Unit Purpose:
The main topic for this unit plan is birds of New Mexico. The main issue revolves around what the different types of birds there are in New Mexico and how they survive. This unit includes information about the anatomy, habitat, adaptations, instincts, and specific characteristics of birds in New Mexico that allow them to survive in this area.
National Standards:
This unit is linked to both national science and language arts standards. The standards I focus on in science are related to habitats and instincts that help offspring survive. The standards I focus on in language arts are related to reading informational text for the main idea and details, and writing informational text. I also focus on using technology to produce writing and on conducting short research projects.
National Science Standards:
1-LS1-2. Read text and use media to determine patterns in behavior of parents and offspring that help offspring survive.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
National Language Arts Standards:
CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
National Science Standards:
1-LS1-2. Read text and use media to determine patterns in behavior of parents and offspring that help offspring survive.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
National Language Arts Standards:
CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Student Context:
This unit was developed based on the student's interest in science and animals. The students in my classroom do not have a formal science time at their school, and therefore become extremely excited to learn about science topics. This unit was also chosen in order for the students to learn more about a science topic they are familiar with and encounter frequently: birds.
Our classroom has a wide range of abilities and needs. Many of the students in our class struggle with reading, writing, and hearing (since we have two deaf children.) The research portion of the unit will have the students use books for many different levels (in order for students to pick the level that suits them best.) It will also use Internet websites and videos, in order for the students to choose the mode of research that fits their needs, be it visual or auditory. All students will be offered a mode of research that will challenge them, while also allowing them to thrive in their quest for information.
This unit will also introduce students to collaborative learning. Students around third grade are also beginning to learn how to work in groups, share ideas, and learn as a team. This unit will scaffold a successful collaborative research experience, teaching students how to work together as a team to create a product. (The product each group will be creating is information that will be posted on the unit's web page about the bird they researched. The students will work together to find this research. Each student will be required to work on the writing for at least one portion of the webpage.) You can find these webpages under the student research tab above.
The students in my classroom are also an extremely active group that prefers kinesthetic learning. As a result, many of my unit activities are hands on and involve movement in order to best match the students learning needs and preferences. Overall, I feel that this unit was designed in a way that responds and connects to my students' context.
Our classroom has a wide range of abilities and needs. Many of the students in our class struggle with reading, writing, and hearing (since we have two deaf children.) The research portion of the unit will have the students use books for many different levels (in order for students to pick the level that suits them best.) It will also use Internet websites and videos, in order for the students to choose the mode of research that fits their needs, be it visual or auditory. All students will be offered a mode of research that will challenge them, while also allowing them to thrive in their quest for information.
This unit will also introduce students to collaborative learning. Students around third grade are also beginning to learn how to work in groups, share ideas, and learn as a team. This unit will scaffold a successful collaborative research experience, teaching students how to work together as a team to create a product. (The product each group will be creating is information that will be posted on the unit's web page about the bird they researched. The students will work together to find this research. Each student will be required to work on the writing for at least one portion of the webpage.) You can find these webpages under the student research tab above.
The students in my classroom are also an extremely active group that prefers kinesthetic learning. As a result, many of my unit activities are hands on and involve movement in order to best match the students learning needs and preferences. Overall, I feel that this unit was designed in a way that responds and connects to my students' context.
Faith Connection:
I believe that science is an important bridge into learning about God, his creation, and his awe-inspiring power and creativity. Since the students at my school do not receive science instruction, I was passionate about choosing a science unit that related directly to their lives and experiences. I feel that teaching students to see the interrelatedness of all creation, and the beauty of birds, will help them learn more about who God is when they first encounter him. I also believe that students should be taught how to care for God's creation; therefore, for part of our unit we will be creating a bird habitat outside of our classroom window. This will introduce the students to the idea of being stewards of the creation God gave us.
I also believe that students need to learn how to work together as a community, sharing, helping, and guiding one another toward a common goal. This is why I choose to use collaborative groups in the research portion of my unit. In this unit, I also want to show all students that I value their ideas, voice, and opinions. Therefore, I am planning on giving one of my students, who struggles with blurting and taking over conversations, "tokens" he can use strategically when he wants to talk. This will help him learn how to self-manage when it is appropriate for him to talk, and will also me as the teacher an opportunity to encourage other students to share their voices as well. Overall, I anticipate my students will learn how to appreciate and care for God's creation, while also learning how to work well in community with their fellow classmates.
I also believe that students need to learn how to work together as a community, sharing, helping, and guiding one another toward a common goal. This is why I choose to use collaborative groups in the research portion of my unit. In this unit, I also want to show all students that I value their ideas, voice, and opinions. Therefore, I am planning on giving one of my students, who struggles with blurting and taking over conversations, "tokens" he can use strategically when he wants to talk. This will help him learn how to self-manage when it is appropriate for him to talk, and will also me as the teacher an opportunity to encourage other students to share their voices as well. Overall, I anticipate my students will learn how to appreciate and care for God's creation, while also learning how to work well in community with their fellow classmates.