This website was created for ETT 510: Instructional Media & Technology at Northern Illinois University by Gail Hyenga, Talia Jones, Michelle Larson and Lara Lyles.
_ 1. Overview:
This course is designed for third grade students and is based on the Science Illinois state standard below:
12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs).
Animal interaction 101 will be focusing on the following concepts: Predator/prey relationships, host/parasite relationships, and food chains/webs (including omnivores, herbivores, and carnivores). It will go into depth for students to understand that a predator is an animal that eats other animals. Similarly, a parasite is something that gets its energy from living off of a host. This will lead into information about food chains and webs among animals. This information is necessary for students to understand because it correlates with another third grade learning standard where there is focus on features of animals that help them survive in different environments. It also builds the foundation for fourth grade science learning goals where students will learn how to identify and classify biotic and a biotic factors in an environment that affect population density and placement of organisms in the energy pyramid.
This course will be utilized in a classroom setting where students will have some background knowledge on animal characteristics and animal groups. From there it will be set up where students will be using laptops to complete a web quest with various activities included. Therefore, although the students will be in a classroom setting, and some work will be done with paper and pencil, the majority of it will be online.
2. Learning Goals:
A. Learning Goal A: Learners will recognize animal interactions.
B. Learning Goal B: Students will classify organisms.
C. Learning Goal C: Students will identify food chain.
3. Audience:
This course is for third grade students in any Illinois elementary school. Their classroom teacher will be “facilitating” the course while students complete the work and activities on laptops. The course time will vary depending on how many minutes the classroom teacher has to spend on science content. Students will need to be able to navigate around the internet using a laptop, and be familiar with a laptops components. Students will have prerequisite skills for 2nd grade Science including goals set by state standards. Those state standards are as follows:
12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.
12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone).
12.B.1a Describe and compare characteristics of living things in relationship to their environments.
12.B.1b Describe how living things depend on one another for survival.
Course Title: Third Grade Animal Research Project
Week and/or Module 1 Topic Title: Animal Relationships
Objectives
Third grade students will be able to:
A. Identify the predator and the prey upon given a specific animal scenario (i.e. a shrew is eaten by a barn owl) with 100% accuracy.
B. Create two predator/prey scenarios using crayons, colored pencils, or markers with 100% accuracy.
C. Cut and paste flea images on a picture of a dog using scissors and glue with 100% accuracy.
D. Label the host and parasite using the image on the provided worksheet with 100% accuracy.
E. Define host and parasite using the provided worksheet with 100% accuracy.
Week and/or Module 2 Topic Title: Food Chain/Web works
Objectives
F. Identify living things as being a producer or consumer upon given a specific example (i.e. pine tree) with 100% accuracy.
G. Insert the appropriate vocabulary word from the provided word bank given a sentence about food chains with 100% accuracy.
H. Create a food chain with four living things using crayons, colored pencils, or markers with 100% accuracy.
Week and/or Module 3 Topic Title: Animal Classifications
Objectives
I. Identify an animal as an herbivore, carnivore or omnivore given a specific example with 100% accuracy.
J. Define the characteristics of an herbivore, carnivore, and omnivore using the provided worksheet with 100% accuracy.
Evaluation Plan for Predator Prey Unit
Formative Evaluation:
Participants: 26 3rd grade students in Ms. Jones’ class. This class is made up of 20 general education students of varying ability, 4 special education students with Individualized Education Plans for Reading and math deficiencies, and two English Language Learners.
Students will be working in a group to do a poster project. Project will be assessed using a rubric designed specifically for this activity. This activity will take place in class during two Science classes. Students’ participation will be observed and assessed by teacher and scored on the rubric. Students with unique needs will be assessed in accordance with their IEPs and/or language needs.
Areas for consideration (assessment objectives): We hope to learn areas of strength/weakness in student cooperation, understanding of content and creativity of student work.
Summative Evaluation:
Participants: 26 3rd grade students in Ms. Jones’ class. This class is made up of 20 general education students of varying ability, 4 special education students with Individualized Education Plans for Reading and math deficiencies, and two English Language Learners.
All students will be assessed for understanding using the Predator/Prey quiz. Students with unique needs will be assessed in accordance with their IEPs and/or language needs.
Areas for consideration (assessment objectives): We hope to learn areas of strength/weakness, understanding of content.
This course is designed for third grade students and is based on the Science Illinois state standard below:
12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs).
Animal interaction 101 will be focusing on the following concepts: Predator/prey relationships, host/parasite relationships, and food chains/webs (including omnivores, herbivores, and carnivores). It will go into depth for students to understand that a predator is an animal that eats other animals. Similarly, a parasite is something that gets its energy from living off of a host. This will lead into information about food chains and webs among animals. This information is necessary for students to understand because it correlates with another third grade learning standard where there is focus on features of animals that help them survive in different environments. It also builds the foundation for fourth grade science learning goals where students will learn how to identify and classify biotic and a biotic factors in an environment that affect population density and placement of organisms in the energy pyramid.
This course will be utilized in a classroom setting where students will have some background knowledge on animal characteristics and animal groups. From there it will be set up where students will be using laptops to complete a web quest with various activities included. Therefore, although the students will be in a classroom setting, and some work will be done with paper and pencil, the majority of it will be online.
2. Learning Goals:
A. Learning Goal A: Learners will recognize animal interactions.
B. Learning Goal B: Students will classify organisms.
C. Learning Goal C: Students will identify food chain.
3. Audience:
This course is for third grade students in any Illinois elementary school. Their classroom teacher will be “facilitating” the course while students complete the work and activities on laptops. The course time will vary depending on how many minutes the classroom teacher has to spend on science content. Students will need to be able to navigate around the internet using a laptop, and be familiar with a laptops components. Students will have prerequisite skills for 2nd grade Science including goals set by state standards. Those state standards are as follows:
12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.
12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone).
12.B.1a Describe and compare characteristics of living things in relationship to their environments.
12.B.1b Describe how living things depend on one another for survival.
Course Title: Third Grade Animal Research Project
Week and/or Module 1 Topic Title: Animal Relationships
Objectives
Third grade students will be able to:
A. Identify the predator and the prey upon given a specific animal scenario (i.e. a shrew is eaten by a barn owl) with 100% accuracy.
B. Create two predator/prey scenarios using crayons, colored pencils, or markers with 100% accuracy.
C. Cut and paste flea images on a picture of a dog using scissors and glue with 100% accuracy.
D. Label the host and parasite using the image on the provided worksheet with 100% accuracy.
E. Define host and parasite using the provided worksheet with 100% accuracy.
Week and/or Module 2 Topic Title: Food Chain/Web works
Objectives
F. Identify living things as being a producer or consumer upon given a specific example (i.e. pine tree) with 100% accuracy.
G. Insert the appropriate vocabulary word from the provided word bank given a sentence about food chains with 100% accuracy.
H. Create a food chain with four living things using crayons, colored pencils, or markers with 100% accuracy.
Week and/or Module 3 Topic Title: Animal Classifications
Objectives
I. Identify an animal as an herbivore, carnivore or omnivore given a specific example with 100% accuracy.
J. Define the characteristics of an herbivore, carnivore, and omnivore using the provided worksheet with 100% accuracy.
Evaluation Plan for Predator Prey Unit
Formative Evaluation:
Participants: 26 3rd grade students in Ms. Jones’ class. This class is made up of 20 general education students of varying ability, 4 special education students with Individualized Education Plans for Reading and math deficiencies, and two English Language Learners.
Students will be working in a group to do a poster project. Project will be assessed using a rubric designed specifically for this activity. This activity will take place in class during two Science classes. Students’ participation will be observed and assessed by teacher and scored on the rubric. Students with unique needs will be assessed in accordance with their IEPs and/or language needs.
Areas for consideration (assessment objectives): We hope to learn areas of strength/weakness in student cooperation, understanding of content and creativity of student work.
Summative Evaluation:
Participants: 26 3rd grade students in Ms. Jones’ class. This class is made up of 20 general education students of varying ability, 4 special education students with Individualized Education Plans for Reading and math deficiencies, and two English Language Learners.
All students will be assessed for understanding using the Predator/Prey quiz. Students with unique needs will be assessed in accordance with their IEPs and/or language needs.
Areas for consideration (assessment objectives): We hope to learn areas of strength/weakness, understanding of content.