FC: The Gray Wolf Discovering the life of an misunderstood animal
1: Welcome to my Mixbook Technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my multi-subject lesson plan found at the end of this Mixbook. Technology is a part of our every day lives and a great tool for learning in the classroom. Students are using technology at home, in the school, and just about anywhere to accomplish work, learn, and have fun. A Mixbook creation is helpful for students to use because they are required to research materials regarding different subjects and then apply that information to where the public can view their work. Teachers, parents, guardians and the public can use this Mixbook to view students' work. Mixbooks can be viewed via Internet, in the classroom, or ordered in book form.
2: The gray wolf is part of the animal kingdom, is a mammal, a member of the dog family, and in the genus Canis Lupus.
3: There are five subspecies of the gray wolf in North America: * Mexican Wolf * Great Plains/Buffalo Wolf * Rocky Mountain Wolf *Eastern Timber Wolf * Arctic Wolf Wild wolf populations are found in North America, Europe, Asia, and Africa and varies in number.
4: Gray wolves live in packs of 8 to 35 members. These large numbers allow them to hunt large prey such as moose and buffalo. Teamwork is very important in wolf packs and wolves depend on one another for survival.
5: Gray wolves care for each other just as they hunt together. They play, care for their young, and rarely fight. If a subordinate wolf challenges the leader, also called the alpha male or alpha female, may only need to stare the challenger down, therefore avoiding a fight and injuries.
6: Wolves communicate with one another vocally by howling, growling, barking, and whimpering. Howling- calling each other Barking- warning each other or warning an intruder Growling- warning or showing dominance Whimpering- wolf submitting to dominant wolf
7: Wolves also communicate with one another through body language such as positions of ears, rolling over on back to submit, and tail signals. For example, the dominant wolves hold their tails high in the other while the others hold it down or stretched out.
8: Gray wolves have 4-7 pups per litter. Wolf pups are born blind and deaf. The pack helps care for the pups until they are ten months old. The pups begin traveling with the pack once they are three to five months old.
9: Throughout history wolves have been portrayed in literature as evil, cunning, and a ever-present threat to humans. Wolves avoid humans and rarely attack them. Wolves will eat livestock only if it is on their territory or are driven by starvation.
10: Wolves have been killed by hunters for their fur, by ranchers to keep livestock safe, and for "protection". The gray wolf was nearly hunted to extinction in the 1930s and just recently were taken off of the endangered species list.
11: Conservationists are still working on the prevention of hunting gray wolves to avoid these animals from being endangered again. It is important for others to know about the gray wolf and the advantages this animal provides rather than the "trouble" it causes.
12: MixBook Lesson Plan SECTION ONE Author: Amber Penrose Email Address: email@example.com Semester Created: Fall 2009 LESSON OVERVIEW Title: The Gray Wolf- Discovering the Life of a Misunderstood Animal Brief Description: Students in the fourth grade will be learning about the gray wolf, its life, and the impact that it has had on culture. The students will be creating a Mixbook demonstrating research that they have conducted regarding this animal. The students will be divided into groups and each group will be responsible for a different page or area of the Mixbook.
13: ESSENTIAL QUESTIONS/GENERALIZATIONS: The student will understand the life cycle of the gray wolf, impact on culture, and how to create a Mixbook page detailing what they have learned. The Mixbook is a visualization for the students to look back at for information and to help others regarding finding information. Main question of lesson to ask students: How has the gray wolf been treated over the years? Is it as dangerous as some people would like to believe? What kind of information would be helpful to the students to know about the gray wolf if that makes it different than its stereotype?
14: ENGAGING QUESTION/SCENARIO: Attention-getters are extremely important for students. If this assignment is given by a first-year teacher, then that teacher will have made a Mixbook and published it leaving it out on a table in the front of the room or have it pulled up on the computer screen for all students to view. If the teacher has been teaching for one year or more, use the best student example to show the students. The teacher will ask the students if they had ever heard of Mixbook. Secondly the teacher will ask the students what they know about the gray wolf. What are some stories that are about the gray wolf? What do you think of gray wolves? The teacher will have a picture of the gray wolf behind her.
15: SUBJECT AREA(S) (Put an X by all relevant subject areas.) _X_ Science _X_ Writing _X__ Social Studies/History _X_ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) _X_ Grade 4 X__ K-12 Elementary
16: DETAILED LESSON DESCRIPTION GLE #1: The SWBAT state facts and provide proof regarding that gray wolves are misunderstood by detailing their behavior and life style (GLE-Elementary Science Strand IV: Changes in Ecosystems and Interactions of Organisms with their Environments 1: A- a, 2. A- a, b. Strand VIII: Science,Technology, and Human Activity 3: A-a- Grade 4, Performance Standards: 1.1, 1.2, 1.4, 1.5, 1.7, 1.8, 2.1, 2.2, 2.3, 2.5, 2.7, 3.1, 4.1, 4.5, 4.6) GLE #2: The SWBAT ,with 100 percent accuracy, identify the impact that humans have made on the life of the gray wolf through research (GLE- Social Studies Strand VII- Knowledge of the use of tools of social science inquiry- Identify and use library and media resources. Identify, select and use visual, graphic, and auditory aids- Grade 4 Performance Standards: 1.1, 1.2, 1.4, 1.5, 1.7, 1.8 , 2.1, 2.2, 2.3, 2.5, 2.7, 3.1, 4.1, 4.5, 4.6).
17: GLE #3: The SWBAT create a Mixbook that identifies the lifestyle of the gray wolf, human impact, and compare its life with its stereotypes by using several resources (GLE- Communication Arts, Writing I- Apply a writing process in composing text, A- Following a writing process to generate a draft, routinely revise, edit, and proofread. Strand III- Write effectively in various forms and types of writing: C, E.- Grade 4. Performance Standards: 1.1, 1.2, 1.4, 1.5, 1.7, 1.8,2.1, 2.2, 2.4, 2.5, 2.7, 3.1, 4.1, 4.5, 4.6) STUDENT ASSESSMENT Formative: stop the students once in a while to see where they are at, at the end of each day have the students report what they have accomplished so far, have a checklist and the students will check off where they are on the sheet Summative: essay on information that they have obtained regarding their topic at the end to be turned in along with their mixbook page
18: PERFORMANCE ASSESSMENT CRITERIA (based on selected content standards and benchmarks; create and link to rubric scoring guide/s.) COLLABORATION Other teachers involved- media specialist, computer lab teacher, if needed- special needs teacher LESSON IMPLEMENTATION Length of Unit (hours, days): 10 days, 30-45 min each Prerequisite Skills: Students must be able to know how to use a computer and graphic programs, the internet, research in the library, and teamwork skills
19: ACCOMMODATION OPTIONS ELL/IEP Students: work in groups with students who demonstrate strong leadership and teamwork skills, as well as higher learning levels (cooperative learning groups) Assistive Technology Needs: technology teacher and student teamwork. MANAGEMENT/ORGANIZATION TIPS Do not let students go to the computer lab alone, the students will visit the computer lab as a whole class. The teacher needs to make sure that students stay on task, and walk around the classroom while the students work. While in the library (or in the classroom) the teacher needs to ensure that students are searching for books that relate to assigned topic. The students who have lower learning levels are to be grouped with students who demonstrate quality leadership and teamwork skills and higher learning levels.
20: MATERIALS AND RESOURCES REQUIRED FOR UNIT Library Books Books in the classroom Dictionaries Internet Mixbook page Paper and pencil Unit Flowchart/ Timeline:
21: Day 1: For the first day of the lesson plan, the teacher will introduce the students to Mixbook by having a demo of a previously created Mixbook or (if it is the first year teaching) have a sample displayed from the Mixbook website. The teacher will then explain what the students will be doing over the next nine days which is creating a classroom Mixbook concerning the gray wolf which includes its life style, interactions with humans, and the affect of persecution. The teacher will place the students in cooperative learning groups and each group will be assigned different parts that they will be researching. The teacher will then inform the students that they will also be writing a paper on their assigned part of the project so that they may learn more about the gray wolf. The teacher will inform the students that they will be presenting their information after ten days to the class, and if the students present desired classroom behavior, a celebration will follow the presentations.
22: Day 2: The teacher will distribute handouts sheets that will enable the students to brainstorm. The teacher will demonstrate multiple ways that the students can brainstorm their ideas such as a Web or collage. As a whole, the class will brainstorm the layout of the Mixbook and a few ideas that will contribute to the project. The students will then break into their groups and spend ten to fifteen minutes brainstorming the ideas about the topic that their group is working on. They will be creating the layout of the page of their section of the project and also be brainstorming that relates to the writing that follows the creation of their Mixbooks. Day 3: The teacher will be taking the students to the library to research the topic that they are working on for their Mixbook page. The students may be able to each check out a book to take back to the classroom as a resource. If researching from an encyclopedia, the students will need to write down the information that they have obtained from their reading instead of checking it out. The teacher will have previously gone over with the students how to collect information in the library at the beginning of the year. The students will spend thirty to forty minutes in the library gathering information.
23: Day 4: The research in the computer lab will consist of the students visiting sites that have been provided by the teacher ahead of time. The students will print off needed resources for their papers and Mixbook project so that they will be able to take the important information to the classroom. The students are also to be looking at images to use for their Mixbook pages and bookmark images that they want to use. Day 5: The students will then create the outline for their Mixbook pages in their groups. This should take no more than twenty minutes. For the remaining ten to twenty minutes, the students will be working on their short essay regarding the material that they have obtained during their research regarding their assigned project. Day 6: The students and teacher will be revisiting the computer lab to begin working on their Mixbook pages. The students will put together images and information obtained over the past few days to create their Mixbook pages. This part of the lesson plan should take a maximum of thirty minutes. The students will be revisiting the computer lab on Day 8 to edit and insert the final touches on their Mixbook page and to put the Mixbook together as a whole class.
24: Day 7: The students will finish their papers that they have written. They will peer-edit for ten minutes and for the remaining time, write the essay regarding their assigned section of the project on a handout that the teacher has either created or found. The students can add artwork to their essay if they finish early. The students will first write in pencil and then in pen. Day 8: The students will return to the computer lab to edit their final Mixbook pages. The teacher will help the students put the Mixbook together to be ready for Day 10 when each student group presents the information that they have found (which covers two to three pages in the Mixbook). Day 9: During this final day the students will be finishing their papers and discussing how they are presenting their projects, which will be doing what task during the presentation, while the teacher comes around to each table. At each table the teacher will inform the students about the progress of their work, what needs work, and when they are to present their pages and discovered information. The order of the presentation will follow the order of the book.
25: Day 10: The final day of the lesson plan will be presentations and, if allowed, a celebration party. The celebration would consist of treats for the students such as soft drinks and suckers to eat after the presentations are completed. The teacher will call the names of the students who are to come to the front of the class and present the pages that they have created. Each student will speak in their break during the presentation. The students will have a job at their table, such as reading aloud, talking about pictures that they have selected what they found interesting, etc.