Summary
Kindergarteners began the inquiry process by picking an animal they wanted to learn more about. Students wrote a 3 to 5 sentence description about what they knew/thought they knew about their animal. The students conferenced with the teacher to dictate what they knew, what they wondered and how they would find out information on their animal. This became the framework for their initial inquiry. Students collaborated with 4th grade book buddies to review print and digital resources to answer the questions that were generated. Students paired up to compare and contrast their animals to identify similarities and differences. To add a realistic element to their research, and to pose additional questions not found in the initial research, students contacted an expert to ask self generated questions via a video chat with a veterinarian. Additionally, students assessed their learning, developed follow up questions, and emailed their top 10 most pressing questions to the Columbus Zoo. Students constructed a report on their animal, and had the option of utilizing digital tools to create part of the project. Students utilized recyclable materials to construct a habitat for their animal and then utilized iPads to present their animal and habitat. As a culminating activity, students reviewed the make up of the Richmond Metro Zoo and were challenged to create a persuasive argument for inclusion or expansion of shelters for their animals. Students reflected on what they learned throughout the research process. All processes and products were communicated through the teacher’s blog.
TIPC Ratings
This lesson falls in the ideal/target range. The students researched their animal using a variety of print and digital resources as well as consulting 2 animal experts. They learned extensive information about their animals and found many ways to show and cite the information that they learned.
This lesson falls in the ideal/target range. Every student communicated through making a movie, writing a research project and talking to experts in the field via video chat and an email. One student was having a tough time understanding the differences between mammals and reptiles so the kids made a venn diagram to show the differences and then we watched the movie, Bill Nye, The science Guy Mammals. Students also shared their work beyond the school walls through the teacher’s blog.
This lesson falls in the ideal/target range. The teacher and students constantly asked open ended questions. The students generated additional questions, came up with possible answers, and then researched with print and digital resources to come up with the answer. Students also designed their animal and habitat with the challenge of putting their research into action to make both look as realistic as possible. Students had to think critically on their research and develop a persuasive argument to the Richmond Metro Zoo to include or expand habitats for their animal.
This lesson falls in the ideal/target range. Students were given a table full of recycled items and had to make the animal and habitat with realistic features of both utilizing their research. Students chose what they would create from various digital tools to explain and illustrate their animal and habitat. They also reflected on their research to make a persuasive argument to a local zoo for inclusion/expansion on behalf of their animal.
Download Files
7090_Animal_Research
Contents:
- Lesson Plan
- Student Artifacts
- Teacher Tools
- Teacher’s Website
