Third Grade Unit 2: City Animals


Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?

Understandings:

Students will understand that . . .
• What are the big ideas?
It would be great for them to understand how people are truly messing up, not only the habitat for animals living in what are now cities, but the planet in general.
• What specific understandings about them are desired?
Their investigation could be thinking of things that all families could do to lessen the damage
• What misunderstandings are predictable?
There is an easy fix, it doesn't matter what I do, it's not a real problem

Essential Questions:

What provocative questions will foster inquiry, understanding, and transfer of learning?
How can I and my family make a difference?

Essential Background:

• What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?
The students need to understand what habitat is - for city wildlife, wild wildlife, oceans, people, etc. They need to understand how people affect those habitats.
Keyboarding will be necessary for writing

Students will know . . .

• What key knowledge and skills will students acquire as a result of this unit?
How humans affect habitats
What they can do to lessen damage
• What should they eventually be able to do as a result of such knowledge and skills?
Something to make the world a better place
Writing: 3rd graders need to be able to write a paragraph with a topic sentence and supporting details. Any work here would be helpful. The specific focus at the beginning of the unit is expository writing/responding to fiction.

Students will be able to know . . .

Think of these as secondary skills / content

  • As always, any opportunities for vocabulary development will help them in many different ways. Multiple meaning words, homophones, synonyms, antonyms, base words, etc

Stage 2 – Assessment Evidence

Performance Tasks:

• Through what authentic performance tasks will students demonstrate the desired understandings?
• By what criteria will performances of understanding be judged?

Other Evidence:

• Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?
• How will students reflect upon and self-assess their learning?

Stage 3 - Learning Plan

Week 1
learn about different regions and areas
identifying things you might find in a city, suburb, and rural or farm areas
watching a video on city, suburbs, and rural areas
either VoiceThread oral answer, or sorting items in Kidspiration; typing practice to prepare for paragraph writing
Week 2
learn about resources and how they are limited
identifying resources
watching a video on resources
either VoiceThread oral answer, or sorting items in Kidspiration; typing practice to prepare for paragraph writing
Week 3
learn about how regions are changing
analyze how our area has changed over time and how this affects natural resources
watching a video on development in our area
reflect about what we've learned on VoiceThread; typing practice to prepare for paragraph writing
Week 4
learn what we can do to save resources
understanding how we are being sold many things we may not need
watching a video on reducing, reusing, and recycling
reflect about what we've learned on VoiceThread; typing practice to prepare for paragraph writing
Week 5
learn more about what we can do to save resources
identifying what we can do to reduce the amount of natural resources being consumed
review of VoiceThread
start organizer for a paragraph about what we will do to reduce consumption of resources

Links