BlendEd Best Practices: Animals Needs- Primary Elementary Unit
Overview
This resource was created by Dustin Carlson in collaboration with Rick Meyer as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Kindergarten Animal Science.
Animal Needs Unit
BlendEd Learning Best Practices
Unit Template
Unit Title: Animal Needs
Content Area Skills: SC.K.7.2.C
Digital Age Skills:
Empowered Learner
Knowledge Constructor
Creative Communicator
Duration of Unit: 2 weeks
Unit Author: Dustin Carlson
BlendEd Coach: Rick Meyer
Overview of Unit: In this unit students will learn about different needs of animals, including what food and habitats they need.
Empower Learners | |
Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. |
Learning Objectives | |
Content Area Skills: | Student Friendly Learning Objectives: |
SC.K.7.2.C Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | I can show where an animal lives. |
I can show what an animal eats. | |
I can tell 2 differences between the needs of two animals. | |
I can build a model of a habitat of an animal I research. |
Empower Learner Activity | |
Detailed Description (self-assessment, goal sheet, action plan)The students will fill out a self-assessment to indicate their confidence in knowledge about showing what a specific animal of their choice eats and where it lives, ability to compare it to another animal, and add details to a diorama of the habitat in which the animal lives. This could be used as a pre and post assessment.The students will fill out a goal sheet to set the expectations for their learning during this unit. | |
Link to Empower Learner Activity HERE |
Knowledge Application | |
The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. |
Artifact Profile | ||
Title of the Artifact: Animal Habitat Research | ||
Detailed Description: Students will choose one animal to research on Pebblego, build a shoebox model of the animal’s habitat, and use Seesaw to record a description of the animal’s habitat. The description of its habitat needs to have 2 details, including what it eats. | ||
Content Area Skills Addressed:SC.K.7.2.C Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | Digital Age Skills Addressed: Empowered LearnerKnowledge ConstructorCreative Communicator
| Link to Rubric: shorturl.at/pTY29
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Student Example: Zebra Komodo Dragon
Knowledge Deepening | |
During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. |
Task 1: | ||
Description: Students will learn what a habitat is. Then they will use either books or PebbleGo to research an animal's habitat, diet, and appearance. When their research is complete, they will build a shoebox diorama of the animal's habitat. Then they will share their learning on Seesaw. | ||
Component: | Must Do’s: | May Do’s: |
Whole Group Instruction | Teacher will read “Where do animals live?” by Bobbie Kalman to introduce different habitats. | |
Small Group Instruction | Students will sort animals into habitats noting the differences between animals and their habitats. | Students will record the differences between 2 animals on Seesaw.ORStudents can draw a picture of 2 animal habitats and verbally describe the differences. |
Independent Practice | Students will research a specific animal of their choosing in books or on PebbleGo to learn the animal’s habitat, diet, and appearance. And can use this recording sheet to take notes. | Students can research other animals and their habitats. And can use this recording sheet to take notes.Students can learn more about habitats using this choice chart. |
Direct Instruction | |
Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. |
Learning Path | |||
Day # | Description | BlendEd Model | Resources |
1 | An introduction to the unit and resources Goal: I can say what an Iguana looks like, what it eats, and where it lives. Lead discussion with describing how animals have needs to survive. Read: I Wanna Iguana and ask questions. Self assessment as a lead up to researching own animals. | Whole group | Pre Assessment |
2 | Observe iguanas Goal: I can observe iguanas where they live. Youtube has videos from arkive.org save that you can view. Students will draw a picture of the iguana in its habitat. | Whole group | https://www.youtube.com/watch?v=BleliITJhS4 |
3 | Introduction to HabitatsGoal: I can tell what a habitat is. Teacher will read “Where do animals live?” by Bobbie Kalman to introduce different habitats. | Whole group | |
4 | Animal/habitat sortGoal: I can sort animals into their habitats. I can tell the difference between 2 animal habitats. Groups: Split students into groups of 4 or 5 and give the groups their own set of habitats and animals to sort. Walk around to monitor each group and to answer questions. Students will sort animals into habitats noting the differences between animals and their habitats. Students will record the differences between 2 animals on Seesaw, OR Students can draw a picture of 2 animal habitats and verbally describe the differences. Early finishers can learn more about habitats and the animals that live in them on the choice chart | Small group | Seesaw, Animal habitat cards, animals to match habitats, choice chart |
5 & 6(possibly longer) | Animal research Goal: I can tell about one animal’s appearance, diet, and habitat. Students will choose one animal to research on PebbleGo, classroom books, or animals fact cards. Students will use a recording sheet to take note of their research. Students will write an “All About Book” containing their research. Start in whole group to describe tasks. Allow students time to research and then meet with small groups based on abilities to check in with groups about recording research, setting goals with goal sheet, and then starting “All about” book. Early finishers can learn more about habitats and the animals that live in them on the choice chart. | Small Group/Independent | Recording Sheet, choice chart,All About Book,Goal sheet |
7 & 8 | Creating Habitat Goal: I can build a model of a habitat of an animal I research. Students will build a shoebox model of their animals habitat. I would suggest meeting with a buddy classroom if you have them, so that your students will each have an assistant. I would also ask students to bring items from home to put into their habitat, so you don’t have to provide everything. | Whole group/Independent | Shoebox, Building supplies |
9 | Reflection Students will review their Goal Sheet to see if they have met and can check off their goals. Students will take a picture of their habitat and record themselves describing the habitat, including the animal’s appearance, diet, and details of the habitat. | Independent | Seesaw |