigned to act out the life cycle of your animal. Be sure to include everyone in your acting. That means, one person can do one step, another then next step, and so on. There should be a narrator to tell what happens. Make sure to write down a script and film this. When you are ready to film, get Ms. Grey and she will set up a camera. There should be props and everyone should have a part! Have fun with this. Don't leave anything out.
The science learning objective for this assignment is that students will be able to write a script, and act out the life cycle of their animal with their group. The WIDA standards are that students will be able to summarize story lines, issues, or conflicts in various genres, supported by illustrations.
Activity Five:
You and your group are reporting on the life cycle of your animal. You will be writing a news report, once a week, reporting on a different stage of the animal each week. You will be working together to write this news report. It should include a different stage each week, but the last week you may need to combine the last two stages. That's okay! What will people need to know about your animal? What physical changes is it going through during that stage that people should know?
The science learning objective for this assignment is that students will be able write a news report on each stage of their animal's life cycle with a group. The WIDA standards are that students will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Activity Six:
In this activity, you will be working with your group to compare your animal's life cycle to a plant's life cycle. You will watch and participate in the online simulation that is below, and take notes on it to place into your learning binder. Each person in every group should have their own notes in their binder. Then, download the Venn Diagram to fill out the differences and similarities of a plant's life cycle and your animal's life cycle.
The science learning objective for this assignment is that students will be able to compare and contrast your animals life cycle with that of a plants using a Venn Diagram. The WIDA standards are that students will be able to match main ideas with their details from paragraphs using visual support and graphic organizers.
Individual Activity Descriptions
Activity One:
You will be creating your own life cycle. Start from when you were a baby with a picture of you, and then go through the different stages of life with pictures. For example you can do: Born, First Day of Kindergarten, Where You Are Today, Future you as an Adult, and Future you as an Elder. Make sure to include a future self of you. Include explanations and descriptions of what is happening during those stages of your life cycle. Place your completed life cycle in your binder when completed. You can compare your life cycle with your animals. How are they different? How are they the same?
If you do not have pictures of you, you may draw a picture of you. However, you will have to draw your future self as there are no pictures of that.
The science learning objective for this activity is that students will be able to create their own life cycle using pictures and illustrations. The WIDA standards are that students will be able to depict a series of illustrated events using related sentences in narrative form based on models.
Activity Two:
You will be making observations of your animal that's in our classroom. Write your observations on a separate sheet of paper to put into binder. Make sure to identify the stage your animal is in, and make sure to note any changes in color, size, shape, etc. It's okay if you do not see any changes. Write why you think it may have not changed at all. After you write your observations, write a reflection. Why do you think these changes occurred?
The science learning objectives for this activity is that students will be able to make observations on their animal in the classroom and identify which stage of the life cycle it is at. The WIDA standards are that students will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Activity Three:
You will be creating an individual fiction book on your animal's life cycle that you were assigned. Make sure all steps are included, but make a story to go along with the cycle. How do you think this animal is feeling during each step? What is it doing? Your book needs to be at least 5 pages long. The final copy should be typed, unless approved by me, with illustrations and color. Be creative! When you are finished, place it in your science binder.
The science learning objectives for this activity is that students will be able to create a fictional book about their animal's life cycle. The WIDA standards is that students are able to depict a series of illustrated events using related sentences in narrative form based on models.
Activity Four:
For the activity, you will be creating a poem about your animal's life cycle. Make sure all the stages of the life cycle are included. Be creative and add a colorful illustration. You can have fictional parts to your poem, but the life cycle part needs to be accurate. Your poem should be about half to a full page long. Rhyming is fun, but is optional for this poem.
The science learning objectives for this activity is that students will be able to create and write a poem. The WIDA standards are that students will be able to depict a series of illustrated events using related sentences in narrative form based on models.
Activity Five:
You will be downloading and printing the following worksheets for your animal. Cut them out and put them in order. After you do this, write down the stage it is in under it. Define all the stages too. Place this in your learning binder when completed.
The science learning objectives for this assignment is that students will be able to match and sort the stages of a life cycle and define the vocabulary words. The WIDA standards are that students will be able to match main ideas with their details from paragraphs using visual support and graphic organizers.
Activity Six:
For this activity, you will be writing an article as if you were this animal going through these stages. Describe all the steps and how you felt going through all of them. What was happening? How were you changing? You may add pictures if you want, but it is not necessary. This should be an article in the first person point of view. You are the animal and you are going through these changes. How do you think a animal would feel going through each step? Put this in your learning binder when you are done.
The science learning objectives for this activity is that students will be able to write an article in first person perspective. The WIDA standards are that students will be able to describe a series of illustrated events using related sentences in narrative form based on models in round tables of peers.
Presenting Final Project
"This is your final activity for this unit! YAY! You MUST complete all of the required individual and group activities before moving on to this final activity. I would highly recommend trying a few of the optional activities as they provide you with more information on life cycles, and get you more familiar with them.
For the final project, you will be creating a presentation to present to the class with your group on your assigned animal. In this presentation, you will need to include the information about your animal, their life cycle, their environment, and some interesting facts you have learned about this animal. You will be putting this all on a Powerpoint, or a poster board (I will provide). You will also be presenting one group activity that everyone completed. You will show the class what you did from it, and then reflect on what you learned from doing it.
You will be completing this final project with your assigned group. I will give you time in class to work on this.
This should be creative and neat. The class will be taking notes on your presentation so make sure it is legible, and clearly organized. Everyone should have a speaking part in your presentation, and it should last about 5 minutes. Be prepared to answer questions from the class at the end!" You can find the note taking sheet on the WBI page under final project.
SIOP Instructional Practices and Strategies
For ELL students, I have made the final presentation with an option of a poster, or a Powerpoint. They can make a poster filled with pictures and explain it in their own words instead of doing a whole Powerpoint online, if they feel more comfortable with that. They also must choose one of the group activities to present. They can choose whichever they feel comfortable presenting. Maybe that is the song, or acting it out. A graphic organizer to help them with their notes will be helpful and pictures can be added to the notes for better understanding.
SIOP can be implemented into this lesson by making sure I prepare the lesson and the graphic organizers. I should partner students who are ELL so they can have research materials with their own language so they can read and do their research easily. They will feel more comfortable if they are working with someone who speaks the same language, or that is comfortable with helping them out.
As the teacher, I would need to make sure they have background knowledge of what the life cycle is and that there are similarities and differences in certain animals. Different strategies will also need to be implemented like giving different research materials to look at. For example, books, websites, articles, pictures, diagrams, and in different languages. They would then be assessed on their presentation to the class on what they learned and their graphic organizer.
It is very important to me that everyone has a chance to succeed in my class. If you have any other questions about this project, or how I can help you do NOT hesitate. Come and talk to me. I am willing to make any other changes, and find other sources for you to use.
Literacy Instructional Practices
I really wanted to incorporate literacy practice into this science unit. I think it is really important to integrate both subjects whether it is through note-taking or written work. It is evident that children see how two subjects can be put together and relate to one another.
I used a Venn Diagram in one of the activities where students will be comparing their animals life cycle to that of a plant's. They will easily be able to write and compare and contrast the plants and animals life cycle's. I also have a graphic organizer for them to use to take notes in. This will help them stay organized.
I used written work to help students practice their literacy skills, while doing science. In one activity, I have students I have them write a book, and in another, they are writing an article. I have a lot of writing in these activities so they can get this literacy practice. It is good to put this practice where you can.
For students with special needs, I also thought that the activities could easily be scaffolded through using such things as more graphic organizers. A lot of the activities could easily be guided by using graphic organizers to assist students with special needs. I think from the WIDA standards, using small illustrations to explain a concept, would be a great modification in the activities too.