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Animals & habitats   s. melillo
Animals & habitats   s. melillo
Animals & habitats   s. melillo
Animals & habitats   s. melillo
Animals & habitats   s. melillo
Animals & habitats   s. melillo
Animals & habitats   s. melillo
Animals & habitats   s. melillo
Animals & habitats   s. melillo
Animals & habitats   s. melillo
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Animals & habitats s. melillo


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Lesson on animals & habitats

Lesson on animals & habitats

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  • 1. Technology Integrated Plan<br />Animals and Their Habitats<br />By Suzanne Melillo<br />
  • 2. PHASE ONE:<br />Relative Advantage<br />I would like students to research, discuss and write about animals and their habitat. By using technology students are able to experience animals within their environment and get the most updated news concerning that animal. <br />
  • 3. PHASE TWO:<br />Objective and Assessment <br />Objective: To expose students to animals and their habitat on a second grade level. Students are expected to:<br /><ul><li> respond to specific questions pertaining to an animal, its habitat and diet.
  • 4. create word expert cards describing the meanings of predator and prey.
  • 5. create a poster including renderings and a typed description of chosen animal within its habitat
  • 6. work successfully as a team</li></li></ul><li>PHASE THREE:<br />Integration Strategies<br />Instructional method: Constructivism<br /><ul><li> Students have studied animal groups
  • 7. Students have studied animal habitats
  • 8. Students understand the needs of animals
  • 9. Students have worked successfully as teams</li></li></ul><li>Activity One<br />Students will use the following to define words: <br />Student's Dictionary<br />Students will define two words: prey and predator. These words are difficult for some students to differentiate due to the same first three letter spellings of both. <br />
  • 10. Activity Two:<br />Students will explore the following to choose and research an animal: <br /> National Geographic Kids<br />Students will work in teams of three. Each student must create 2-3 different facts about the teams chosen animal. Teams will then compile a summary using these facts. <br />
  • 11. Activity Three: <br />Students will read text on animals in both fiction and non-fiction on the following:<br />BookFLIX<br />
  • 12. Activity Four:<br />Students will create a poster with visuals containing their chosen animal and its habitat. Students will summarize their findings in a typed paper. <br />Students will give a presentation before the class using the information they have uncovered. <br />
  • 13. PHASE FOUR<br />Instructional Environment Technology: <br />Students will need: <br /><ul><li> computer with internet connection and printer
  • 14. BookFLIX – reading program
  • 15. poster board
  • 16. glue
  • 17. Colored markers, pencils
  • 18. Construction paper
  • 19. Plain white paper
  • 20. Time to complete project – 2 weeks</li></li></ul><li>PHASE FIVE <br />Evaluate Integration Strategies<br />The integration strategies will be based on how well students:<br /><ul><li> work with technology both as individuals and as a team
  • 21. use technology responsibly</li></ul>The total project will be based on:<br /><ul><li>results of each activity and the culmination of activities represented in the poster project </li>