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Unit Overview/Summary:
Over the course of 10 days, students will
explore types of animal adaptations,
make inferences based on literature in
reading groups, present learning to
classmates in a mind map, produce
multiple writing entries in an animal
travel journal, conduct research about
certain animal adaptations, and create a
perspective drawing from the view point
of an animal.
Through this unit, students are given
opportunities to use inference skills,
Materials/Equipment/Etc:
Materials Needed:
plastic binoculars (1 per student)
plastic kaleidoscopes (1 per student)
butcher paper (KWL chart & students mind maps)
teacher examples (mind map & perspective drawing)
composite notebooks/animal travel journals (1 per student)
plastic bags - small (1 per student)
several maps/atlases
markers
colored Pencils
crayons
Books Needed:
Eye to Eye: How Animals See the World By Stever Jenkins
What if You Had Animal Teeth!? by Sandra Markle
What If You Had Animal Hair!? By Sandra Markle
What Do You Do With a Tail Like this? By Steve Jenkins
If You Hopped Like a Frog by David M. Schwartz
Animals in Flight by Steve Jenkins
What do You Do When Someone Wants to Eat You? by Steve
Jenkins
Diary of a Worm by Doreen Cronin
Peter Rabbit by Beatrix Potter
Flotsam by David Weisner
Videos/Websites Needed:
https://www.youtube.com/watch?v=J5c7c5NGbok
http://www.peterrabbit.com/en/beatrix_potter/beatrixs_life/bea
trix_potters_art/scientific_illustrations
Electronic Tools Needed:
ipads, classroom computers, smart board
Additional Books to Keep in Classroom Library:
Creature Features: 25 Animals Explain Why They Look the Way
They Do by Steve Jenkins
The Spider and the Fly by Toni DiTerlizzi
How Many Ways Can You Catch a Fly? By Steve Jenkins
Actual Size by Steve Jenkins
Diary of a Fly by Doreen Cronin
Eye to Eye by Vivian Maier
Unit Objectives:
The learner will be able to identify animal structures, their specific functions, and adaptations that assist
them in survival.
The learner will make inferences about animal adaptations when reading informational texts and clearly
present learning through a mind map.
The learner will make predictions and ascribe meaning to illustrations found in wordless picture books.
The learner will compose creative narratives using the perspective of chosen animals while demonstrating a
clear control of ideas and include relevant details.
The learner will design an animal exploration map, including map symbols such as title and key.
The learner will draw an animal perspective picture that demonstrates an understanding of contrasting
features showing illusion of space.
Grade Level Expectations (GLEs) &
National Art Standards
(http://www.nationalartsstandards.org)
1.Sci.3Characteristics Organisms.1.D.b&d
2.Sci.7Inquiry.1.C.a&b
2.Sci.7Inquiry.1.D.a
2.CA.Reading.1.G.e
2.CA.Reading.2.C.b&c
2.CA.Writing.2.B.a&b
2.CA.Writing.3.A.a
2.SS.Geog.5.A.a
2.VA.PP.3.A
2.VA.EP.1.G
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order,
and provide a sense of closure
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media
Day 2
This class time will consist of jigsaw reading stations where
students will present their learning to the class. The teacher
will split the students up into 7 groups, with 3-4 students in
each group. Each student will be assigned a role during the
stations (2 readers, 2 writers, each person presents one
sentence about their learning). Each group will be given a
book about animal adaptations and one large piece of
butcher paper to write down (or draw) things they learn.
The teacher will explain that students should draw a mind
map to show their learning. An example mind map will be
shown that includes: explanation of several animal
adaptations, predictions as to how these adaptations help
organisms, interesting facts, and questions students still
have. This will take approximately 45 minutes.
After students have created a mind map about their
learning, they will present their findings to the class.
tter/beatrixs_life/beatrix_potters_art/scien
tific_illustrations , Peter Rabbit by Beatrix
Potter, ipads, classroom computers,
animal travel journals, KWL chart from
previous day
Day 4
On the smart board, the teacher will pull up the website
(http://www.peterrabbit.com/en/beatrix_potter/beatrixs_life/
beatrix_potters_art/scientific_illustrations). The teacher will
read through sections of the website, talking to students
about the author/illustrator Beatrix Potter. At the same
time, the teacher will pass around one of her novels Peter
Rabbit. The teacher will ask students questions such as
What does draw to scale mean?, Why do you think
Beatrix Potter wanted to draw animals to their scale?, and
What point of view are many of her drawings?
Next, students will do some research on the animal they
chose the day before. Using ipads, classroom computers,
and the library, students will compile information about
their animal. In their animal travel journal, they will answer
the following questions that will be posted on the front
board:
1. What is the size of your animal?
2. What type of special features does your animal have?
(remember exploration from the jigsaw reading day)
3. Make a scientific drawing of your animal in your
notebook. Try and draw it to scale.
Day 5
Students will continue working through their research on
their animal
If a student feels like they are done they may share their
research with a partner who is in a similar stage.
Day 6
At recess, students will be asked to find a unique object on
the playground such as a leaf, gum wrapper, piece of grass,
clump of dirt, small rock, trash, etc. They will be given a
plastic bag to put this object in.
The teacher will explain that they will be writing a story in
their animal journal, from their perspective of their animal,
how their animal would react if it came upon this object.
This artifact will be taped in their animal travel journal, and
students will be given time in class to write their story.
Some questions that might help students get their story
started include What is the name of this object?, What
purpose do you think the object serves?, and Where do
you think this object came from?
Day 7
On this day, the teacher will inform students that they will
be going to the playground with their animal travel
journals. They will explore a path that they think their
animal would take. As they walk this path, they will be
writing/drawing notes in their animal travel journal. (20
min)
They will then compile what notes they have, and begin
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Day 8
On this day, the teacher will do a read aloud of Flotsam by
David Weisner. The teacher will first ask students about
their experiences with picture books. Questions might
include things like What picture books have you read?,
Where these picture books powerful?, and If so, why
were they powerful?
The teacher will then show students the cover of Flotsam
by David Weisner and ask them to make some predictions
about the book based on the illustrations. The teacher will
then call on students to share their predictions.
The teacher will then read the book to the whole class
without any discussion. Students will need to be on the
front carpet so that all students can see the illustrations
clearly.
Next, the teacher will have students turn to a partner and
discuss the book. The teacher will then ask students to
share a few observations about what they saw. If needed,
the teacher will refer back to drawings in the book to
support students thinking and push them to more mature
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Day 9
On this day, the teacher will ask students to write a story of
their animal discovering them (the student) for the first
time. Some questions that will help guide students thinking
include What do you look like from the animals point of
view?, what will you smell like?, will you touch this
strange giant?, and Will you talk to the giant (use
quotes)?
Day 10
Students will be given the whole time to work through any
additions and revisions they need to make to entries in
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will require them to draw upon the knowledge gained from the previous lessons.
On day 9, students will imagine what type of encounter it would be if they (as a child) encountered their
animal. I am expecting that some students will experiment with quotations to show the thoughts and feelings
of both characters.
How will this unit permit/encourage students to solve problems in divergent ways? Deeply describe
how this lesson allows for students to solve problems, aesthetically as well as scholastically? What
about this lesson allows for divergent outcomes?
This lesson requires students to think in divergent ways by asking them to consider perspective from a living
being other than themselves (animal). As they explore electronic resources, books, and illustrations which
emphasize point of view, they will begin to aesthetically recognize how perspective changes meaning. They
will demonstrate this understanding in a culminating entry where they choose a location on the playground to
draw a perspective for their animal travel journal. Scholastically, they will be practicing writing narratives
from the perspective of their chosen animal, demonstrating understanding that stories have a specific
sequence.
How will you engage students in routinely reflecting on their learning/learning processes?
Throughout the unit, the KWL chart that will be hung in the classroom will be a place that students can
routinely reflect on their learning. Students will be frequently reminded that they can share their learning with
the class, adding in vital information for the classs attention. Their animal travel journals will be tracking
their individual learning. Throughout the unit, students will have opportunities to make revisions to entries,
look at illustration resources, and work alongside other students to discuss their learning.
What art talk questions can you engage your students in that will help them in reflecting not only
on the product, but also the product?
What is perspective in regards to literature and art? Does it matter and if so why?
What picture books have you read?, Where these picture books powerful?, and If so, why were they powerful?
What do you notice about the illustrations made by Harry Bliss?, What perspective did Harry Bliss take when
he drew these illustrations?, Why do you think he drew these illustrations in this way?, What predictions can
you make about this story based on the illustrations?
What does draw to scale mean?, Why do you think Beatrix Potter wanted to draw animals to their scale?, and
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entries. These conferences will give students valuable suggestions on knowing how to revise and improve
their understanding and work.
When students feel as though they have reached a done spot, they will be asked to share their entries with
a classmate in a similar spot. Students will offer each other feedback, in which the student author can choose
to take into account.
What happens when revision is needed? How will you handle that in this situation?
When revision is needed, students will be given opportunities to revise without penalty. There will be one final
due date, and at this time students should have made all necessary revisions.
What opportunities/activities will you provide for students to share their learning/understanding/work
in this unit? Presenting the work in a meaningful way. How will this be accomplished?
The mind map will be the first opportunity for students to showcase their learning about adaptations. They
will use markers, a piece of butcher paper, and an accompanying book to show their understanding of
adaptations.
The animal travel journal will serve as a portfolio containing all students entries throughout the unit.
Throughout the lessons, the teacher will randomly give students chances to share their entries with the class
and peers, and listening students will be given the opportunity to provide constructive feedback.
At the end of the lesson, students will be encouraged to keep their animal travel journals in case they wish to
add more entries, or they may show their learning to family members outside of school.
How will you adapt the various aspects of this lesson to differently-abled students?
(highly talented student) For this student, I would give them a top secret task where they chose an animal
off the endangered species list. They would then conduct research about this animal. They would then be
given the big question: does this animal lack adaptations that help it survive or are there other reasons it is
endangered.
(student with dyslexia) For this student, I would allow them to use an electronic device (such as ipad or
computer) to create their journal entries through google docs. I could install a program that automatically
addresses words they spell backwards. This would allow their meaning making to not be hindered by their
disability.
(finish early) For this student, I would first encourage them to share their work with a peer so as to gain
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valuable feedback. Next, I would encourage them to look through the books presented on in class to learn
more about the adaptations held by many animals. I could also have them choose a different perspective
(perhaps if the animal was in the classroom) and ask them to draw what the animal would see.
TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
Students will have fun and stay engaged/interested in the topics at hand
Students will desire to continue work through their animal travel journals, regardless if the unit is over
Students will be able to discuss and pinpoint animal adaptations that they could recognize on a daily basis
Students will be able to describe perspective and how it affects a story (through both words and pictures)
Students will recall various artist/illustrators that use perspective to help tell a story
Students will be familiar with the fact that art serves a purpose
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining
%20Arts%20Integration.pdf
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