Implementing an Animal Science Class Essay

CCSS R.1 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Integrated Science Standard: 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Objective: Students will be able to identify key ideas and details about adaptations. The lesson was created using the Wonders Unit 2 Week 4 instructional Path. The lesson is mid-unit and

Science is such a unique and highly captivating subject that so many young students find interesting and yet it is also a subject that the vast majority of students get discouraged by as well as lose interest in as they get older. There are so many different areas of science it is easy to be overwhelmed and get discouraged if you easily do not understand something. For this reason, I had decided I need to research a Citizens Science Project that I could bring not only bring into my future classroom

hunt of finding, touching, seeing and feeling animals, plants and non-living organisms. They also had the opportunity to examine pelts and see a variety of taxidermy animal species at the museum provided in the park. After this experience the students were then asked to take a post-two assessment. This assessment was the exact same assessment as the two given prior. The students were asked to draw and label a taiga ecosystem including five animals, five plants and five non-living organisms. This

McTighe, 2006, p. 39). There is so much a teacher can do with differentiation in the classroom that will ultimately help all students because it is based on making sure that the student is successful and challenged at their particular level. This class has enabled me to see various ways that you can differentiate in the classroom once you get to know the students and what they are interested in learning within the confines of the curriculum. All of these different instructional strategies enable

doing this lesson, I would be addressing the process skills of communicating, measuring, comparing, contrasting, organizing, and analyzing. Student would partake in communicating during the class discussion about frog calls, when the groups discuss and create their frog calls, and when sharing with the class the frog calls they made. Measuring would take place during the extension game whenever the biologist times and records the time it took the female frog to find a mate. Comparing and contrasting

while others may show little interest to involve in the program. As mentioned by Essa and Young, “Regardless of the extent or type of involvement, an involved parents is a far greater asset to the program than an uninvolved one, since planning, implementing, and evaluating becomes a team effort” (2003, p. 184).This program is a team work where three important players children, parents and teacher work together to achieve the goal of the program. Parents might contribute to the program in the following

creating an Ohio Animal Guide Website for visitors and campers. The third graders will discuss their specific audience before they begin their projects. By focusing their project on a specific audience they will be able to have a clear voice. This project is intended to be Empowering. The students will need to be interested and want to complete this project in order to help them and to help others. They can help themselves by learning different facts about different Ohio animals. Then they will

Lesson Plan Lesson Title: Exploring and identifying animals’ habitats. Grade Level: 2th Grade Subject Area: Science Lesson Duration: 3 class periods Lesson’s Goal: The goal is to help my group of students learn or enhance their understanding of different habitats through the investigation, observation, experimentation of some of the animals in their local environment and develop an awareness of what they need to survive. Students will also learn, compare and contrast different types of habitats

is to finish each of the letters in the first semester and practice these skills in the second. We are departmentalized so I am only able to see their work in writing and science. We do write a science research paper on the animal of their choice which gives them the opportunity to apply their writing skills to science. In addition, we write an instruction manual for a simple machine. My goal is to integrate writing

Whether students can complete the written project. I have been teaching writing for many years. As a result, I have a variety of papers that I know are possible for third graders to write. In addition, each year and group of students is different, so I adjust the papers to be written based on the level of the group. For individuals having difficulties with a paper, I will change the expectations so they are able to be successful. How proficient they are at each element of the writing process