Summary
To explore animal adaptations in collaborative groups using 21st century skills. Students will use different styles of research such as books, databases, and online encyclopedias to gather information about an animal of their choosing. In addition, students will have taken part in a Virtual Lesson covering physical and behavioral adaptations, and food chains. Students will report about their animal by creating a comic life, pixie, and/or movie using photo booth. Next, students will create a model of their animal using recycled materials. Students will be able to evaluate their animal’’s camouflage adaptation in front of a “simulated” habitat using a green screen with different habitats photographed at Pinchbeck.
TIPC Ratings
The teacher has modeled how to research. She then designed a project that would have them reporting the information researched and have students use this newly acquired information to replicate the way an animal from Virginia would use camouflage in various surroundings found on the Pinchbeck campus.
Students developed questions to guide their research. They selected from three reporting choices, (Comic Life, Pixie, or Movie) to best report their research on their animal. Finally, they used this information to address the camouflage task and tested their results and made improvements using a digital tool.
The teacher designed a project where students worked in pairs to research and solve a task. As they are working she is assessing how these pairs are working to achieve both the research and the task.
The students chose their partner and worked in small, differentiated groups to research and solve a task. Each group had to establish work roles for their team. Finally, students will reflect on their role as a collaborator using a teacher created tool to score their own work.
The teacher models a range of problem solving strategies for her students. These include access to online help for students as they are working on their research projects. She then engaged them in a task that would require them to use acquired information to solve a task. Finally, she is involved in each step of the lesson and has numerous check-in and group help sessions as the lesson developed.
The Students are using the knowledge and a digital tool to solve their camouflage task. As the teacher is checking in with the groups she is asking questions that they must justify with the research they have been doing. Finally, the students completed a scoring guide that would guide them to reflect on their roles in this project.
The teacher designed a project where students are synthesizing their research and using their creativity and craftsmanship to address a teacher created task. The students are engaged in this lesson and will have a richer fuller understanding of animals and the role camouflage plays in their lives.
Students are synthesizing knowledge and creating new ideas that are pushing their boundaries of knowledge about animal characteristics. They feel supported and willing to take risk. Finally, they are reflecting on their roles in this task and will use this reflection to become better students and collaborators.
Student Artifact
Student Artifacts are in the Zipped Folder
