Rachel Whiteside, Courtney Feightner, Colleen Leahy, and Christina Hong Integrated Unit CI 406

UBD Unit Planning Template

Stage 1 - Desired Results Enduring Understanding: Animals become endangered when their environment is threatened by human interaction and interference. Essential Questions: What are the causes of the endangering of animals? What can we do to fix this? What animals are endangered? How do changes in the environment affect the endangerment of animals? How does human interaction and interference affect the endangerment of animals? Has there been a pattern of animal endangerment throughout history? How does animal endangerment affect the world we live in? Content Areas Addressed (at least 2): Science, Art, Social Studies, and Language Arts Grade Level: 3

Common Core and/or Illinois Standards (depending on subject be sure to include all content areas): Language Arts (Common Core):
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.W.3.1 Write opinion pieces on topics or

Unit Objectives (label with the assessment number in Stage 2): Using polleverywhere.com and iPad technology, students will apply their background knowledge to brainstorm anything that comes to their mind about endangered animals and their habitats in five minutes. (Assessment #1) Given a polar bear, sea turtle, and tiger, students will be able to write a two page story from one of the listed endangered animals point of view using the nonfiction books provided and a little bit of outside research. What would it feel like to be endangered? (Assessment #2)

texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Science Standards (NGSS):

LS2.C: Ecosystem Dynamics, Functioning, and Resilience When the environment changes in ways that affect a places physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.(secondary to 3-LS4-4) LS4.A: Evidence of Common Ancestry and Diversity Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: moved from K-2) (3-LS4-1) LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3) LS4.D: Biodiversity and Humans Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)

Social Studies Standards (ILS):

17.B.1b Describe physical components of ecosystems. 17.B.2b Explain how physical and living components interact in a variety of ecosystems including desert, prairie, floodplain, forest, tundra. 17.C.2c Explain how human activity affects the environment.

Given two to three partners, a video camera, and some teacher help, students will be able to create their own four-minute National Geographic spin-off script and movie on endangered animals. (Assessment #3) After reading the book, Magic Treehouse: A Perfect Time for Pandas, students will be able to discuss in literature circles at least three things they learned about endangered animals. After students have browsed through magazines with pictures of endangered animals, they will be able to create a drawing, painting, collage, or diorama illustrating one endangered animal and the environment they live in. After students have watched a detailed National Geographic video on endangered animals and habitats, they will create two different interactive habitats on <http://www.switcheroozoo.com/gam es/habitatgame.htm>.

Art Standards (ILS):

25.A.2d Identify and describe the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story. 25.B.2 Understand how elements and princ iples combine within an art form to express ideas. 26.A.2e Describe the relationships among media, tools/technology and processes. 26.B.2d Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.

27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery). 27.A.2b Describe how the arts function in commercial applications (e.g., mass media and product design).

Stage 2 Assessment Evidence (name the three kinds of assessment you have chosen and provide a brief description of these assessments) Assessment #1 (Pre-Assessment): Pre-Assessment: Electronic Pre-Test via iClicker & polleverywhere.com. Asks basic questions to gauge what students know about endangered animals and their habitats. Assessment #2 (Formative): Endangered animal story: Write a story from an endangered animals perspective. Choices are: Polar Bear Tiger Sea Turtle Assessment #3 (Summative): Final, summative assessment. Choices are: National Geographic video Informative video all about endangered animals Informative letter to a Congressman Presentation Stage 3 Learning Plan Remember: W: (where/what) H: (hook/hold) E: (equip/experience/explore) R: (rethink/revise) E: (evaluate) T: (tailored) O: (organized)

W- Students will know where the lesson is

going because we will have a pre-assessment at the beginning of the unit all about endangered animals. We will also state our objectives to all assignments before students start to ensure students know the goal of the lesson.

H- We will hook students in by talking

about Lonesome George, the most endangered animal in the world at one point. This conversation will engage students and keep their interest while we talk more about what endangerment means for animals.

E- Students will be equipped with lots of

resources in order to do this integrated unit. They will be given nonfiction books, and also a bit of iPad time to do research. In addition, students will be exploring the broader issue of endangered animals. Why

are they becoming endangered and how can we help? When the students write stories from the point of view of an endangered animal they are experiencing the key ideas and perspectives in a unique way.

R- By having three forms of assessment

(pre, formative, and summative) students are able to progress their knowledge in a consistent manner. They are able to reflect on what they have learned and revise their background knowledge.

E- For the summative group assessment,

we will have the students fill out a rubric for themselves as well. This way, they can evaluate their own work and how much effort they put in.

T- The work will be tailored for individuals

in a couple of ways. First, students will have a lot of options for choice in this unit, especially with the summative assessment. Students will have the opportunity to choose which form of assessment they would like to complete. They are able to choose from creating a video, creating a PowerPoint or Prezi presentation, or writing a paper. This offers many different options for students in order to tailor the lesson to their needs. We have also included lots of different subject areas.

O- The lessons will be organized over the

course of three weeks. We will do a total of five lesson plans spaced out as written below. How Many Lessons of What Length? 5 Lesson Plans: Pre-Test & Endangered Animal Story (60 minutes) Dioramas of Environments Before & After (Three 40 minute periods, will take place over the course of three days) Magic Tree House Reading (40 Minutes) Interactive Habitat (30 minutes) National Geographic Video (Five 40 minute Bullet Your Lesson Plans (specify which lesson you will be submitting as a full lesson plan): Pre-Test & Endangered Animal Story SUBMITTING FOR FULL LESSON PLAN Dioramas of Environments Before & After Magic Tree House Reading Interactive Habitat

periods, will take place over the course of five days)

National Geographic Video (multiple class periods)

LESSON PLAN #1 Grade Level/Subject: Grade 3, science and language arts Prerequisite Knowledge: From previous grade level science classes, students have already been introduced to many different breeds of animals and are able to recall a bit about their way of life. They are able to understand the idea of dying, and how animals cannot live forever. In addition, they are able to explain what an animal needs to survive. Approximate Time: About 60 minutes. What Lesson is this in your Unit: This is our very first lesson in the unit. Enduring Understandings (Big Idea, copy from UBD template): Animals become endangered when their environment is threatened by human interaction and interference. Essential Questions (copy appropriate ones from UBD template): What causes the endangering of animals? What can we do to fix this? What animals are endangered? Student Objectives (copy appropriate ones from UBD template): Using polleverywhere.com and iPad technology, students will apply their background knowledge to brainstorm anything that comes to their mind about endangered animals and their habitats in five minutes. (Assessment #1, Pre-Assessment) Given a polar bear, sea turtle, and tiger, students will be able to write the rough draft of a two-page story from one of the listed endangered animals point of view using the nonfiction books provided and a little bit of outside research. What would it feel like to be endangered? (Assessment #2, Formative) This lesson has students create a rough draft of the story, however the next lesson in this unit will finalize the rough drafts into final drafts. This final draft will be the formative assessment for the unit. The Pre-assessment will be very short and will be used strictly to see what the students already know about endangered animals. That is why we will have two assessments within the first two lessons of the unit.

Language Objectives (WIDA standards): After reading a nonfiction story and completing a graphic organizer on endangered animals, English Language Learners will be able to identify the names of three animals that are endangered (ie polar bear, sea turtle, and tiger). They will also be able to communicate what it means to be endangered. Common Core/Illinois Standards (for both subjects, copy appropriate ones from UBD template): Language Arts CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Science Standards (NGSS): LS2.C: Ecosystem Dynamics, Functioning, and Resilience When the environment changes in ways that affect a places physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.(secondary to 3-LS4-4)

LS4.A: Evidence of Common Ancestry and Diversity Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: moved from K-2) (3-LS4-1)

LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)

LS4.D: Biodiversity and Humans Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)

Materials/Resources/Technology: 1. Almost Gone: The Worlds Rarest Animals by Steve Jenkins 2. Gone Wild by David McLimnas 3. iPads or laptops 4. Graphic organizer Venn Diagram 5. Finished project as example

6. Lined paper and space for picture 7. Pencils 8. Crayons Implementation: Opening of Lesson (Objectives, Hook, Behavior Expectations): We will start with a hook about Lonesome George. Who was Lonesome George? Why was he so lonely? The conversation will spark the students interests because Lonesome George was the most endangered animal in the world. He was the only one left of his kind, a Pinta Island tortoise, for decades. Now, those animals are extinct. The lesson with then continue with a pre-assessment technology assignment. Students will split up into partners and each pair will get an iPad. Using www.pollev.com, we will project the term endangered animals on the smartboard. Then, we will tell the students to brainstorm with a partner and type up any words/ phrases/ themes what they know about endangered animals. There are no correct answers here. We are trying to see what the students already know about endangered animals. After that, we will ask them what they want to know about endangered animals. Students will take turns in pairs typing questions on the iPad about the topic. What is interesting about this website is that it projects all students answers on the smartboard at the front of the room. We believe students will enjoy this brainstorming activity, and we as teachers will enjoy it too because it will inform us what the students already know about the topic.This activity will serve as a pre-assessment for the rest of the unit. If students are unable to type, they will still work with their peers on this pre-assessment. However, instead of typing, they will just vocally brainstorm and a peer will help them by writing their thoughts. We expect our students to be working well with partners and taking turns with the technology. We expect thoughtful thinking, questioning, and inquiry to be done by all students in regards to the enduring understanding. We expect participation by all students, and for all students to be engaged throughout the lesson. Procedures: After the pre-assessment is done, we will read the book Almost Gone: The Worlds Rarest Animals by Steve Jenkins aloud to the students. This will give the students an introduction to lots of breeds of animals that are going endangered and what is causing them to do so. We will discuss with the children some of the factors that cause animals to be endangered, based on the book. After this, we will read the book Gone Wild by David McLimnas. This is an endangered animal alphabet book with amazing pictures. This book will give the students another perspective on what types of animals are becoming endangered and why this is occurring. After both books are read, we will hand each student a Venn Diagram to compare the two books. The students will find 10 similarities between the two, and 10 differences for each book. These can be a type of animal that is different, a type of habitat, a reason for endangerment, etc. This graphic organizer will help the students collect their thoughts after reading the two different books.

As soon as the Venn Diagram is done, it is time for the students to put their Imagination Caps on. The students will write a two page fiction story from the point of view of an endangered animal. They can choose from a polar bear, sea turtle, or tiger. This assignment will take a lot of critical thinking, how would you feel if you were an endangered animal? Why are you becoming endangered or already endangered? What is happening to your habitat, or the environment you live in? What is fun about this assignment is the freedom the students will have in writing it. They can include what they want, as long as it is thoughtful, in first person, and includes at least five facts. Critical Thinking Questions: Some critical thinking questions would be, what does it mean for an animal to be endangered? What kinds of animals are becoming endangered? Why are they endangered? What is happening to their habitat that is causing them to become endangered? If you were one of these animals, how would YOU feel? Accommodations for Individuals (at least 2 students): For students with learning disabilities, we will tell them that they only need to find 5 similarities and differences between the books. In addition, their story just has to have 3 facts in it. This will help them finish on time with their peers, while still achieving the objectives we want them to achieve. In addition, the last project of the unit, our summative assessment, allows the students a choice. They can either film a National Geographic spin-off movie, write a letter to a Congressman about an endangered species and how to save it, or create a presentation about an endangered animals life. Summary/ Closing: The closing of our first lesson in the unit will be a share circle of five of the stories children wrote. We will ask five students, who we feel have written an informative yet imaginative story, to read their story aloud to the class. These stories will help the students become even more engaged in the material because they will learn about three different perspectives from three different endangered animals.

Endangered Animal Pretest Students will split up into partners and each pair will get an iPad. Using www.pollev.com, we will project the term endangered animals on the smartboard. Then, we will tell the students to brainstorm with a partner and type up any words/ phrases/ themes what they know about endangered animals. These answers will be displayed on the overhead and assessment of what is already known and what needs to be worked on will be taken from there.

Name: __________________________________________

Date: __________

Directions: After reading Almost Gone: The Worlds Rarest Animals by Steve Jenkins and Gone Wild by David McLimnas, find 10 total similarities and differences between the two books and their stories. Be sure to label your diagram!

Name: ____________________________________ Date: __________________ Endangered Animal Story Directions: Create a short story from the perspective of an endangered animal and draw a picture to help illustrate your story. You can choose from a polar bear, sea turtle, or tiger. Make sure to include at least 5 facts about your endangered animal!

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Endangered Animal Story Rubric

Summative Assessment Rubrics National Geographic Video Directions: With a group, create a video like one we would see on National Geographic to demonstrate your knowledge about endangered animals. You must create a script, and provide evidence that you researched the topic. The rubric below shows our expectations for the final outcome!

PowerPoint/Prezi Presentation Directions: With a group, create a PowerPoint or Prezi to demonstrate your knowledge of endangered animals. Make sure to share the workload, cover the topic and information fully, and rehearse your presentation! The rubric below shows our expectations for the final outcome.

Letter Directions: Write a letter to a Congressman telling him all about your knowledge of endangered animals. How can he or she make a difference to help the animals? What are your solutions? Make sure to address all of the topics and explain the information that you discovered. The rubric below shows our expectations for the final outcome.