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Constructivist UnitJulie Budney Unit Objectives and Timeline Students will learn how penguins change over time Students will be able to use vocabulary when writing and.speaking about the changes a penguin makes over time Students will learn to identify fiction and nonfiction booksby using a Venn Diagram 8 week Unit Teacher Standards.1 Teachers know the subjects they are teaching The teacher understandsthe central concepts tools of inquiry and structures of the disciplines she or heteaches and can create learning experiences that make these aspects of subjectmatter meaningful for pupils 2 Teachers know how children grow The teacher understands how children.with broad ranges of ability learn and provides instruction that supports theirintellectual social and personal development 3 Teachers understand that children learn differently The teacherunderstands how pupils differ in their approaches to learning and the barriers thatimpede learning and can adapt instruction to meet the diverse needs of pupils .including those with disabilities and exceptionalities 4 Teachers know how to teach The teacher understands and uses a variety ofinstructional strategies including the use of technology to encourage children sdevelopment of critical thinking problem solving and performance skills 5 Teachers are able to plan different kinds of lessons The teacher.organizes and plans systematic instruction based upon knowledge of subjectmatter pupils the community and curriculum goals 6 Teachers know how to test for student progress The teacher understandsand uses formal and informal assessment strategies to evaluate and ensure thecontinuous intellectual social and physical development of the pupil . Standards1 ELA Literacy1 W 2 7 Participate in shared research and writing project2 W 2 8 Recall information from experiences or gather information from provided sources to answer questions 3 RI2 2 RI2 10.4 RL2 1 RL2 102 Social Studies1 A 4 1 Performance Standard Use reference points latitude and longitude direction size shape and scaleto locate positions on various representations of the earth s surface 2 A 4 2 Performance Standard Locate on a map or globe physical features such as continents oceans .mountain ranges and land forms natural features such as resources flora and fauna and human featuressuch as cities states and national borders 3 Science1 2L 1 1 Understand animal life cycles 2 2 L4 1 Make observations of plants and animals to compare the diversity of life in different habitats .3 LS4 D Biodiversity and Humans There are many different kinds of living things in any area and they exist indifferent places on land and in water 1 MP 2 Reason abstractly and quantitatively2 MP 4 Model with mathematics 3 2 MD D 10 Draw a picture graph and a bar graph to represent a data set with up to four categories Solve.simple put together take a part and compare problems using information presented in a bar graph 6 LanguageReading Students will read a variety of books including fiction and nonfiction Writing Student will create a nonfiction book about penguins They will go through theprocess of editing and revising their work .Listening Students will watch video about penguins while researching for their books Speaking Students will orally present their books to the class Viewing Students will view multiple forms of media while researching their penguinincluding a live penguin cam from a California zoo Visually representing Students will be expected to incorporate pictures and graphics.within their books Constructivist QualitiesProvides for active involvement in the Creates opportunities for transferring Creates meaning from experienceslearning process learningKnowledge is constructed not Is self motivating Teacher serves as facilitator rather.transmitted than directorThere is more focus on the learner Allows students to see the Big Is a hands on activitiythan the subject Picture as opposed to looking only ata series of detailsEncourages use of dialogue Cooperation collaboration are valued Can be an ongoing process.as opposed to competitionIs a mulit step process select Has open ended activities Encourages independent researchtransform hypothesizeMakes use of cognitive terminology Requires connections to real world Technology is usefulsuch as create predict analyze activities.evaluate and thus promotes higherorder thinking skillsAllows for self reflection Has multiple extensions Activtiy 1 Fiction vs NonfictionObjectives . Students will learn to identify fiction and nonfiction books by using a Venn Diagram Students will be able to determine if it is a fiction or nonfiction book by analyzing thecharacteristics within the book Materials Bibliography Nonfiction books Penguin Chick Betty Tatham Journey s series Baby Penguins Animal.Adventures Baby Penguins Scholastic Penguins Scholastic Penguins at Home Gentoos ofAfrica Bruce McMillan Penguins Seymour Simon Penguins Meet the heroes of a frozen world Scholastic Discover More and Penguins Wayne Lynch Fiction books Tacky Series Helen Lester The Penguin Quartet Peter Arrhenius How DoPenguins Play Elizabeth Dombey Playful Little Penguins Tony Mitton Without you Sarah.Weeks Baby Penguins Everywhere Melissa Guion Penguin Cha Cha Kristi Valiant Fiction nonfiction worksheet Venn Diagrams Introduction Begin the lesson by asking the class about their knowledge of fiction or stories about imaginary events . Using the Venn Diagram have students help you list the characteristics of fiction Write correctresponses under the Fiction heading on the Venn Diagram Make sure to include the following imaginary settings impossible characters like talking animals and unrealistic actions Ask students about their knowledge of nonfiction or stories about real events Under the Nonfiction heading on the Venn Diagram work with students to list characteristics specific.to nonfiction Make sure to include the following dates characters that exist in real life and realistic Leave the center portion of the Venn Diagram blank Explicit Instruction Teacher Modeling Model skimming a book looking for the characteristics we listed on the T Chart Think out loud and explain why you think it is fiction or nonfiction . Model completing the fiction nonfiction worksheet Independent work Hand out the passages one fiction and one nonfiction and fiction nonfiction worksheet Half thegroups will get fiction and the other half will get the nonfiction passage Ask each pair of students to read and discuss the characteristics of the nonfiction passage . Ask them to complete the fiction nonfiction worksheet Assessment Visit different pairs over the course of the lesson and observe them as they work Conclusion Review the Venn Diagram . Have a couple of students share their findings and how they came to that conclusion Discuss and complete the center portion of the Venn Diagram as a whole class Characteristics of fiction and nonfiction books will be reviewed and referred to throughout this unit Activity 2 Reading Penguin Books Each day I will read aloud a book about penguins . I will read both fiction and nonfiction books We will continue discuss the characteristics of fiction and nonfiction We will begin to develop anchor charts about the facts we learn Students will be given opportunities to read the penguin books with apartner and independently . Activity 3 Life Cycle of A PenguinStudents will continue to learn facts about penguins while also learning about the life cycle of thepenguin They are going to learn about important vocabulary words when talking about penguin lifecycles They will complete the life cycle diagram Objectives . Students will learn how penguins change over time Students will be able to use vocabulary when writing and speaking about changes a penguin makesover time Materials Life cycle diagram from the lapbook one per student . Glue crayons pencil Penguins Meet the heroes of a frozen world Scholastic Discover More Vocabulary Incubation hatch chick fledgling and life cycle Introduction . Reread pages 50 53 in the Penguins Meet the heroes of a frozen world book Explicit Instruction Teacher Modeling Revisit the anchor charts about penguin life cycle Independent work Students discuss in small groups what they know and have learned about the life cycle of a penguin . Students will share what was discussed in the small groups and explain their thinking Assessment Students independently complete the life cycle diagram Conclusion Students will include their life cycle diagram in their final penguin book . Activity 4 Anatomy of a PenguinObjectives Students will learn the parts of the penguin Students will be able to explain the purpose of the parts of a penguin Students will be able to use vocabulary when writing and speaking about the parts of a penguin .Materials Computer Penguin pictureVocabulary Students will develop this list while they are researching the anatomy of a penguin These are the words I.want them to include beak webbed feet flippers feathers and tail If I see some of the words are notbeing included I will use guiding questions to help the student Introduction As a whole class we will brainstorm the anatomy of a penguinExplicit Instruction Teacher Modeling . Blubber Experiment First you take shortening and put it between two sealable sandwich bags The bag that you put on the insideneeds to be turned inside out so that the seal will still work This is the blubber glove Place the blubber glove in a bucket of ice water The student puts one hand in the glove and one hand in the water to see how blubber helps keep penguins warm Feather oil experiment The second part of this activity is the Feather Oil I put petroleum jelly on one or two fingers of the hand thatgoes into the cold water The jelly helps the water roll off the fingers I take a minute with each student to talk about how the blubber.and the feather oil kept them warmer than the part of the hand that was in the cold water unprotected After their time with me thestudents go back to their table seat to draw and write about which kept them warmer using comparison words Independent work Students will complete a diagram of the anatomy of a penguin Assessment . Anatomy of a penguin diagramConclusion Students share their anatomy of a penguin within a small group Discuss any differences Activity 5 Types of PenguinsObjectives . Students will create a chapter in their book about a specific type of penguin Students will learn to identify important vocabulary words and incorporate them into their writing Materials Computer Penguin books.Vocabulary Vocabulary will be depended upon which type of penguin is chosen to research Each student will develop their own list ofvocabulary Introduction We have read a lot of books about penguins and we have learned there are many different types of penguins How could we find.out about one type of penguin What resource do we have Explicit Instruction Teacher Modeling Model how to do an internet search to find different types of penguins Independent work Explain to students they will be choose one type of penguin to find out everything they.can They may work independently or with a partner They need to decide which information they want to include in their report They need to decide how they will demonstrate their understanding of a specific type ofpenguin It can be any format Assessment . Their chapter about a specific type of penguin will be assessed according to the rubricConclusion We will discuss as a whole group the expectations of their penguin books I will modelhow to combine all our information into a book Culminating.Students will create a book about penguins Students will use theinformation they found during their partner and independentresearch to create the informational text within their book They willinclude several chapters about general penguin information andseveral chapters on a specific penguin of their choice . Activity 6 Penguin Book they will have two weeks to complete theirObjectives Students will learn to revise and edit their writing Students will learn to develop a table of contents . Students will learn to complete a book about penguins using a variety of text features Materials Bare Books Pencils Crayons. Diagrams from previous activitiesIntroduction Present and discuss the table of content for their books Explicit Instruction Teacher Modeling Model again how to incorporate all their information and research into a book .Activity 3: Life Cycle of A Penguin. Students will continue to learn facts about penguins, while also learning about the life cycle of the penguin. They are going to learn about important vocabulary words when talking about penguin life cycles. They will complete the life cycle diagram. Objectives: Students will learn how penguins change over time.