Essential Questions Unit Questions

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Unit Portfolio
on
Endangered animals
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Ms. Welle's
Second Grade
Science Class
Technology Microsoft Word Power Point
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Essential Questions Unit Questions

• What would the world be like if there were no
  animals?
• Why do animals die? or Why do people kill
  animals?
• What does it mean to be an endangered animal?
• What is the benefit of animals?

• What is the most common reason for killing
  elephants?
• What do monkeys do for our society?
• Name five endangered animals?
• What can we do to cut back on poaching?

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Unit Summary

• Each student becomes an expert on one of the
  endangered animals discussed in class, and
  contributes information on their animal to the
  class. Each student investigates the history of
  the animal and learns about the animals
  lifestyle, physical features, environment,
  predators, behavior, and position on the food
  chain. After completing the research, each
  student creates a model of their animal to store
  all the information inside. Each student
  expresses their creativity in their project and
  is able to show off their hard work by presenting
  it to the class.

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Unit Lesson Plan

• Day One Begin the topic of endangered animals.
  With students interacting and sharing ideas,
  discuss different animals and their purpose in
  life. Discuss what the animals purpose to us is,
  and if we see a lot of that animal. Students will
  be able to tell if a given animal is endangered
  by the end of the discussion. Activity Have
  students bring a picture of their favorite animal
  to class. Have class discussion over each animal.
  After discussion, allow the student to post
  his/her animal on the bulletin board. After the
  last student speaks about their animal, review
  the animals on the board and determine as a class
  if the animals are endangered. Each student can
  write under their animal if its endangered or
  not endangered.

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cont. Lesson Plan

• Day Two Continue discussing endangered animals.
  Make a list of the top 20 endangered animals in
  the world. Discuss the different continents and
  regions in which animals live. Activity Assign
  an animal to each student. Allow students to
  research their animal online to determine where
  the animal lives.

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cont. Lesson Plan

• Day Three Discuss the animals habitats,
  environment, physical features, predators, and
  prey. Activity On a sheet of construction
  paper, have students draw and color a scene
  involving their animal, and the topics discussed
  in class. (Ex. habitat, environment )

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cont. Lesson Plan

• Day Four Explain to the students the importance
  of our animals. Help them understand that it is
  our job to protect them. Tell students to bring
  an empty shoe box to class for tomorrow.
  Activity Supply magazines for the students.
  Have them find at least 3 facts about their
  animal, and one way to help save the animal. Have
  the students cut out the information they find
  and put it in a Ziploc bag (for now).

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cont. Lesson Plan

• Day Five When all activities are completed, as
  a class, walk around and visit each students
  box. Open each box and share all the information
  and pictures about the animal. In doing this the
  students can learn about each animal in a fun
  way. Activity Supply the materials needed.
  Have the students create their animal out of the
  shoe box they have brought, giving it ears, arms,
  legs, etc. After the student completes their shoe
  box, they should then recover all the activities
  done throughout the week, and place them inside
  their box.

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Student Objectives

• 1. Given examples of the criteria of endangered
  animals in the classroom, the student will be
  able to identify an endangered animal and be able
  to give at least one reason of why the animal is
  endangered.
• 2. Given an endangered animal, the student will
  be able to research the animal and find at least
  five reasons that explain why the animal is
  important in our world. The reasons should be
  short, one to two sentences.
• 3. Given the animal and facts from the previous
  objective, the student will be able to decorate a
  shoebox to look like their animal, and answer the
  questions assigned, about their animal. The facts
  and answers to the questions will be written down
  and placed inside the shoebox. The student will
  be graded on completion and presentation of their
  box.

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TEKS
Activity OneLang. Arts 1(A-D)
Listening/speaking/purposes. Lang. Arts 14 (A-B)
Writing/purposes. Science 5(A) Science concepts.
Activity TwoScience 5(A) Science concepts.
Social Studies 18(A) Social studies skills.
Levels I II 2(A) Cultures.
Activity ThreeScience 5(A) Science concepts.
Lang. Arts 14(A-B) Writing/purposes. Lang. Arts
12(A) Reading/inquiry/research.
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cont. TEKS
Activity FourScience 5(A) Science concepts.
Lang. Arts 6(A) Reading/fluency. Lang. Arts
11(A) Reading/text structures/literary concepts.
Activity FiveScience 5(A) Science concepts.
Social Studies 10(A) Citizenship. Health
Education 1(A) Health behaviors.
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ISTE Requirements

• Use keyboards and other common input and output
  devices (including adaptive devices when
  necessary) efficiently and effectively.
• Use telecommunications efficiently and
  effectively to access remote information,
  communicate with others in support of direct and
  independent learning, and pursue personal
  interests.
• Use general purpose productivity tools and
  peripherals to support personal productivity,
  remediate skill deficits, and facilitate learning
  throughout the curriculum.
• Discuss basic issues related to responsible use
  of technology and information and describe
  personal consequences of inappropriate use.
• Discuss common uses of technology in daily life
  and the advantages and disadvantages those uses
  provide.

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Time Requirements

• Unit 1 week
• Day One -discussion 30 minutes-activity 15
  minutes
• Day Two-discussion 15 minutes-activity 30
  minutes

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cont. Time Requirements

• Day Three-discussion 20 minutes-activity 25
  minutes
• Day Four-discussion 15 minutes-activity 30
  minutes
• Day Five-discussion 15 minutes-activity 30
  minutes

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Prerequisite Skills

• Students should know- basic animals- how to
  operate a computer- how to use the internet-
  how to use search engines- how to use fine motor
  skills (cutting, gluing)

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Accommodations for DifferentiatedInstruction

• May need to- assign some students a partner-
  assign certain students animals that are
  less difficult to research- write the name of
  the animal down on a note card for the student
  so it is easier to research (spelling)-read
  information about the students animal to them,
  then have them draw a picture

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Materials Resources

• Visuals of animals for students
• Students picture of favorite animal
• Magazines
• Shoeboxes
• Computer
• Internet access
• Construction paper
• Scissors
• Glue
• Colors
• Ziploc bags

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Web Resources

• http//www.kidsplanet.org/cyw/
• http//www.kidsplanet.org/games/
• http//www.kidsplanet.org/factsheets/map.html
• http//www.ridleyturtles.org/
• http//www.pocanticohills.org/5thgrade99/animals.h
  tm

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http//people.unt.edu/mmw0098/