2009CityWildlife

=Third Grade Unit 2: City Animals=

//What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// || //Students will understand that. . .// • What are the big ideas? • What specific understandings about them are desired? • What misunderstandings are predictable? • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to do as a result of such knowledge and skills?
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * ===Understandings:===
 * 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.**
 * Their investigation could be thinking of things that all families could do to lessen the damage**
 * 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:===
 * 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 . . .//====
 * How humans affect habitats**
 * What they can do to lessen damage**
 * 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
• 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? || 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 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 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 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 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 ||
 * **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:===
 * ==Stage 3 - Learning Plan== ||
 * **Week 1**
 * Week 2**
 * Week 3**
 * Week 4**
 * Week 5**
 * ==Links==

rss url="http://www.diigo.com/user/mizmercer/3unit2" link="true" number="20" ||