Zoo Animal Experts

Created by:

Carl A. Harvey II

Title/Role:

School Librarian

Organization/School Name:

North Elementary School

Location:

Indiana

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Flexible

Collaboration Continuum:

Intensive

Content Area:

Language Arts

Science

Content Topic:

Zoo Animals

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.2 Use prior and background knowledge as context for new learning.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

1.1.9 Collaborate with others to broaden and deepen understanding.

Dispositions Indicator(s):

3.2.3 Demonstrate teamwork by working productively with others.

Responsibilities Indicator(s):

1.3.1 Respect copyright/intellectual property rights of creators and producers.

4.3.2 Recognize that resources are created for a variety of purposes.

Self-Assessment Strategies Indicator(s):

1.4.4 Seek appropriate help when it is needed.

Scenario:

The final unit in Kindergarten each year focuses on zoo animals. The culminating event is a field trip to the Indianapolis Zoo. During the unit the classroom is immersed in zoo animals. This project focuses on each student becoming an expert about one of the animals they will see on their visit. Since many Kindergartners are just beginning to read, this activity focuses on pictures and images as a source for information. The lesson focuses on non-fiction text as one place where students can get information. The school librarian and teachers planned the project together. Throughout the year the school librarian and classroom teachers have done a few whole group projects with the students, but in this instance each kid is now working with their own animal. Our schedule is set-up so that we can work everyday on this project for an entire week. The school librarian and classroom teachers wanted to give them a real strong grounding in finding information, comparing it with their classmates, and then create a simple way for them to share what they located.

Overview:

Essential Question(s): Where can I learn more about zoo animals? How can I get information beyond just information text? The essential element of this project was 1.) students would learn about an animal they will find at the zoo and 2.) students would learn how to get information from photographs and beginning non-fiction text.

Final Product:

The final products are two fold: 1.) The students keep a journal to keep track of the information they gather. As part of the journal, they also pair up and compare their animal with one of their classmates. What is the same about it? What is different? 2.) Students also create a trading card in the computer lab that shares the information they located as well as draws an image/picture of the animal.

Library Lesson:

Kindergartners visit the library for 4 days in a row for this project. Each visit is approximately 45 minutes. This includes time to create the trading card at the end, too. Visit 1 - Beginning our Journal Visit 2 - Finishing up our Basic Information Visit 3 - Comparison of our animal with a classmates Visit 4 - Trading Card The school librarian and classroom teachers guide the students in completing the journal. The students are guided through the process of locating the information they need in the non-fiction books. The school librarian and classroom teacher focus on how the images in the non-fiction text can help students learn the basics about their zoo animal. Students learn how to find that information in the text. They learn how to keep track of it. They learn how to compare what they found with their neighbors. Finally they work on a trading card to share what they learned.

Estimated Lesson Time:

45 minutes

Assessment

Product:

The final product of the trading card is assessed by the classroom teacher. The teacher uses a simple checklist to determine if students contain all the information on their card.

Process:

The process of locating and comparing the information is assessed by the librarian by evaluating the research journals. A checklist also ensures that the students have found everything they needed as well as compared it with a classmate.

Student self-questioning:

As students go through the project, they have a daily welcome message as the students come in. It typically is a question that is written up on the board that asks the students to think about what they did yesterday and focus in on where they need to go today. Things like, "What did you do yesterday?" "What was the hardest part of yesterday?" "What do you need to finish today?" etc. These opening questions allow the school librarian and classroom teachers to do a quick evaluation and alter the course if necessary.

Instructional Plan

Resources students will use:

Still image (i.e.paintings, drawings, plans, and maps)

Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Projector

White board

Other

Other instructor resources:

Document Camera

Instruction/Activities

Direct instruction:

The direction instruction focused on how to location information in the pictures and images.

Modeling and guided practice:

The school librarian and classroom teachers walked through the journals with the students step by step to locate the information, record it, and then to eventually compare it with their classmates.

Independent practice:

Kindergartners focus on the shape, size, color, and skin of the animal. As they work through the journal, students begin to practice what has been modeled. This is a beginning activity that then students continue to practice as they move from images to text and as the students move up the grade levels.

Have you taught this lesson before:

Yes

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.K.W.6 » English Language Arts » Production and Distribution of Writing » 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (K)

CC.K.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K)

CC.K.R.L.5 » English Language Arts » Craft and Structure » 5. Recognize common types of texts (e.g., storybooks, poems). (K)

CC.K.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (K)

CC.K.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (K)

CC.K.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K)

CC.K.L.4 » English Language Arts » Vocabulary Acquisition and Use » 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (K)

CC.K.R.I.4 » English Language Arts » Craft and Structure » 4. With prompting and support, ask and answer questions about unknown words in a text. (K)

CC.K.R.L.4 » English Language Arts » Craft and Structure » 4. Ask and answer questions about unknown words in a text. (K)

CC.K.R.F.4 » English Language Arts » 4. Read emergent-reader texts with purpose and understanding. (K)

CC.K.R.L.1 » English Language Arts » Key Ideas and Details » 1. With prompting and support, ask and answer questions about key details in a text. (K)

CC.K.R.I.2 » English Language Arts » Key Ideas and Details » 2. With prompting and support, identify the main topic and retell key details of a text. (K)

CC.K.R.I.3 » English Language Arts » Key Ideas and Details » 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (K)

CC.K.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (K)

CC.K.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. With prompting and support, identify the reasons an author gives to support points in a text. (K)

CC.K.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (K)