Unit of Study

Will We Miss Them?
(A Study of Endangered Animals)

Unit of Study Title:  Will We Miss Them?  A Study of Endangered Animals
Topic Area:  Science and Language Arts
Grade Level:  3-5
Time Frame:  5-6 Weeks
Key Words: Endangered Species, Animal, Extinct, Threatened, Conservation, Refuge, Third Grade
Unit Designer:  Camille Crooks (cc052)
Unit Designer E-mail:   Camille.Crooks@k12.sd.us

  SD Content Standard Goals  (SD Content Standards)

          SCIENCE

            Students will describe structures and attributes of living things, processes of life, and interaction with each other and the environment.

  SD Content Standard Indicators:

·         Indicator 1: Understand the fundamental structures, functions, and mechanisms found in living things.

·         Indicator 2: Analyze various patterns and products of natural and induced biological change.

·         Indicator 3: Analyze how organisms are linked to one another and the environment.

SD Content Standard Benchmarks

a.       identify relationships between structures and functions within an organism.

b.      identify ways that living things are organized and classified.

a.       describe the relationships between parents and offspring in organisms.

b.      identify factors that can cause change in a population.

a.       identify relationships and interactions of living things.

b.      identify how environmental factors affect all living things within ecosystems

Other Content Standards:

    LANGUAGE ARTS 

          Goal 2 - WRITING

Students will write effectively for different audiences and specific purposes.

 Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

3-5 Benchmarks:

1. apply fundamental conventions of language in written work.
2. use descriptive vocabulary and proper spelling in written work.
3. revise and edit written work using fundamental conventions of language.

 Indicator 2: Students will use appropriate style, organization, and form in technical, transactional, creative, and personal writing.

3-5 Benchmarks:

1. use appropriate organization based on the established writing purpose and intended audience.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

3-5 Benchmarks:

.    a.  use suggestions from others to improve logic and consistency in writing.

Indicator 4: Students will write to clarify and enhance understanding of information.

3-5 Benchmarks:

1. write to explain prior knowledge about various topics.
2. write to interpret and use new or unfamiliar information.

Brief Summary of Unit

Third graders will use the Thea Holtan research method and technology to gain information about endangered animals and write a four paragraph report including the topics of description-appearance-bodies, homes, behavior, and endangerment.

Students will understand:

The students will understand that certain animal species are in danger of becoming extinct unless conservation measures are made to increase their numbers.

The students will understand why animals are endangered.

The students will understand ways that animals are classified.

The students will understand relationships and interactions of living things.

The students will understand that behavioral and physical adaptations allow animals to respond to life needs.

The students will understand steps that can be taken to conserve animal species.

The students will understand how to do research and write an organized report.

The students will understand how to access information from the internet and other sources.

Essential Questions to Guide this Unit and Focus Technology and Learning:

Why are some animals endangered?

What species are endangered?

What is being done to protect and increase the number of animals that are now endangered?

What behaviors do these animals exhibit?

How do I find information about my topic?

How do I organize my information into a well-written report about my topic?

Key Knowledge and Skills Students will acquire:

Students will explain reasons why animals are endangered.

Students will identify various animals which are endangered.

Students will state various conservation measures that are used to help these species survive.

Students will identify basic structures and functions of animals.

Students will access information from the internet and other sources.

Students will follow a writing process to complete an organized written report.

Assessment Plan: 

Students will be evaluated using

ü      a checklist of items required for their endangered animal report.

ü      a checklist of  items required for their cinquain.

  Learning Activities:

1.      Read The Extinct Animal Alphabet Book by Jerry Polata orally to the class.

2.      Read Will We Miss Them? orally to the class

3.      Group the students into pairs with a strong writer paired with a weaker writer

      and have them choose the endangered animal which they would like to research.

4.      Generate questions students would like to have answered about their animals.

5.      Show slide show from Fish and Wildlife website: http://training.fws.gov/deo/endang/index.html

6.      Show the Power Point Will We Miss Them?  Discuss topic divisions for paragraphing.

7.      Gather resources:  (Zoobooks, Wildlife cards, encyclopedias, web sites, etc.)

8.      Use Thea Holtan research method.

9.      Students fill out bibliography form.

10.  Model note-taking.

11.  Students take notes working in pairs.  The internet must be used as a source.

12.  Teacher models and students add “like” and “unlike” to notes.

13.  Teacher models and students add “for what reason” to notes.

14.  Students change sentence patterns on notes.

15.  Students sort notes.

16.  Students fill out outline form.

17.  Begin to work as individuals rather than pairs.

18.  Choose topic sentences and add to outline

19.  Complete subject synonym form including categorizing of animals discussion.

20.  Write rough draft using checklist as a guide.

21.  Peer proofread.

22.  Teacher or aides conference with students and help with revisions.

23.  Write final copy and proofread.

24.  Compare to checklist.

25.  Add an animal photo from the internet to the report.

26.  Share reports orally with the class.

27.  Write animal cinquain to be word processed on the computer and printed on fabric for the quilt.

28.  Play “Endangered Animal Jeopardy” from http://endangered.fws.gov/kids/risky.htm

29.  With the art teacher, students will draw and color their animal using fabric crayons for transfer onto a quilt square.

30.  The quilt will be raffled.

·         "The Thinking and Writing Process”
© 1993, TheaThot Press, Bloomington, MN is the research format used in this unit.

Internet Resource Link: http://cc052@k12.sd.us

Peer Reviewer Comments: This unit does a nice job of integrating science, language arts, and technology. Students will learn how to research with this process. They will use the computer for getting information off the web, viewing power points and playing an interactive game.  A variety of activities are included.  Good resources are listed.  The students will enjoy the Jeopardy game at the end.  I am very impressed with this unit.