Académique Documents
Professionnel Documents
Culture Documents
have external parts. Different animals use their body parts in different ways to see, hear,
grasp objects, protect themselves, move from place to place, and seek, find, and take in
food, water and air.
Reading:
o RI.1.1 Ask and answer questions about key details in a text.
o RI.1.2 Identify the main topic and retell key details of a text.
o RI.1.10 With prompting and support, read informational texts appropriately complex for
grade.
Writing:
o W.1.7 Participate in shared research and writing projects.
Information Literacy: Students will research and record animal structures and characteristics that
help them survive in the wild.
Cooperative Teaching Plan:
Teachers responsibility:
o The teacher will clarify two chapters from the students Harcourt Science Text,
What do animals need? p. 36-41 and How can we group animals? p. 42-49. The
text has excellent pictures and related activities. The teacher can decide how
much her students need to reach the knowledge and application levels. Students
need enough background information and vocabulary to answer the question,
How does an animals body parts help meet their needs? This question will be
asked and considered in the classroom and then again in the library.
o The teacher can also show the Brain Pop Jr. video about camouflage, and share
some of the library books about the different animal body parts.
Librarians responsibility:
o The librarian will ask the same three questions presented above from the
classroom lesson, and guide students in the Britannica Student online
encyclopedia. What new information can we locate? Record it on anchor charts.
o Read the book, Halfway Wild, by Laura Freudig. Present the idea, what animal
feature would you like to have and why? What could you do to help others with
your animal feature? Students will write a complete sentence explaining their
answer. Students will create a picture of themselves with this animal feature,
possibly solving a problem. Since people are difficult to draw at this age, a full
body photo of the child can be taken, and then the child can draw on the animal
feature. Take the picture after the child has written their sentence, so that you
have an idea of how the child should pose for the picture.
Resources/Technology:
Students Science text book
Halfway Wild by Freudig, Laura
Where Is Baby? by Galbraith, Kathryn Osebold
Katydids: Leaf Look-alikes by Lunis, Natalie
Badgers by Schuh, Mari C.
Polar Bear, Polar Bear, What Do You See? By Eric Carle
Kansas State Library: Britannica School, elementary e-encyclopedia
BrainPop Jr. video: Camoflage
Assessment
Overview:
o The students are able to name at least two different physical characteristics of
animals and how they help the animal live.
o All students can relate to animals and their characteristics. Special needs students
can achieve similar outcomes with additional assistance.
This practicum was informative. It helped me clarify what I want for my library. It is
discouraging that my colleague does not share a vision towards the future, implementing the
technology and makerspaces that our district is encouraging. I believe Lisa only has a year or
two until retirement. I look forward to working with someone who shares a positive, forward
thinking vision for elementary libraries.