ࡱ> bdaM $bjbj== "VWW l@@@@T^52 ^jjjjjjj4444444$6 8r5jjjjj5jj5jjjj4j4 a/1j c.@-01.50^5G0"9b"91Unit Title: City Wilderness Name: Kim Kearbey School and District: Mann Elementary St. Louis Public Schools Grade Level: Third Grade Language ArtsMajor Learning Goals: The students will be able to: Work in cooperative learning groups Make observations related to topic on wildlife Take notes based on observations Compare and contrast information about bird habitats in the city and at the LREC Research information about birds Research information about a school garden Create a garden plan that lists and illustrates items needed to create a school garden that attracts city wildlife GLE-Language Arts Reading 1. F. Apply pre-reading strategies to aid comprehension G. During reading, utilize strategies to self-question and correct, infer, visualize, predict and check using cueing systems H. Apply post-reading skills to identify and explain the relationship between the main idea and supporting details I. Identify and explain connections between text ideas and own experiences and between text ideas and the world Writing 3. B. Identify information in written text to complete an organizer Write informational reports, diary/journal entries and friendly letters that address an intended audience and purpose GLE- Science Strand 7: Scientific Inquiry Concept A Pose questions about objects, materials, organisms, and events in the environment. Plan and conduct a fair test to answer a question Concept B Make qualitative observations using the five senses Make observations using simple tools and equipment Concept C Use quantitative and qualitative data as support for reasonable explanations Use data as support for observed patterns and relationships, and to make predications to be tested Concept D Evaluate the reasonableness of an explanation Analyze whether evidence supports proposed explanations Concept E Communicate simple procedures and results of investigations and explanations through: oral Presentation, drawings and maps, data tables, graphs, writingsKnowledge & SkillKnowledge: Vocabulary: roosts, habitat, Sparrow, Peregrine Falcons, urban, prairie, forestSkills: Make Observations Take Notes Cooperative Group Interaction Use of computer skills to research information on wildlifeOverview: We will be reading stories about City Wilderness in class. It will be a 6-week unit. During the first 4 weeks of the unit, we will be discussing what animals can be found in the city and what adaptations to their habitat they have made in order to survive in the city. Curriculum CorrelationThis unit connects language arts and literature to the science curriculum. We are applying information we found in literature to our real life observations and interactions. Learning Activities (including sequence, location, time of year, and duration):Two visits have been scheduled for this unit of study. The first visit will be at the end of October. The second visit will occur 3 weeks after the first. Student Assessment:Field Logs-must have observations from the field trips as well as any thoughts about the activities in class Venn Diagram-clearly illustrates the differences and similarities between the stories about city wilderness and the wilderness at the LREC Garden Plan-See RubricReferences:Internet Resources  HYPERLINK "http://www.ikeepbookmarks.com/kearbey" www.ikeepbookmarks.com/kearbey City Wildlife links  HYPERLINK "http://www.webster.k12.mo.us/Schools/Hudson/Garden.htm" http://www.webster.k12.mo.us/Schools/Hudson/Garden.htm Webster School Garden  HYPERLINK "http://www.lowes.com/lowes/lkn?action=pg&p=AboutLowes/outdoor/index.html" http://www.lowes.com/lowes/lkn?action=pg&p=AboutLowes/outdoor/index.html Lowes Outdoor Classroom Grant Information  HYPERLINK "http://web.stclair.k12.il.us/splashd/SHlinks.htm" http://web.stclair.k12.il.us/splashd/SHlinks.htm Schoolyard Garden Links  HYPERLINK "http://www.emints.org/ethemes/resources/S00000662.shtml" http://www.emints.org/ethemes/resources/S00000662.shtml eThemes Resources Book List: Arnosky, Jim. Field Trips Bash, Barbara. Urban Roots: Where Birds Nest in the City Fife, Dale and Jim Arnosky. The Empty Lot Hickman, Pamela. Habitats Krupinski, Loretta. Into the Woods Kuhn, Dwight. The Hidden Life of the Forest Lindbergh, Reeve. Our Nest Sams, Carl and J. Storck. Lost in the Woods Sis, Peter. Madlenka Wood, Audrey. Birdsong Litzsinger Road Ecology Center Field Study Plan Program Title: City Wilderness Kim Kearbey, Mann Elementary 3rd Grade Prior to 1st Visit: At school, we will discuss what types of birds we see around our houses and where they live. We will be reading the story Urban Roots by Barbara Bash and discussing where birds roost in the city and what adaptations they have to make in order to survive in the city. (2 days) 1st Visit: At LREC, my students will be in groups of 4 or 5. One person will have a clipboard with a sheet for observations, ideas and questions. They will be walking around the trails looking for signs of animals in the wilderness. The recorder will be keeping track of any signs they find. After the tour, students will meet back together at the table. The other students will copy down their observations into their own field logs so they are able to remember the information better when they get back to the classroom. (2 hours in the morning) After 1st Visit: At school, we will discuss observations they found at LREC. We will talk about the habitats of the animals and what animals they actually saw. We will make comparisons between the story about city wilderness and our neighborhood wilderness and with the wilderness at the LREC. The students will make a Venn diagram to illustrate the differences between the story and the LREC wilderness. Litzsinger Road Ecology Center Field Study Plan Program Title: City Wilderness Kim Kearbey, Mann Elementary 3rd Grade Prior to 2nd Visit: At school, I will discuss with students about creating a school garden. Talk about what animals they would like to see around school and what animals would live around school realistically. Discuss how we can improve the wildlife around the school. Discuss what types of plants we would need to have to improve wildlife around the school. 2nd Visit: At LREC, we will tour the woods and the prairie looking for specific habitats that could be placed on school grounds to improve our city wildlife. Record the habitat and what animal they are looking to attract. After 2nd Visit: At school, we will meet in groups to come up with a specific plan for our garden. Each group of 5, will have to design their own plan. It must be clearly labeled with trees, plants, and bird feeders. Each plan must have a written paragraph describing the objects placed in the garden with an explanation of why it should be in the garden.  Animal Signs Student NamesDate# of Ant Hills# of Animal Trails# of Spider Webs# of Animal Food Remains# of Spiders found and type found # of Birds seen and type found # of insects and what types Other animal signs  Garden Plan Rubric Ms. Kearbeys 3rd Grade 1pt2pts3ptsVisualThere are no labels on the garden plan. Some of garden plan is labeled. Garden Plan is clearly labeled. All plants, trees, and bird feeders are labeled.NeatnessRenderings are dirty, smudged, and creased. They have not been done with pride.Renderings look like they have been revised frequently with a few noticeable eraser marks and creases. Needs redoing to put in portfolio.Garden plan is very neat. There are no smudges, misspellings or creases.Group ParticipationDid not participate willingly AND/OR distracts others from their task.Participates in group activities. Did not distract others. Helps group stay focused and contributions greatly helped the group achieve its goals.ExplanationExplanation is poorly written. Doesnt give any reasons for the types of plants placed in the garden or what animals are being attracted to the garden.Explanation is written without details and does not include what animals are being attracted to the garden.Explanation is very well written and thoroughly tells why each plant/tree should be placed in the garden. 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