Julie's+Content

1. Creativity and innovation 2. Communication and collaboration = X 3. Research and information fluency 4. Critical thinking, problem solving, and decision making = X 5. Digital citizenship 6. Techology operations and concepts = X Students will conduct an experiment and collect the necessary data to formulate an opinion as to which tool is best used for picking up food. Students will analyze the data to determine what would happen to the bird population if every bird had the same beak and if there were only one type for food for birds to eat. || Create a situation that will lead students to a question that must be answered: You are one of the many birds flying around in the sky. You become hungry and need to find food; however, the food you are finding does not fit in your beak. It is your mission to find out what types of beaks birds can have and what food is able to be eaten with the different types of beaks. Set up each environment with the tools that resemble bird’s beaks. || · Students will be given the scenario that was created before class. After reading the situation students will be put into groups of four. · Each group will receive a lunch tray with all of the different types of bird food on the tray. Equipped with one of the objects that resemble a bird’s beak, the students will have one minute to gather as much food as they can from their “environment”. · At the completion of one minute each student will count and record how much of each type of food they gathered with their tool. Students will then rotate objects. This will continue until every student has had the opportunity to use every object. · Once complete, students will graph their data using Chart Wizard in Microsoft Word/Microsoft Excel and determine which type of tool (beak) is best for gathering food. · Students will then need to determine what will happen if birds had the same beak and/or if there were only one type of food. · Groups will post their responses to the classroom blog. || Objects resembling bird beaks: Chopsticks, clothespin, flat metal hair clip, and spoon. Bird Seed String (worms) M&M (beetles) Beans (snails) Small Paper Plate (individual bird nests) School Lunch Tray (Environment) Microsoft Excel / Microsoft Word Classroom Blog ||
 * Daily Lesson GAME Plan ||
 * **Lesson Title:** Gathering Food |||| **Related Lessons:** Adaptation ||
 * **Grade Level:** 3rd |||| **Unit:** Life Science ||
 * GOALS ||
 * **Content Standards:** Painesville City Local Schools LS-2. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). ||
 * **ISTE NETS-S**
 * Instructional Objective(s):**
 * ACTION ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 60 minutes |||| · Students will be asked to think of the different ways that animals gather food. As a class we will generate a list.
 * **Notes:** Students will demonstrate independent understanding through the final lesson of creating a digital story. ||
 * MONITOR ||
 * **Ongoing Assessment(s):** Students will be assessed based on the data their group has collected and the response they have posted to the classroom blog. If a group demonstrates lack of understanding they will work with the assistance of a classroom paraprofessional to re-teach what was occurring throughout the activity.
 * Accommodations and Extensions:** Teacher/classroom paraprofessional assistance may be required for using Chart Wizard; however, if students continue to struggle after assistance is given they can use graph paper to create the graph representing their information
 * Back-up Plan:** If the school network is unavailable during the time students will be posting their answers, handwritten journal entries or entries typed in Microsoft Word will be accepted. ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||



This week’s lesson plan is designed to have multiple third grade classrooms share information about how a variety of animals adapt to their ever changing habitat. Each classroom will choose two animals from a list that will be posted on a Wiki. They will then research this animal and its way of adapting to their changing environment. The information that each class finds will be posted on an already created Wiki. Painesville City Local Schools LS-2. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). Painesville City Local Schools LS-6. Describe how changes in an organism's habitat are sometimes beneficial and sometimes harmful. || 1. Creativity and innovation 2. Communication and collaboration = X 3. Research and information fluency =X 4. Critical thinking, problem solving, and decision making = X 5. Digital citizenship 6. Technology operations and concepts = X Students will research the adaptations of animals chosen by the class. Students will use a previously created Wiki to share the information found during the research process. || Set up collaboration with each third grade classroom in the district. Create a Wiki that can be accessed by the third grade classrooms. Post a list of animals that each class can choose to research. || · Each group will choose an animal that they would like to research. · Using the websites listed in the materials and resources section or information found elsewhere each group will complete the animal adaptation portion of the questionnaire. · T he students will put the information they have gathered on the questionnaire in paragraph form. · Once the paragraph is complete students will post the paragraph on the Wiki that was designed for the third graders across the district. || Computers Animal Books Animal Research Questionnaire (created vby individual classroom teacher). Websites: [|http://animals.pppst.com/adaptations.html] [|Beans] [] [] ||
 * Daily Lesson GAME Plan- Week 6 ||
 * **Lesson Title:** How do animals survive? |||| **Related Lessons:** Adaptation ||
 * **Grade Level:** 3rd |||| **Unit:** Life Science ||
 * GOALS ||
 * **Content Standards:**
 * **ISTE NETS-S**
 * Instructional Objective(s):**
 * ACTION ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * (2) 45 minutes class periods |||| · Students will be put into groups of four.
 * **Notes:** Students will demonstrate independent understanding through the final lesson of creating a digital story. ||
 * MONITOR ||
 * **Ongoing Assessment(s):** Students will be assessed based on the information discussed in the Wiki posts.
 * Accommodations and Extensions:** Teacher/classroom paraprofessional assistance may be required for using the Wiki.
 * Back-up Plan:** If the Wiki is unable to be accessed, students can email the other teachers to ensure that all classrooms receive the same information. ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||

Painesville City Local Schools RLA -9.4 Identify important information found in the sources and summarize the important findings. Painesville City Local Schools RLA -9.7 Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered. Painesville City Local Schools LS-2. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). Painesville City Local Schools LS-6. Describe how changes in an organism's habitat are sometimes beneficial and sometimes harmful. || 1. Creativity and innovation = X 4. Critical thinking, problem solving, and decision making = X 2. Communication and collaboration = X 5. Digital citizenship 3. Research and information fluency =X 6. Technology operations and concepts = X Students will use a variety of resources to research the animal’s characteristics, their life cycle, food chain, and any other interesting facts about the animal. The students will use the information reported in the Wiki (created in the previous lesson) about animal adaptations and the information they find in this week’s lesson to create a digital story that will be shared with students in the younger grades. || Generate a list of websites that will be useful to students throughout the activity. Reserve time in the library/computer lab. Reserve technology equipment. || · Once the questionnaire is complete the students will begin putting the information about their animal in story/script format which will designate who will say what, when. · After the information has been written as a story/script, the students will need to receive teacher approval to move on to the production of the digital story. · Students will decide and begin working on what type of visual to use for the digital story (acting, illustrations, digital pictures, etc.). · Practice script and finalize visuals. · With the assistance of the classroom teacher, technology teacher, and/or classroom aides, the students will put together their digital stories. · Editing of the story may be rquired and must be complete before presenting to other classrooms. · When complete, the digital stories will be shared with the younger students. || Computers Animal Books Animal Research Questionnaire Digital/Flip Camera Microsoft Photo Sotry (or comparable software) Art Supplies Teacher Created Rubric (containing criteria that the individual teacher would like to assess) ||
 * Daily Lesson GAME Plan- Week 7 ||
 * **Lesson Title:** Animal Stories |||| **Related Lessons:** Animal Characteristics and Adaptations ||
 * **Grade Level:** 3rd |||| **Unit:** Life Science ||
 * GOALS ||
 * **Content Standards:**
 * **ISTE NETS-S**
 * Instructional Objective(s):**
 * ACTION ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * (4) 45 minutes class periods |||| · Remaining in the same groups as the lesson prior, students will use the animal research questionnaire from the previous lesson to continue to research information about their chosen animal.
 * **Notes:** ||
 * MONITOR ||
 * **Ongoing Assessment(s):** A teacher crated rubric will be used to evaluate the content and presentation of the student's digital stories. The students will need to include all information in the questionnaire and appropriate visuals in order to receive credit.
 * Accommodations and Extensions:** Classroom and technology teachers along with the classroom paraprofessionals will need to provide assistance when creating the digital story. Extra time may be required.
 * Back-up Plan:** ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||