PROJECT OVERVIEW

Name of Project : Subject / Course : Other subject areas to be included, if any : Project Idea Summary of issue investigation challenge scenario or problem : Driving Question Content Standards to be taught and assessed : 21st Century Skills to be taught and assessed : Save animals to Save Ourselves or On behalf of other animals Duration : 6 Weeks Environmental Studies Teacher(s) : Ms Heena Patel Grade Level : 3 English Prepositions, Present tense, writing taglines, animal babies and sounds Math Bar graph Art Design a medium to spread awareness of endangered animals and saving them.

How do I contribute to spread awareness of saving animals that are endangered? MLL Mention Content Covered Collaboration Communication (Oral Presentation) Critical Thinking / Problem Solving Using technology to make ppt Group : Presentation /Skit / Play Individual : Poster making , Drawing

Major Products and Performances

Presentation Audience : Class School Community

Entry Event to launch inquiry , engage students : Assessments

Field Trip Visit to a zoo Survey Formative Assessments (During projects )

Summative Assessments (End of Project )

Class Assignments Mock Practice Rough Drafts Concept Maps Online Tests/Exams Multiple Choice / Short Answer Test Poster Oral Presentation, with rubric Peer Evaluation Self Evaluation Grade level teachers , Transport Computer lab for enquiry Charts , Pictures, Mixed media for models, Graphic Organizers, Videos Parent s , other schools

Resources Needed

On site people , Facilities : Equipments : Materials : Community :

Reflection methods

(Individual , Group , and / or Whole Class )

Whole Class Discussion Survey

PROJECT TEACHING AND LEARNING GUIDE

Project : Save Animals to Save Ourselves Major projects Knowledge and skills needed by the Students and To successfully complete major products and Presentations presentations. Students need to complete Knowledge : Poster making Information : On Animals (types, homes, food chains, food and feeding habits) Endangered an extinct animals Pollution and Global warming Group Writing taglines on Posters presentation for a talk to small group Collaborative discussions / works Scaffoldings / Materials / Lessons to be Provided By the projects teachers, other teacher, experts, mentors, community members.

Textbooks, Websites, Videos, Pictures, Inquiry, lectures, models, Graphic organizers, field trip.

Poster samples Detailing by teachers to meet the required standard. Websites , samples of taglines from books , TV

Making Presentations

Circle the view points to make presentation and decide and roles of every group member. Show some quality presentations and discuss parameters/rubrics for the same.

Presentation Speaking skills

Big Idea:
Understand the interdependence of animals and Plants. Importance of animals for ecological balance.

Understanding goals: Students will understand about Dependence of animals on plants and other animals Food Chain Feeding habits of animals Feeding habits of different birds; special organs (beaks, claws, toes) pertaining to their feeding habits. Natural homes of various animals Impact of killing animals on our Ecosystem Conserving animal life on the Earth

Key Concepts: Interdependence Food Chain Ecosystem Conservation of animal life Diversity in feeding habits of animals Cause and effect Extinction Habitats

Skills: Observing Compare and contrast Gathering information Co-operating Classifying Using factual text Creating Empathising

Sessions 1 and 2 Objective : Students will be able to state the driving question and the project idea. Survey sheet ( to be given as hw one day before) Ask your parents and grandparents the questions given in the survey sheet and gather information related to it. Opening : Discussion of the survey sheet Ask : 1. From the survey done by you, what did you learn? 2. What could be the reason for disappearing or decreasing in number. 3. Do you think disappearing of these animals is favourable for our environment? 4. Why do you think we should be concerned about their disappearing ? 5. Do you know everything about their habitat,food and their usefulness? 6. Is it important for us to learn about this? Why? 7. If you get to know more about these animals would you be able to do something to save these animals? 8. If animals are affected who is ultimately in danger human beings 9. To save ourselves what are we supposed to do? So from these terms can we have the name of the project : SAVE ANIMALS TO SAVE OURSELVES We have seen that animals are endangered. There are some who have already become extinct and there are some who are about to get extinct. To save these animals, how as 3rd grader you would contribute? Expected answers will be : by making posters , power point presentations or skit/play/act out Whom would you spread this message to ?Other students, parents

Let us put what you want to do in a form of a question .Lead students to frame this question : How do I contribute to spread awareness of saving animals that are endangered. Closure : Ask : What is our project about? What is your driving question?

Stages 1. Tuning in 2. Prepar ing to find out 3. Finding out Skills: Classif ying Obser ving Compa re and Contra st Classif ying Gather ing

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Day 1 Objective : Students will be able to state their observations after watching the video. Opening : Watching the video Students will watch the video on different types of animals. Ask : What did you see in the video? Animals. Did they look same or different? How are they different?

Day 2 Objective : Students will be able to group animals according to their food habits. Opening : Recap the previous session. Discussion of the HW given

Day 3 Objectives Students will be able to gather information about herbivorous animals. Opening : Show a video on food habits of animals.

Day 4

Day- 5

Objective: Students will be Objective: Students will be able to differentiate between able to explain about scavengers and decomposers.. carnivores and omnivores. Opening : Teacher will recap about herbivores through questioning. Students will inquire about carnivores and omnivores from the reference book in pairs and share the same in the class. Teacher may add the missing points. Closure : Students will state the differences between carnivores and omnivores. HW : The students will write and paste pictures of carnivores and omnivores . Resource : Reference books, video Opening : Recap about feeding habits taught till now through ppt. Teacher will show the ppt/video and ask students following questions: What did you see? Were the animals feeding on dead or live animals? What do you call the animals which eat dead animals? How are these animals helpful to nature? What would happen if there are dead animals all around? Ask : What happens to the animals that are buried under the ground?

Ask : Did all the animals eat same type of food ? Why/Why Teacher leads the not? discussion as below: Would you like to know She asks students turnwise to share their favourite animal and food it eats. more about what / how they eat ? How can we find out ? Books, net -Students will inquire about herbivores using reference books (in pairs) and share the same with class.

After sharing teacher collects the pictures and paste them on a ream paper in Teacher may add the such a way that missing points. they are grouped according to their

Inform ation Using Factua l Text Concep ts : Interd epende nce Diversi ty in feedin g habits in animal

food habits. Expected answers: size, shape,colour, homes. Teacher will ask : By looking at these groups of animals , what comes to your mind? Closure : Name the herbivorous animals other than what you have seen in the books. HW : The students will write and paste pictures of herbivorous animals.

If you dig and try to remove will you find the same animal or something different? What difference do you find? Why do you think it is different now? What could be the reason or who is doing it ? Teachers may elicit answers for above questions that lead to Decomposers and may further continue the discussion related to decomposers and their role in the ecosystem. Closure : Teacher takes examples of scavengers and decomposers. HW Students will write and paste pictures of scavengers and decomposers.

Closure: Pose a question : What do you think is our next topic?What are the things you would like to learn about animals? List them on a ream paper. HW :Inform students to paste or draw their favourite animal and bring for the activity.

Accept all responses but lead to categories Resource : Video , of animals Reference books, ppt according to food they eat. Closure: Students state different groups of animals according to their food habits. Resource : Pictures of animals, ream paper

Resource : Video

Stages 1. Tuning in 2. Prepari ng to find out 3. Finding out Skills: Classif ying Observ ing Cooperati ng Compar e and contras t Gatheri

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Day1 Objective : Students will be able to list the other feeding habits of animals. Opening : Recap concepts taught till now. Teacher will show the video of animals having feeding habits of sucking swallowing and gnawing/nibbling Elicit the names of these feeding habits from students. Teacher may give information related to the same and quote other examples.

Day2 Objective: Students will be able to explain what is a food chain . Opening : Recap the categories of animals taught till now. Activity :Each time a group of students will get the pictures of plants and animals. They will arrange themselves according to the food habit of the animal card they have holding a string. Ask : How does this sequence of animals look? Ans : Like a chain. So we call it a food chain. Through this activity teacher will introduce the term food chain. Teacher will also add that each food chain starts with a producer and ends with decomposers.

Wk 2 : 3, 4,5 Wk 3 : 1,2,3,4,5 Wk 4 : 1 Objective: Students will be able to state number of toes, position of toes, type of beak with reasons for each group of birds. Opening : Show video of different birds. Ask : What can you see in the video? Are the birds same or different? How are they different ? Expected answers from students : size, shape and colour. Apart from these differences can you find some other differences? Let us study about some group of birds having different features and reasons for the same. Teacher may provide students with picture cards or students may view the images through net to gather information about the each bird given to them in groups. Students may gather information on following : Name of the bird, colour, size of the bird, no. of toes, position of toes, shape and size of the beak. Teacher may elicit the reasons for above features through probing questions after students share information about each bird. She may give the name to each group of birds having same features.

ng inform ation Using factual text Concep ts : Interd epende nce Food Chain

Closure : Teacher names the animals and students name the food and feeding habits. HW : The students will write about other feeding habits of animals and paste the pictures of the same.
Resource : Video , ppt

Tell them what is the meaning of producer, consumer and decomposer. 1.Grass-grasshopper-frogsnake-eagle-decomposer 2.Plant-deer-lion-decomposer 3.Water-water plants-wormssmall fish-large fishdecomposer Closure : Ask students to generate the food chain on their own in groups. Note : Give a note to students to bring a bird model, feathers or stuffed bird if they have for the next session. HW The students will write about scavengers and decomposers and paste the pictures of the same. Students play this online game to make correct food chains.

Type of birds to be covered : First 3 days : 1. Perching bird : crow, sparrow, finches, pigeon 2. Preying bird : eagle, vulture, hawk, owl Next 3 days 3. Climbing birds : woodpecker, parrot, nuthatches, chickadees 4. Swimming birds : ducks, geese, pelicans, flamingoes, swans Last 3 days 5. Wading birds : herons, cranes , flamingos, storks 6. Scratching birds : hens, pheasants, turkey Teacher may further explain about different types of beaks, claws and their functions covered in the reading material. Give clarity about functions of beaks and claws through actions , examples and objects resembling them. Closure : Recap the content covered everyday. Edmodo : Upload word documents about birds on edmodo. HW : Students may draw beak and feet of each bird group and may paste pictures of birds as and when taught.

http://www.sheppardsoftwar e.com/content/animals/kidsc orner/games/foodchaingame .htm

Stages 3. Finding Out 4. Sorting out Skills : Creatin g Concep ts : Habita t

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Day 2 Objective : Students will be able to write answers to the questions given in the worksheet - Class Assignment Grade out of 20 marks Resource : worksheet

Day 3 Objective: Students will be able to name natural and man made homes of animals. Opening : Ask : Where do you go after school? Why do you think we need home? Who else needs home? Why do you think they need homes? Lead them to the discussion. So, now let us learn about different homes of animals. Activity : Teacher shows the ppt on homes of animals and introduces animal homes. She may elicit the names of animal homes from children and their description. Closure : Teacher and students may go through the reading material of the same. Connect with prepositions in English. Resource: PPT. HW : Students visit these sites about animal sounds and babies.
For sounds http://www.youtube.com/watch?v=qIjXYiyx6SY

Day 4,5 Wk5 : Day 1 Objective: Students will demonstrate their understanding about animals by using mix media and art. Activity to be done: Making of Animal hanger. Opening : Recap animal homes, sounds and babies through rapid fire round. Activity : Students will choose any 1 animal of their choice. Things needed: paper plates, string, animal cuttings, colors, and other stationery and real objects. Process: Students will note down information related to their animal in each paper plate as below. Plate 1: name/type of the animal Plate 2: habitat of the animal. Plate 3: food and feeding habits of animals/ type of teeth. Plate 4: place in food chain. Plate 5: extra information related to the animal they have. Note: teachers may ask students to make 1st and 2nd draft in foolscap and rough book before making final product. Presentation : grade out of 20 marks. Language component to be tested is simple present tense.
HW to be given on Wk5 day2 : Survey sheet

For babies http://www.youtube.com/watch?v=3bgbsuCUP3 Q

Stages

W 5,6

5. Going Further 6. Making Connectio ns 7.Taking Actions Skills Gathering informati on Concepts : Ecosyste m

Day 2,3 Objective: Students will be able to explain the meanings of endangered and extinct animals. Opening : Discussion on survey sheet. After discussion of the survey sheet teacher may introduce the words endangered and extinct with examples. As a whole group they may also discuss how these animals could be saved from becoming endangered or extinct. Teacher may talk about wild life sanctuaries and national park as actions taken by government. HW :Students may gather information about 1 extinct or endangered species and share information with the class on day 3
Closure : They can bring this in the form of fact file in the foolscape and teacher may display this in class after discussion. Resource : survey sheet, internet

Day 4 Objective : Students will make connections of various aspects through concept mapping and demonstrate their understanding. Teacher will recap how to make a concept map and carry forward this activity. Students will make a concept map for the words related to animals in the given worksheet. Resource : Worksheet

Day 5 Objecti ve : Student s will able to answer the question s given in the ppt.
Class evaluatio n : 10 marks Resource : PPT

Day 6,7,8,9,10 Objective: Students will be able to state how as a 3rd grader they will contribute to spread awareness of saving animals that are endangered. (Individual and final products) Teacher may ask following questions : Are animals important in our life? Why/Why not? If these animals disappear will it affect us and environment? How ? What should you do to save them? As a 3rd grader , list down the things you can do to save animals. How will you spread this message to others in society. For eg : Pledge, skit, play, poster making. Individual :Students prepare poster after discussion of rubrics to be followed for poster making . Place them in public places. Click photograph and share the same with teachers. Final : Students and teachers discuss about various aspects of presentations to be prepared , group norms to be followed and then students go ahead working in groups for making a PPT. Later they present the same to different groups of audience.