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=This is the animoto I created to go with the following Unit Plan:=

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Unit Plan Template Click on any descriptive text, then type your own.

Groups will consist of 1 or 2 older buddies and 1 or 2 younger buddies (3 students in a group max.). The buddies will use various resources including, but not limited to; books, magazines, CDs, videos, Internet, scanner and scope cams to observe, learn the names of, read about and collect facts and visual examples of as many animals as possible in the time allotted. Students will research, collaborate and use a combination of tools and technology to create a project together showing pictures, names and at least one fact about 10 different animals (or more) living in their natural aquatic habitat. The projects will be created using computer technology and sites such as animoto, Picnik, Glogster, Tin Eye, noodlebib and any others that prove to be helpful. Student projects will be shared with the whole group. Students will be given the opportunity to relate any other interesting facts or knowledge gained about the animals they explored together for their project. Assessment will be informal, along with a rubric filled in during project sharing. Note: Matching younger students with an older buddy is a technique we have used at our school for several years. A teacher with a K-2 class of 15-18 students collaborates and plans with a teacher of a 3-5 class of 20-25 students. The classes meet once a week for 45 minutes in a classroom, the cafeteria, computer lab, outdoors or any other site appropriate for the planned activity. Students are allowed to pick a buddy they may already know from their families, after school activities, neighborhood, etc. Teachers also assign buddies according to skill levels and behavior needs. Students work with the same buddy all school year unless a student is absent or moves, or other issues arise, so that a friendly, working relationship can be established. The older student serves as a role model and mentor to the younger student. Social and communication skills, appropriate school behavior, reading, writing and math skills are often taught to the younger buddy. In this lesson I am expanding into the areas of science and technology as a way to encourage collaboration, research and creativity. Often the younger students are limited in their ability to read, write and follow directions (especially while learning technology or science skills in the lab setting.) With an older buddy working with them, giving immediate feedback, praise and helping along the way, younger students will be able to learn skills quicker and more efficiently, experiencing greater success while creating a project in cooperation with their older buddy. For the older buddy a sense of responsibility, caring, self-esteem, compassion, communication and learning through teaching are valuable lessons and experiences to build confidence and promote curiosity and life-long learning. || F.4.1, F4.4 Animals have basic needs for survival in their environment. D.8.8, F.8.1 Some living organisms are too small to see without magnification. A.4.1 Make observations, ask questions and plan environmental investigations. A.4.2 Collect information, make predictions, and offer explanations about questions asked. A4.4 Communicate their understanding to others in simple terms. B.4.6. Cite examples of how different organisms adapt to their environment. Social Studies; E.4.1. Explain the influence of prior knowledge, motivation, capabilities, personal interests and other factors on individual learning. E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development. E.4.7. Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior. Reading/Language Arts; RL.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. RL.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. RL.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. RL.10.Actively engage in group reading activities with purpose and understanding. ** ISTE - Technology Standards: Students ** 1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 3. Research and Information Fluency - Students apply digital tools to gather, evaluate and use information. 4. Critical Thinking, Problem Solving and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship – Students understand human, cultural and societal issues related to technology and practice legal and ethical behavior. **1. Facilitate and Inspire Student Learning and Creativity** Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. **2. Design and Develop Digital-Age Learning Experiences and Assessments** Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: **4. Promote and Model Digital Citizenship and Responsibility** Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. **5. Engage in Professional Growth and Leadership** Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. || Students will observe microorganisms in water under a scope cam, identify them using a key and take a photograph of at least 3 of them. (These photos will be downloaded into a folder by the teacher for inclusion in the final presentation.) Students will learn how to choose pictures of animals, type text and select music for a presentation using __animoto__ or __Glogster__. Students will collect or mark photos from magazines and books to scan if needed. They will be required to cite their source. Students will create a poster using Glogster or a video using animoto with their buddy to present to the class. ||  || How can I share this information with the class? ||  || **Questions** |||| What animals live in water? What animals do I know about and can see? What new animals can I learn about? What animals live in water that we can’t see with just our eyes? How can I see them? What can I learn about them? How can I take pictures of these animals? ||  || What is a fact about the animal? ||  || In the first column students list what they already know about a topic. In the second column students list questions they want to answer about the topic. These questions would be written and discussed as a whole group to ensure that we are all clear about the purpose of our research. The third column would be filled out as one of the final assessments of content knowledge the students learned with their partner or from other presentations during the project. Student buddies would have a folder, cubby or tub to keep all of their pictures, magazines. Books and other resources used during the project. They would also keep a folder on the school hard drive with scanned, downloaded pictures, typed text etc. as the project progresses. Students would be given a checklist of steps and requirements to mark off after each session. This would include such things as:
 * **Unit Author** ||
 * First and Last Name |||| Nancy Werlein ||
 * School District |||| Madison Metropolitan School District ||
 * School Name |||| Aldo Leopold Elementary School ||
 * School City, State |||| Madison, WI ||
 * **Unit Overview** ||
 * **Unit Title** ||
 * I Live In Water: Exploring Animals in the Aquatic Habitat ||
 * **Unit Summary** ||
 * Younger students (K-2) will work with older science-technology buddies (3-5) to identify, name and state at least one fact about animals (including microscopic) that live in both fresh and saltwater habitats.
 * **Subject Area** ||
 * Life Science – Environmental Education - Social Studies – Reading- Language Arts ||
 * **Grade Level** ||
 * K-5 ||
 * **Approximate Time Needed** ||
 * Approx. 9 or 10 45-min. class periods including1-2 45–min. class periods to collaborate, share projects and informally assess student work and learning. ||
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks** ||
 * ** Wisconsin Model Academic Standards: **
 * Science and Environmental Studies; **
 * ISTE - Technology Standards: Teacher **
 * **Student Objectives/Learning Outcomes** ||  ||
 * Students will be able to name, identify, and state a fact about 10 animals that live in water. (Older students will need to name at least 3 microorganisms.)
 * **Curriculum-Framing Questions** ||  ||
 * |||| **Unit Essential Question** |||| What can I learn about animals that live in water?
 * |||| **Lesson**
 * ||||  |||| What are the animals’ names?
 * **Assessment Plan** ||  ||
 * **Assessment Timeline** |||| **Before project work begins**  ||||  **Students work on projects and complete tasks**  ||||  **After project work is completed**  ||
 * * Student buddies will fill out the K and W sections of a K-W-L chart together.
 * (What I know and what I want to learn about aquatic animals.) || * Student buddies will list the computer skills and programs they are familiar with together on the back of their K-W-L chart.
 * Classroom observations during class work time-informal.
 * Portfolio of pictures and notes collected after each class.
 * Checklist
 * List of resources used each class period.
 * A written outline, plan or sketch of the project student buddies will complete.
 * A list of steps and materials needed to complete the project.
 * Students will be asked to complete a self assessment of their project together including questions such as :What went well?
 * What didn’t go so well?
 * What would you do different next time?
 * A rubric would be filled out by the teacher as students present their projects.
 * Students would finish the K-W-L charts with L being “what I learned about aquatic animals”. ||  ||   ||   ||   ||   ||   ||
 * **Assessment Summary** ||  ||
 * At the onset of our research project students would use a K-W-L chart, which is a form with 3 columns.
 * **Assessment Summary** ||  ||
 * At the onset of our research project students would use a K-W-L chart, which is a form with 3 columns.
 * At the onset of our research project students would use a K-W-L chart, which is a form with 3 columns.

__Checklist for Assessing Progress During Project:__

__*Students do not move on to the next days’ activities until each step is O.Kd by a teacher.__

__Animals in Water Project__ __Names___

Checking Our Progress  *(Remember to have a teacher initial each check.) Day 1. Names on all papers, folder, tub. __K and W sections filled out on K-W-L chart.__ Computer skills listed on back of chart. __At least 3 resources are placed in our tub or cubby.__ __ Day 2. __ We collected or marked at least 10 pictures of animals in water. __We wrote at least 10 names and facts to go with our pictures.__ __ Days 3 and 4. __ We watched the teacher animoto again. __We practiced making our own short animoto.__ We observed microorganisms under the scope cam. __We drew pictures of at least 3 microorganisms.__ We named them using the key. __We took pictures of at least 3 microorganisms.__ __ Day 5. __ We made a poster using Glogster. Days 6, 7, 8 __We sketched a plan for our project.__ We made a list of things we still need to do. __We downloaded any pictures we will need for our presentation.__ We typed the names and facts to go with at least 10 pictures. __We selected music to go with our presentation.__ We listed our resources using easybib. __We put it all together using animoto or Glogster.__ We remembered to include a title and our names on our project. __We practiced our presentation at least once.__ __ Days 9 and 10 __ We listened respectfully to our classmates’ presentations. __We finished filling out our K-W-L charts with things we learned.__ We gave our own presentation to the class. GREAT WORK!!!!!

__Rubric for Animals in Water: Final Presentation__ 10 aquatic animals pictured = 10 points 3 microscopic animals pictured = 3 points Animals labeled correctly with names = 10 points Fact for each animal = 1 point for each fact = 10 points (Extra facts are extra points.) Resources listed (at least 3) = 9 points Title and names of students included in project = 8 points __50 points TOTAL + extra points = Advanced__ __40- 49 points = Proficient__ __30-39 points = Basic__ __Below 30 = Minimal__ ||  || Good listening skills. Some reading and writing skills. Ability to follow written and oral directions. Some computer skills and practice. Ability to appropriately ask for help. Some previous experience with scope cams helpful. ||  || Day 1 and 2- Project is introduced. Demonstration animoto created by teacher is played for the 2 buddy classes as a motivator. Students make a nametag together for their shared tubs or cubbies. Checklists are handed out and attached to the cover of the folder. Expectations are discussed. The K and W section of the K-W-L- chart is completed by partners and discussed as a whole class. Teacher monitors and O.K.s for completion. Student buddies begin reading, writing facts and collecting book and magazine resources. Pages are marked with sticky notes including names of the animals and important facts to remember. Day 3 and 4. Split into two groups. Half take folders to computer lab to practice on animoto. The other half works in the science lab on microorganisms. __TEACHER SAYS TO STUDENTS:__ **In the computer lab**; “Watch the animoto Mrs. W. made on the computer again. Try making one with your buddy using pictures of animals in water. Add music too. Play your animoto for another set of buddies. Watch someone else’s animoto. Save your work in your computer folder.” **In the science lab**; “Place a drop of pond water onto the scope cam. Look through the lens to find microorganisms. Show your buddy. Use the key to identify the organisms you see. Draw a picture of them on paper and label them with names. Store this page in your folder. Take a picture of 3 different microorganisms. Store these in your computer folder or print them if time. Store hard copies in your folder.” Day 5**. In the science lab**; “Those of you who have all items checked and O.K.d for the first 4 days may go to the computer lab to learn how to make a Glogster poster. The rest of you can work on any unfinished sections of your checklists here**.” In the computer lab**; “Use the pictures you have downloaded already or the ones in the Glogster files to make a poster of animals in water. Include typed text to name the animals and write a fact. Save your work in your computer folder.” Days 6, 7 and 8. **Project work days – both class areas.** “Make a plan with your buddy for your project. Decide which type of presentation you want to make. List the things you have and the things you still need or need to do to make it happen. Get started! Ask for help if you need it. Be sure to list the resources you use. Work on getting your project finished and ready for presentation! Go over it together with your buddy. Are you ready to give your presentation? If not, get it finished today. Those finished go to easybib to print out a list of resources used and incorporate it into your presentation. Watch your final product together. Does it have all of the things listed on the rubric? If you are finished, remove sticky notes from your books and magazines. Return resources to places they were found. Clean out your tub or cubby and take off your nametag.” Days 9 and 10. Groups share presentations with the class and rubrics are filled out by teacher. Students finish and hand in checklists. ||  || -Make use of support staff (SEA, psychologist, social worker etc.) to work with students if available. -Provide individual and small-group assistance. -Modify assessment rubric, checklist and expectations for group work and final project or presentation with Cross-Categorical Teacher. -Provide extra time. -Provide CDs, DVDs, videotapes, other multimedia to assist student with information gathering. ||  || -Make use of BRS if available. -Provide individual and small group assistance. -Make use of computer translator programs and resources written in native language if available. -Provide other multimedia in native language to assist in information gathering. ||  || -Allow extra work or an extra independent project to be done at home if desired. Encourage this student to help others who are having difficulty to enhance social skills. ||  ||
 * **Prerequisite Skills** ||  ||
 * Ability to work cooperatively with a buddy.
 * Ability to work cooperatively with a buddy.
 * **Instructional Procedures** ||  ||
 * This project was designed with the REACH science and technology teachers working together with a science lab and a computer lab available at the same time. Days I and 2- introduction and information, resource gathering, and Days 9 and 10 -the final presentations, would have both groups together. On other days student buddies would be split in half for instruction on the scope cams, observing and drawing microorganisms in the science lab, or reading and researching while the other half of the group receives instruction on the computers. On work days, students could rotate in and out of the two labs as needed to complete their projects. This would accommodate students who were absent or those who fell behind on their projects. There are enough computers in the lab for all students to work with a partner to complete their projects with both teachers available to help.
 * **Accommodations for Differentiated Instruction** ||  ||
 * |||| **Special Needs Students** |||||| -Match a special needs buddy with two other buddies to make a group of 3.
 * |||| **Nonnative Speakers** |||||| -Be sure to match nonnative speakers with one or two buddies ensuring that one of the buddies speaks, reads and writes in English proficiently.
 * |||| **Gifted/Talented Students** |||||| -Offer suggestions and encouragement to challenge student to go beyond basic requirements of project.
 * **Materials and Resources Required For Unit** ||  ||
 * ===**Technology – Hardware** (Click boxes of all equipment needed)=== ||  ||

Computer(s) Digital Camera DVD Player Internet Connection || Laser Disk Printer Projection System Scanner Television || VCR Video Camera Video Conferencing Equip. Other scope cams || Desktop Publishing E-mail Software Encyclopedia on CD-ROM || Image Processing Internet Web Browser Multimedia || Web Page Development Word Processing Other ||
 * Camera
 * **Technology – Software** (Click boxes of all software needed.) ||
 * Database/Spreadsheet

Glogster Easybib Picnik TinEye ||
 * **Printed Materials** || Checklists, rubrics, microorganism keys, books, magazines ||
 * **Supplies** || * folders
 * tubs or cubbies
 * notecards
 * post-its
 * pencils
 * blank paper or notebooks ||
 * **Internet Resources** || Animoto
 * **Other Resources** || N/A ||

**Wisconsin DPI Teacher Standards**: list the teacher standards most fully addressed in your development of this unit (http://dpi.wi.gov/tepdl/stand10.html).

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