1: What is a Mammal? A female mammal can produce milk to feed its young. All mammals are at least born with some hair. Mammals have a diaphragm and the bottom jaw of a mammal is only one bone on each side.
3: Giraffe A giraffe is the tallest living mammal. It has brown spots coving its whole body except for its belly. Giraffes have long bluish-black tongues and long necks so they can reach the leafs on the tall trees.
4: A Giant Panda is classified in the bear family. A Giant Pandas main food is bamboo, but they also eat honey, eggs, fish, and yams. | The Giant Panda comes from Central and Southern China! | A male Giant Panda can weigh up to 253 pounds and a female Giant Panda can weigh 220 pounds!
5: A pig is a mammal that has a snout for a nose, four toes on each leg with the middle toe being the longest for walking. Pigs eat both plants and animals. | PIgs typically have a large head with a long snout. The snout is used for digging in the dirt for food, the snout of a pig is very sensitive.
6: Meerkat A meerkat is a small mammal. It is a member of the mongoose family. Meerkats live in the Kalahari desert in Southern Africa. Meerkats have long curved claws that are used for digging burrows and finding prey.
7: A cheetah is part of the cat family and hunts by speed not stealth or pack tactics like other cats. Cheetahs are the fastest land animals reaching up to 70 miles per hour. Cheetahs are slender with long legs. They have tan fur with black spots.
8: Reindeer Reindeer eat grass, lichens, and leaves. | A male reindeer can weigh up to 400 pounds! | Reindeers live in Alaska, Canada, Greenland, Russia, and Scandinavia.
9: Snow Leopard 60-100 pounds with pale grey fur and dark rosettes. A snow leopard is about 4ft. long | The snow leopard is an endangered species and is protected in Russia, India, Pakistan, China, and Nepal. The snow leopard is considered by many to be the most beautiful cat in the world! They live in the high mountains of inner Asia.
10: Standards The SWBAT identify the basic needs of most animals. (GLE 3:A1) The SWBAT identify and compare the physical structures of a variety of animals (GLE 3:D1) Show-me-standard process goals (2.1,2.7)
11: MixBook Lesson Plan SECTION ONE Author: Madison Benton Email Address: firstname.lastname@example.org Semester Created: Spring 2009 LESSON OVERVIEW Title: Mammals Brief Description: Learning about different mammals. ESSENTIAL QUESTIONS/GENERALIZATIONS: What is the one big idea that you want the students to leave your class with? The student understands the characteristics of a mammal and the different kinds of mammals. ENGAGING QUESTION/SCENARIO: How will you engage students and set up the lesson? Students should already know the characteristics of a mammal from the trading cards we would quickly discuss them again and then I would ask students to pair up with a friend and try to find the coolest mammal they can. There will be books, magazines, and computers available for them to do research. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math _x_ Science ___ Reading _x_ Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE _x_ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) _x_ Kindergarten __x_ Grade 1 __x_ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary *All grades could do this lesson as the grades get higher the research will need to be more in-depth and detailed. DETAILED LESSON DESCRIPTION GLE #1: Statement and Context of the GLE with Show-Me Performance Standards The SWBAT Identify the relationships between the physical structures of animals and the function of those structures (GLE Science, There is a fundamental unity underlying the diversity of all living organisms, Strand 3 Characteristics and Interactions of Living Organisms, Concept D - Grade 1) (Performance Standards 1.1, 1.2, 1.4, 1.5, 2.7)] GLE #2: a.The SWBAT Recognize that living things have offspring Recognize a parent – offspring relationship based on the organisms’ physical similarities and differences (GLE Science, There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes, Strand 3 Characteristics and Interactions of Living Organisms, Concept A and B - Grade K) GLE #3: The SWBAT Observe and compare the structures and behaviors of different kinds of plants and animals (GLE Science, There is a fundamental unity underlying the diversity of all living organisms, Strand 3 Characteristics and Interactions of Living Organisms, Concept D - Grade K) STUDENT ASSESSMENT. The students will do a short presentation of their mammal in front of the class. The students will make a page in a mixbook describing their mammal The teacher will be observing and asking the students questions as they talk and do research. PERFORMANCE ASSESSMENT CRITERIA (based on selected content standards and benchmarks; create and link to rubric scoring guide/s.) Grade:ABCD Neatness:Page is neatly done and easy to followSomewhat neat and easy to followA little neat and hard to followPage is not neat and cannot follow Creativity:Very creativeSomewhat creativeA little creativeNot Creative Information:Information is correct and all there. Information is correct but not all information is thereSome missing information and some incorrect information given.A lot of information is incorrect and A lot of information is missing COLLABORATION Other classes doing the same project could come together when the students present their animals, The computer teacher can help with any questions or problems we have with the program. LESSON IMPLEMENTATION Length of Unit (hours, days): 30-45 minutes a day for 9 days. Prerequisite Skills: Students must be able to use a computer, collect information about their animal, read, write, present in front of class. ACCOMMODATION OPTIONS ELL/IEP Students: Students will be with partners and teacher will be walking around to help Assistive Technology Needs: The teacher will be helping students with needs. MANAGEMENT/ORGANIZATION TIPS (What suggestions could you provide others that would help them implement this successfully in the classroom?) Choice partner for students so no student gets left out. Have enough books and magazines for each group. If there is not enough computers for whole class set up a system so each group has the same amount of time on the available computers. MATERIALS AND RESOURCES REQUIRED FOR UNIT Magazines, books about Mammals, and computers. TECHNOLOGY Web-based resources (name and link) Mixbook (www.Mixbook.com) UNIT PLAN FLOW CHART/TIMELINE Identify and explain the activities, materials, resources, technology integration strategies, collaboration, and timeline for your lesson. A clear and easy way to complete this section is to identify what you’ll be doing for each step of the process. Day 1: Teacher will introduce the project by giving a quick description of the whole project then going back to the first step of picking a partner and doing research to find a mammal that is interesting to you and your partner. (Each mammal can only be used once.) Day 2: Students will begin research on the mammal of their choice. There will be a list of information that they have to have then they can choice other information that they think is important. Day 3: Students will continue on their work from the day before gathering information Day 4: Students last day to do research on their mammal. Day 5: Students begin to put their information together into book form and find pictures for their page. Day 6: Students meet with partner to discuss presentation. (Decide who will say what) Day 7: Students practice presentations with partner. Day 8: Students begin to present their mammal to the class Day 9: Once mixbook book has been ordered and it arrives teacher will show book to the class and students will have a chance to look at the book on their own.