Vous êtes sur la page 1sur 11

Grades 3-5 Animal Features and Habitats Unit Mini-lesson #1: Giving Credit Where Credit is Due Grades

K-2 Related Unit Standards:


GPS: S3L1 c., S4L2 a., S5L1 a. CCGPS: 3.SL.1.d, 3.W.6, 3.W.7, 3.W.8, 4.W.6, 4.W.7, 4.W.8, 5.W.6, 5.W.7, 5.W.8, 3.SL.1.d, 3.R.I.1, 3.SL.1c, 4.R.I.1, 5.SL.1c ISTE-NETS: 3b, 5a-b AASL: 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.3.1, 1.3.3, 1.3.5, 1.4.2, 1.4.4, 2.1.2, 2.1.3, 2.1.4, 2.3.1, EQ: How can I respect 3.1.4, 3.1.6, 3.2.3, 4.3.2 others work and ideas? Digital Information Fluency: Learners cite the source and/or author for the selected digital information Principles of Inquiry-Based Learning Focus: Ethical Citizenship
Key Vocabulary:

Plagiarism: using someone elses works or ideas as your own in part or in whole and claiming you created it Credit: citing an authors work with their name, publication date, and where you got the information from Paraphrase: say something again in your own words Quote: use the exact same words (with quotation marks)

Unit Overview: Students will investigate the correlation between animal features and the habitat the animals live in while utilizing digital tools and information literacy skills. Lesson Overview: Students will learn that the resources they use in school, at the library, or at home are created for a variety of purposes and can be used when proper credit is given to the author or creator. Guiding/Driving Questions: How do content users and creators ethically learn and share information? When are people justified in destroying a habitat? Learning Objectives: Students will be able to... Define key vocabulary Explain when it is okay to use someones work Quote and paraphrase information Write a citation Materials and Preparation Share the curated resources for use by the students Pencils and paper, curated resources: Themefy (ethical use) & Stixy (animal resources) Computers with internet access and projection capability Time for Kids article (http://www.timeforkids.com/news/amazing-new-animals/23606 Article citation and graphic organizer The San Diego Zoo website (http://kids.sandiegozoo.org) Prior Knowledge: Ask students if theyve heard the term plagiarism before. Ask them if they can define it or give examples and try to clear up any misconceptions. Ask how they would feel if someone took what they worked hard on and turned it in as their own work. How do people show that their work is theirs (name, signatures, copyright information, and dates)?

Discussion Points: Plagiarism Discuss what plagiarism looks like (ex: copying and pasting anything that is not your own work including text and images or videos and passing it off as your own work without giving credit to the original author). Share the districts policy on plagiarism and the consequences. Explain to students that copyright laws protect the ownership of peoples creations and how people need to ask permission of the owner to use their works. Play the Credit is Due (Attribution Song).Tell the students that fair use guidelines allow students to use work without permission when they cite their sources. You can avoid plagiarizing by using quotation marks when you quote and by paraphrasing (saying something a different way and in your own words) in addition to using citations. You will include credits in your performance tasks in this unit. Discussion Scenarios: Giving Credit Addie wants to use a picture she found on the internet in her report. What does she need to do? (Give credit to the illustrator/photographer by showing who created it and where she got it from) Maggie really likes the way the author described her favorite animal. How can she use that in her report fairly? (Use quotations for a direct quote or paraphrase the information and give credit to the source) Have students come up with their own scenarios and discuss together what they can do to give proper credit. Can students come up with any misconceptions that need to be addressed? Activity: Examining & Creating a Citation Show the online Time for Kids article, Amazing New Animals and the prepared MLA citation. Levit, Joe. Amazing New Animals. Time for Kids. Time Inc., 12 Dec. 2011. Web. 14 Jun. 2013. http://www.timeforkids.com/news/amazing-new-animals/23606 In small groups, instruct the students to try to identify the different sections of the citation. Have students refer to a list of components to label each part of the citation after reviewing each part: Author (who wrote it?), Title (what is it called?), Publisher (who printed or posted it for viewing?), Publication Date (when was it printed or posted?), Means of Access (how did you find it?), Date of Access (when did you find it?), URL (link to visit article online)

Model how to use a citation website like EasyBib (http://www.easybib.com/) to build a web citation.

Assessment Activity: Show What You Know Follow the link to the San Diego Zoo website (http://kids.sandiegozoo.org). Model for students how they will look for information on an animal or exhibit of their choice and write down a direct quote (using quotation marks) and then paraphrase the same information and give credit to the author using the graphic organizer below.

Quote

Paraphrase

Give Credit

Wrap Up: Are students able to define the vocabulary terms and apply what theyve learned to correctly quote, paraphrase and cite a source? Can they answer the following questions? 1. What is plagiarism? 2. What can you do to avoid taking credit for someone elses work? 3. What is the difference between quoting and paraphrasing?

Assessment Rubric: Format for citations is as follows: 1. 2. 3. 4. Website is used to collect information Graphic organizer is used to organize information Font and size are consistent throughout the page The entry has a hanging indent
(Example of citation with hanging indent): Freedman, Russell and James Lincoln Collier. Abraham Lincoln: My Life after the War. Boston: Houghton, 2007.

Criteria Format of Citation

1. Website is used to collect information 2. Graphic organizer is used to collect information 3. Font and size are consistent throughout the page
4. All parts of format (above) are followed One part of format is missing More than one element is incorrect or missing

The entry has a hanging indent


All parts of the citation (author, title, publisher etc.) are included correctly All are correct One part of a citation is missing Little to no attempt to use EasyBib correctly

Elements of Citation According to lessons on print and web site citation and with use of EasyBib

Mechanics

Some errors throughout

Many spelling and capitalization errors

Grades 3-5 Animal Features and Habitats Unit Mini-lesson #2 Expert Knowledge
Related Unit Standards: GPS: S3L1 c., S4L2 a., S5L1 a. CCGPS: 3.SL.1.d, 3.W.6, 3.W.7, 3.W.8, 4.W.6, 4.W.7, 4.W.8, 5.W.6, 5.W.7, 5.W.8, 3.SL.1.d, 3.R.I.1, 3.SL.1c, 4.R.I.1, 5.SL.1c ISTE-NETS: 3b, 5a-b AASL: 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.3.1, 1.3.3, 1.3.5, 1.4.2, 1.4.4, 2.1.2, 2.1.3, 2.1.4, 2.3.1, 3.1.4, 3.1.6, 3.2.3, 4.3.2 Digital Information Fluency: Students will learn to identify key concepts in a research question Principles of Inquiry-Based Learning Focus: Performances, Expertise, Technology
Key Vocabulary:

Credit: citing an authors work with their name, publication date, and where you got the information from Zoologist: a person who studies zoology-a branch of biology concerned with the animal kingdom and animal life (http://www.wordcentral.com/cgi-bin/student?book=Student&va=zoology) Features: characteristics or traits of something Habitat: the place or type of place where a plant or animal naturally lives or grows

Unit Overview: Students will investigate the correlation between animal features and the habitat the animals live in while utilizing digital tools and information literacy skills. Lesson Overview: Students will use knowledge from a zoologist and research skills to investigate the varying features/adaptations of animals and the importance to their survival. Guiding/Driving Questions: How can I figure out why animals have distinct features? How do animals use these traits to survive? Should people be concerned about animal habitats? Learning Objectives: Students will be able to... Define key vocabulary Explain what a zoologist does for a living Cite an interview using Son of Citation Machine Use digital tools to demonstrate their knowledge Materials and Preparation Pencils and paper, curated resources: Themefy (ethical use) & Stixy (animal resources) Computers with internet access and projection capability Skype Application/Website (http://www.skype.com/en/) Pre-arranged zoologist as a subject matter expert (http://nationalzoo.si.edu/) Prior Knowledge: Ask students if theyve heard the term zoology before. Ask them if they can define it or give examples and try to clear up any misconceptions. Ask what they think a Zoologist does for a living. Explain that the class will be visiting with a zoologist via Skype to get more information and expertise in the study of animal features and provide authentic feedback to the students.

(Day 1) Activity: Preparation Students will brainstorm questions for the zoologist prior to the meeting They will evaluate how they can improve their more specific queries when searching for information online Demonstrate how to cite an interview using Son of Citation Machine (Day 2) Activity: Skype with an Expert Remind students that they will include credits in the tasks for this unit and can avoid plagiarizing by using quotation marks when they quote and by paraphrasing (saying something a different way and in your own words) in addition to using citations. Discuss what Skype is used for. Log-in to the Skype application. Students and instructors will converse with the zoologist about animals, their features, and how they use them to survive and adapt to their environments (habitats). Sample Discussion Points: What does a zoologist do? Why do they study animals? How do animals use their features to help them survive? What makes an animals features good for living in their habitat? What can we do to help conserve habitats? Assessment Activity: Collaborate, Organize, and Compare Students will begin their collection of information by discussing with their groups what they learned that interested them about the Skype chat. They will discuss what questions they still have and ways they can find answers to them. Students will organize their notes using their choice of previously taught digital technologies (example: Popplet, SimpleMind, Diigo etc.) in order to create a digital presentation or write a brief report about the comparison of animal features to share with the class for feedback before revision and inclusion in their portfolio.

Wrap Up: Are students able to define the vocabulary terms and apply what theyve learned? Can they answer the following questions? 1. What is a zoologist? 2. What are some important features of the animals you learned about from the Skype? (Ex: fur, hooves, teeth, etc.) 3. What habitat do they live in? (Ex: mountains) 4. How do those features help them in their habitat? (Ex: hooves make it easy for the goats to climb on the slippery and rocky terrain)

Assessment Rubric: Comparison of Animal Traits/Features


Criteria Elements of Comparison names of animals 3-5 important features for each animal pictures showing features

3
All elements are included with good details and pictures

2
One feature and/or picture is incorrect or missing A more appropriate digital tool would have worked better (see feedback for more information) One part of a citation is missing

1
More than one feature and/or picture is incorrect or missing

Presentation/Report used Digital Tools

Digital tool fit the assignment

A digital tool was not used

Elements of Citation author date of interview style of interview Mechanics

All parts of the citation are included correctly All are correct

Little to no attempt to use Son of Citation Machine correctly Many spelling and capitalization errors

Some errors throughout

Grades 3-5 Animal Features and Habitats Unit Mini-lesson #3 Searching for Understanding
Related Unit Standards: GPS: S3L1 c., S4L2 a., S5L1 a. CCGPS: 3.SL.1.d, 3.W.6, 3.W.7, 3.W.8, 4.W.6, 4.W.7, 4.W.8, 5.W.6, 5.W.7, 5.W.8, 3.SL.1.d, 3.R.I.1, 3.SL.1c, 4.R.I.1, 5.SL.1c ISTE-NETS: 3b, 5a-b AASL: 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.3.1, 1.3.3, 1.3.5, 1.4.2, 1.4.4, 2.1.2, 2.1.3, 2.1.4, 2.3.1, 3.1.4, 3.1.6, 3.2.3, 4.3.2 Digital Information Fluency: Students will learn to create effective and efficient search queries in addition to selecting digital search tools and applying search strategies to locate reliable digital information related to their academic learning goals. They will ethically use digital information. Principles of Inquiry-Based Learning Focus: Performances, Technology, Assessment
Key Vocabulary:

Credit: citing an authors work with their name, publication date, and where you got the information from Features: characteristics or traits of something Habitat: the place or type of place where a plant or animal naturally lives or grows Conservation: a careful preservation and protection of something; especially: planned management of a natural resource to prevent exploitation, pollution, destruction, or neglect

Unit Overview: Students will investigate the correlation between animal features and the habitat the animals live in while utilizing digital tools and information literacy skills. Lesson Overview: Students will use research skills to investigate the varying features/adaptations of animals and the importance to their survival. They will learn about their subjects habitat and conservation efforts while coming up with a plan to raise awareness in their community. Guiding/Driving Questions: How can I figure out if the information Im searching for is accurate and reliable? How do we persuade others to protect animal habitats? Learning Objectives: Students will be able to... Define key vocabulary Apply search strategies and locate reliable information Use digital tools to demonstrate their knowledge Materials and Preparation Pencils and paper Computers with internet access and projection capability Video/Photo equipment Royalty-Free/Public Domain websites & Storyboard/Infographic websites See curated resources: Themefy (ethical use) & Stixy (animal resources) & bagtheweb (Storyboard, Infographic, PSA information and more) Prior Knowledge: Ask students what they think film producers have to do to get ready to film a new movie. Guide the discussion toward the planning phase of scenes then introduce the

storyboard graphic organizer as a tool that real film creators use to design their movies. Question the students about seeing PSAs before. Give some examples of PSAs and what they are used for. Discussion: Searching for quality digital information Explain to students that they will search for digital information to use in their performance task of creating a public service announcement using digital tools and web media. Share the curated resources for use by the students (pictures, animal fact sheets, animal web cam sites, storyboard and video resources etc) that they can use to enhance their understanding and presentations. Model for students how they will look for information on an animal of their choice to describe the animals features and look for information about the habitat of the animal and conservation efforts. Discuss how to search more efficiently by using Boolean terms like AND, OR & NOT (example: birds NOT penguins to limit the number of results involving birds not including penguins). Model browsing strategies when using a search engine Review how to evaluate a search result to determine if the content is reliable Examples: Accuracy-Who wrote it and can they be contacted? Authority- Author credentials and preferred domains (.edu, .gov, .org, .net) Objectivity-Why was this written and for whom? Is there too much advertising or not enough information? Currency-When was it last updated? Is any information outdated or are there dead links? Coverage- Is the content free? Does it require software to view? Is there a balance of text and images? Is information cited correctly? http://olinuris.library.cornell.edu/ref/research/webcrit.html

Group Assessment Activity: Create a PSA or Infographic to inform your community about protecting wildlife and their habitats Students will divide into groups and begin their search for digital information and create a PSA using video/photography digital tools and web media (web 2.0 technologies) to educate their community about wildlife conservation. Groups may choose how they create their PSA. They may use research, photos, music and video (personal or under fair use guidelines) to make an infographic or video PSA to demonstrate their knowledge of animal traits, adaptation/survival facts, habitats, and conservation efforts. Students will self-assess their work and their group members by writing a statement of their contributions to the research, design, and creation of the project. PSAs and Infographics will be posted on the school website.

Public Service Announcement Rubric (Video)


From: http://oiep.cofc.edu/documents/creative-thinking-rubric-repository/marshall-psa.pdf

Infographic Rubric Adapted From: https://docs.google.com/a/georgiasouthern.edu/spreadsheet/ccc?key=0AsupvssS0h45dGUxYnpE S3hDYl9JeUhMQm9ZNW5Nd0E#gid=0 CATEGORY Content 4 Covers topic indepth with details and examples. Subject knowledge is excellent. All graphics are related to the topic and make it easier to understand. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Mechanics No misspellings or grammatical errors. Sources All sources (at least 5 in total used) are correctly cited using EasyBib or Son of Citation Machine 3 Includes essential knowledge about the topic. Subject knowledge appears to be good. All graphics are related to the topic and most make it easier to understand. 2 Includes essential information about the topic but there are 1-2 factual errors. All graphics relate to the topic. 1 Content is minimal OR there are several factual errors.

Graphics

Graphics do not relate to the topic. Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Attractiveness

Makes use of font, color, Makes good use graphics, effects, of font, color, etc. but graphics, effects, occasionally etc. to enhance to these detract from the presentation. presentation content. Two or fewer Three misspellings misspellings and/or and/or mechanical grammatical errors. errors. Fewer than 5 sources are used Fewer than 5 and only URL sources are used links are but are correctly included instead cited. of proper citations.

Four or more spelling or grammar errors.

No citations are used.