Intel® Teach Program

Essentials Course

Unit Plan
Unit Overview
Unit Title
How Animals Protect Themselves
Unit Summary

Animals have specific characteristics to protect themselves from danger which save them from being
eaten or threatened by their enemies. For example, chameleons take on a colour similar to the
background.
In addition to their specific characteristics, animals also have certain behaviors to protect them from
danger.
Subject Area
Science
Year/Form
Year 4
Approximate Time Needed
4 Weeks
Unit Foundation
Targeted Curriculum Specifications and Benchmarks

Science
Theme: Investigating Living Things
3.1 Understanding that animals have specific characteristics and behavior to protect themselves from
danger.

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Student Objectives/Learning Outcomes

Students are able to:
• Identify the special characteristics in animals that protect them from danger.
• Compare and contrast the different ways animals protect themselves.
• Discuss how the specific characteristics and behaviors of different animals help to protect them.
• Produce brochure about different ways of animals protect themselves.
• Reflect on the project.

Curriculum-Framing Questions
Essential
Should we have animals around us?
Question
Unit
How animals protect themselves from danger?
Questions
• Which types of animals protect themselves by using hard scales?
Content
• Which types of animals protect themselves by using claws?
Questions
• Which types of animal protect themselves by using curl up?
Assessment Plan
Assessment Timeline

Before project work begins Students work on projects After project

and complete tasks work is
completed

• Permission • Site visit • Discussion • Gallery tour • Reflection

letters • Observation • Giving Essay
• Briefing checklist • Group work opinion
(Brochure)
• Presentation • Collecting • Presentation
Rubric Data Rubric
• Scoring • Scoring
Guide Guide
• Discussion

Assessment Summary

At the beginning, prepare permission letters to Jabatan Pendidikan Negeri, Parents and National Zoo
authority. Introduction to the students about the aim of visit, venue, time and the task that they need
to complete during site visit.

Use discussion strategy to assess student understanding of how animals protect themselves. Site visit
able to give participants a common frame of reference and help get students to participate who normally would not be
involved. Observation checklist used as a guide for students. They have to collect data during site visit
by taking photo, observation and interview.

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Intel® Teach Program
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Discussion through Internet forum gives chance and opportunity for students to share the information
and exchange opinion with each others. Besides that, students can improve their knowledge through
the discussion. Producing brochure enable students to classify animals based on their ways of
protection.

Gallery tour will be carried out so that students can present their products. Besides that, students can
share information with others group. The aims of gallery tour are to increase student’s confidence and
improve their organization skills. During the gallery tour, students need to give opinion about other
groups products. This can improve the quality of work. Moreover, students can improve their
communication skills.

Evaluate student’s products according to the presentation checklist and presentation rubric. Use the
same presentation rubric and scoring guide to assess students work.

Lastly, students need to make an overall reflection. Through reflection, students can realize the
strength and weakness of themselves.

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Intel® Teach Program
Essentials Course

Unit Details
Prerequisite Skills
• Basic knowledge on the animals has different external features.
• Fundamental skills of basic computer operations and ability to use word processing and Microsoft
publisher.
• Students may need mini-lessons on Microsoft Publisher.
Instructional Procedures
Preparation ( week 1 )
Prepare permission letters to Headmaster, National Zoo authority, Jabatan Pendidikan Negeri and bus
transportation. Within a week to get the confirmation from the authorities.

Introducing the unit (week 2)

Show the National Geography video clip about animal ecology. Divide the students into groups of five
and make each group in charge of different animals. Ask students to discuss the specific characteristics
and behaviors of animals. Guide student to find out more about how animals protect themselves.
Introduce the project entitled “How animals protect themselves from danger” using a presentation
slideshow.
Then, pose the essential question: Should we have animals around us? To the students. Provide time
for the students to think and write down their responses. Have students share their thoughts about the
question.
Inform the students about the National Zoo site visit. Give briefing to the students about the aim of
visit, venue, time and the task that they need to complete during site visit. Distribute assignment
instructions to students. Explain the role and tasks that students need to carry out. Show and
distribute the checklist to the students. Students need to carry out activities according to the content
of checklist.
Show and explain the rubric and scoring guide to the student as a guideline to complete their task.
Give examples and explanation about how to write the reflection.

Site Visit - National Zoo (week 2)

Divide the students into groups of five and need to cooperate with each others to complete the task.
During the site visit, students can observe the animals and the surroundings, taking pictures, taking
notes and interview the zookeeper to collect data. Teachers as facilitators during the site visit.
Besides that, teachers have to observe and evaluate each group performance.

Process Data (week 3)

After the site visit, students can discuss their findings through the Internet forum. They can exchange
their ideas and opinions with each others. Gather the students together in the class and share their
findings and opinions with others group. Teachers give more information to ensure the quality of their
work.
Give mini-lessons on Microsoft Publisher to student. Through this mini-lesson, students will master
how to create a brochure. Show an example of brochure about the style of designing and format of a
standard brochure. Encourage students using their creativity to complete the brochure.

Produce Brochure (week 3)

Each group need to complete the brochure using their findings. Students using their creativity to

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Intel® Teach Program
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design the brochure.

Gallery Tour (week 4)

Organize a gallery tour. Arrange students into teams of three to five. Provide each group with a
different colored marker, pen, or crayon. Students assign roles like leader, reporter, monitor and
recorder. Begin Gallery Walk. Direct teams to different charts or "stations." Upon arriving at the
station, each team writes comments for the question posed at the station. After a short period of time,
say three to five minutes but the exact time will depend upon the nature of the question, say "rotate."
The group then rotates, clockwise, to the next station. At the new station the group adds new
comments and responds to comments left by the previous group. To involve all group members, switch
recorders at each station. As groups rotate, the instructor nurtures student discussion and involves all
group members.
Students are evaluated according to several conditions which are:
1. Attractiveness & organization
2. Accuracy of content
3. Writing - Mechanics: spelling, sentence Form, grammar, punctuation,
capitalization
4. Graphics/ Pictures

Reflection (week 4)
Student submit reflection essay.

Accommodations for Differentiated Instruction

• Students work in a mixed ability group under the supervision of a teacher

Resource
• Break down the project into smaller tasks and give a checklist of tasks to be accomplished
Student
• Conduct frequent meetings with students to check on the progress of their project

Gifted • Allow students to play the role as leaders in completing their assignment
Student • Encourage students to plan the progress of their projects and deadlines to be met

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Intel® Teach Program
Essentials Course

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other      
Internet Connection Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Image Processing Web Page Development
Microsoft Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Other      
Encyclopedia on CD-ROM

Printed Materials Text book, magazines, research articles

Supplies -

http://library.thinkquest.org/5386/animals.htm
This site provides much information about methods of defense.

http://www.saskschools.ca/~gregory/animals/intro.html
This site provides much information about animals protection and grouping
their specific characteristics.

Internet Resources
http://www.all-science-fair-projects.com/project823_78.html
Science fair projects - Show how animals hide themselves from their
enemies and predators - view this science fair projects.
http://wiki.answers.com/Q/How_do_tigers_protect_themselves_from_their_
enemies
How do animals protect themselves from their enemies? Animals protect
themselves in many ways.
http://www.docuter.com
Why do animals need to protect themselves from their enemies? Give two
other ways where animals can protect themselves from their enemies.
http://pbwiki.com*
Free wiki portal.

Other Resources -

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.

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Intel® Teach Program
Essentials Course

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