Introduction
Good morning class, we have been learning and talking a lot about what it means to search a subject or topic that you want to learn more about. What is a habitat? (Have students think about this question, then share with a partner.) Let's watch this short video of pets in their habitat.
After watching the video, ask students what did they see/notice, what do we call a pets home to check for understanding of the word habitat. Then, put students in two groups, then have them separate the domestic animals from the wild concept animals by its habitat and origin. For example: rabbit, burrow.
Task
- Students will be able to independently use their learning to identify and tell the difference between pets and zoo animals (domestic vs wild concept).
- Students will learn what it means to research. How and why we research.
- Students will identify ways that the Internet can be used.
Process
I do (Modeling)
- Today, teacher will use his/her animal from the previous activity.
- Teacher picks a domestic animal (kunekune-a domestic pig breed) to search.
- Teacher will search how to take care of his/her animal, their animal’s origin and its habitat.
- Teacher will explain and show students what a credible source looks like vs a non-credible source. For example: informing students of the trusting sites like .org and .edu etc. and non-trusting sites like .net.
- Teacher show students how to narrow down searches by showing them different ways to type in what they want to know.
- Teacher will distinguish whether his/her animal is a domestic or wild concept animal and explain how you know.
- Teacher will digitally create a habitat for his/her animal.
We do (Guided Practice)
- Teacher will let students that this is two-day activity.
- We will use the animals we chose in the previous activity to research.
- We will research things like what’s their animal’s origin and their habitat.
- We will determine whether the information we found is credible by checking its source.
- We will digitally create a habitat.
- Teacher will stop the lesson here to engage students in discussion and together will distinguish whether we have domestic or wild concept animals and explain how we know (end lesson after discussion.
- Day 2: Anticipatory Set (10mins)- Good morning class! Ask students who remembers why we research (allow 2 students to answer). Then, ask students to think about what kinds of things animals might need to survive. Teacher will write on the board “What Animals Need”. Encourage students to think about similarities between animals and people while prompting them to as needed by asking Where does your animal like to rest? Do animals need anything to stay safe from predators? Have students think-pair-share for 1 minute. Teacher will call class back together and call on 2 people to share their thinking with whole group. Teacher will record student ideas under the “What Animals Need” heading on the board.
You do (Independent Practice)
- Students will use the animal they chose in the previous activity to research.
- Students will research things like what’s their animal’s origin and their habitat.
- Have students determine whether the information they found is credible by checking its source.
- Students will distinguish whether you have a domestic or wild concept animal and explain how you know.
Let's watch another quick video on how to digitally create a habitat for your animal.
- Students will digitally create a habitat for their animal using technology, then discuss the process with a partner.
Final Project Example:
Evaluation
Able to create digital habitat for their animal.
Students will use SeeSaw to explain their research and how they created their habitat.
Rubric for Understanding Research/Domestic and Wild Concept Animals
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Conclusion
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Students will know other ways in which the Internet is used.
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Students will be skilled at finding multiple resources.
Credits
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Teacher Page
Pets/Zoo Animals: Practicing Research Skills (2-day lesson)
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Standard(s) SL-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
1b-Follow agreed-upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking on at a time about the topics and texts under discussion).
W-7. Conduct short research projects that build knowledge about a topic.
8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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Students will be able to independently use their learning to identify and tell the difference between pets and zoo animals (domestic vs wild concept).
Students will learn what it means to research. How and why we research.
Students will identify ways that the Internet can be used.
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Transfer Task (after the lesson is over) | |
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Meaning |
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Enduring Understandings 1. Analytical questioning creates a purpose for research.
2. Information can be acquired from various sources.
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Essential Questions Overarching: Why do I research?
Topical: What do I do when my immediate resources are not adequate?
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Acquisition of Knowledge and Skills |
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Students will know other ways in which the Internet is used.
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Students will be skilled at finding multiple resources. |
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Materials and Resources |
Overhead projector, Internet, paper, clipboards, pencils, 3 pictures of domestic animals, 3 pictures of wild concept animals. Computers for each student. |
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Anticipatory Set |
Good morning class, we have been learning and talking a lot about what it means to search a subject or topic that you want to learn more about. Put students in two groups, then have them separate the domestic animals from the wild concept animals by its habitat and origin. For example: rabbit, burrow. |
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I Do (Modeling) |
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We Do (Guided Practice) |
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You Do (Independent Practice) |
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How are you assessing their abilities/understanding?
- Able to create digital habitat for their animal.
- Students will use SeeSaw to explain their research and how they created their habitat.
What is the rubric or checklist you will use for the independent and/or transfer task? Please put the rubric/checklist below and be sure to be specific in each area.
Rubric for Understanding Research/Domestic and Wild Concept Animals
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Proficient
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· Has a clear understanding of domestic animals vs wild concept animals.
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Needs Improvement |
· Does not have a clear understanding of domestic animals vs wild concept animals. |