Second Grade Curriculum1

8/11/2019 Second Grade Curriculum1

1/42

Unit Plan and Lessons forCurriculum Alignment between the Penguins: Past &

Present Research Study and Local lementarySchools

Funded By: the National Science Foundation

Instructional DeveloperErin Gunter

erg1602 unc!"edu

Supervisors:Dr" Steve E#slie

$i%e &olito ' &hD Student in $arine Biology

(niversity Supervisor:Dr" $ahna) $oalle#

(niversity o* North +arolina at ,il#ington$aster-s o* Instructional .echnology

&ro*essional InternshipSu##er 200/

1
mailto:[email protected]:[email protected]


2/42

!able of ContentsIntroduction""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

.eacher Guide"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

Student Guide""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

n Introduction to Brush tail &enguins""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

.he 4i*e +ycle o* a &enguin""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

4i*e +ycle 5u ric""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

+o#paring and +ontrasting 4i*e +ycles"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

7enn Diagra# 5u ric"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

&enguin +enters""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""+enters 5u ric"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

&enguin &oetry""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

&oetry 5u ric"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

&enguin ,e 9uest"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

,e 9uest 5u ric"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

Glo al ,ar#ing""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

Science E;peri#ent 5u ric""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

(nit resources"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

dditional 5eco##ended 5esources"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

ppendi;"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

ppendi; """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

ppendi; B""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

Bi liography"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

2


3/42

"ntroduction .he Brush tail &enguins instructor=s guide is *or second grade" It !as developed at (N+,to help teach local ele#entary school students a out the rush tail penguins o*

ntarctica" .his instructor=s guide is co#plete !ith seven di>erent hands on and

interactive lessons" .hese lessons are designed to engage and in*or# the students" .helesson plans are all aligned !ith North +arolina Standard +ourse o* Study" Each goal ando ?ective is listed at the eginning o* the speci@c lesson" .he goal o* this instructor=sguide is to provide lessons that integrate scienceA technologyA languageA and otherele#entary su ?ects"

!eacher #uide .his instructor=s guide is co#plete !ith instructor=s #aterialsA student #aterialsA andre*erences to additional #aterials that #ay e help*ul !hen teaching this unit on the

rush tail penguins" .he guide !ill also have teacher-s #aterials that have the correctans!ers to student assign#ents and activities" .his unit !as developed to e used inlocal ele#entary schools to enhance the colla oration et!een local schools and the(N+, *aculty researchers" Dr" Steve E#slie and $i%e &olitoA a &hD studentA are (N+,researchers that are going to e visiting local schools to tal% a out their research thatta%es place in ntarctica" .hey !ill visit once e*ore they go to ntarctica and once !henthey return *ro# ntarctica" ,hile the researchers are in ntarctica thoughA the students!ill learn a out the penguins through the use o* this unit" .he student #aterials thathave een developed *or this unit are in their o!n pac%age called My Penguin Book.Every student !ill need one o* these oo%s *or this unit" .he oo%s also have a place!here students can record their thoughts !hile learning a out penguins and !rite do!n9uestions that they !ould li%e to as% a researcher" .he teacher can then collect the oo%s

and send 9uestions to the researchers" Note: #a%e sure to screen the 9uestions and tochec% out the Fre9uently s%ed uestions lin% on the !e site to ensure that the 9uestionhas not een previously ans!ered"

Student #uide .he student guide *or this unit has een organi)ed into the My Penguin Book " .his oo%let*or#at !as designed to #a%e the #aterials organi)ed and easily accessi le *or studentand teacher use" .he student #aterials that have een developed *or this unit are in theiro!n pac%age called My Penguin Book. Every student !ill need one o* these oo%s *or thisunit" .he oo%s serve as the place *or students to record the in*or#ation they learn" .he

oo%s also have places *or the students to #a%e co##entsA ta%e notesA and as%9uestions a out penguins" .he 9uestions that students as% can then e sent to theresearchers *or ans!ers"


4/42

An "ntroduction to $rush%tail Penguins

Grade level: 2

GoalC ?ective: N+ Standard +ourse o* Study:

S+IEN+E:

+o#petency Goal 1: .he learner !ill conduct investigations and uild an understanding o* ani#al li*e cycles"

?ective 1"01 Descri e the li*e cycle o* ani#als including:

Birth"

Developing into an adult"

5eproducing"

ging and death"

INF 5$ .I N S I44S:

+o#petency Goal 1: .he learner !ill e;plore sources and *or#ats *or readingA listeningAand vie!ing purposes"

?ective 1"0/ De#onstrate a!areness that resources convey #eaning and e;ist ina variety o*

*or#ats printA graphicalA audioA videoA #ulti#ediaA !e ased "

+o#petency Goal


5/42

'aterials: &ro?ectorA +o#puter !ith Internet connectionA (nited Strea#ing video:&enguins A&o!er&oint: &enguins o* ntarctica A &encils one *or each student A My PenguinBook oo%lets one *or each student A My Penguin Book teacher guide

stimated time: 1 day

Summary: .his lesson is the @rst in a unit a out penguins" In this lessonA students !ill eintroduced to three types o* penguins that elong to the Brush tail group" .hese threepenguins are the +hinstrap &enguinA dJlie &enguin pronounced a dell ee A and theGentoo &enguin" Students !ill learn asic in*or#ation a out the penguins such as !herethey liveA !hat they loo% li%eA and !hat they eat" t the end o* the lessonA students !ill

egin a My Penguin Book y docu#enting t!o things they learned a out penguinsA and!riting t!o 9uestions to e posted on a class log to (N+, researchers"

(ocus and Re)iew *gain attention+ recall rere,uisites-: Begin the lesson ysho!ing the class a video clip a out penguins *ro# Discovery (nited Strea#ing called I*you !ere a ird: &enguins 2:2/ " Follo!ing the video clipA as% students !hat they sa! inthe video" In trying to elicit responsesA so#e sa#ple 9uestions are: Kave you seenpenguins at the )oo e*oreL Kave you seen penguins in cartoons or #oviesL ,here dopenguins liveL *ter 2 #inutes o* student ans!ers and discussion a out penguinsA dra!the discussion to a close"

Statement of .b/ecti)es: In*or# the students that the class is eginning a unit onpenguins" .ell the students that they are going to learn a out three di>erent types o*penguinsA the +hinstrap &enguinA the dJlie &enguinA and the Gentoo &enguin" .hestudents !ill learn that there are 1 di>erent species o* penguins and the re#aining 13species are *ound on islands and coastlines throughout the southern he#isphere" .hethree they are studying are *ound in the ntarctic or the su ntarctic"

!eacher "n ut * resent stimulus material+ ro)ide learning guidance-: &rior topresenting the lesson to the classA print out the po!er point in note *or#A so that youhave the necessary in*or#ation to give the students" nce you have in*or#ed the classo* the o ?ectives *or the lessonA egin y sho!ing a glo e and pointing to ntarctica" .hat!ay the students %no! !here ntarctica is located in re*erence to the (nited States"

.hen egin presenting the &o!er&oint &enguins o* ntarctica to students" llo! studentsto as% 9uestions" I* you do not %no! the ans!ersA try to !rite the 9uestions do!n to as%the researchers at another ti#e"

#uided Practice: *elicit erformance+ ro)ide feedbac0-: s a classA co#plete the

9ui) at the end o* the introductory po!er point a out penguins""nde endent Practice *assess erformance-: &ass out to each student a My PenguinBook " .ell students to !rite their na#e and the date on the *ront o* the oo%" s%students to turn to page one and !rite t!o things they learned a out penguins today"

.henA as% students to !rite do!n t!o 9uestions they have a out penguins or ntarctica*or scientists"


6/42

Closure *enhance retention and transfer-: nce students have @nished !riting intheir oo%sA as% *or students to share !hat they learned *ro# today=s lesson" ncestudents have had a chance to share !hat they learnedA invite the# to share !hat they!ould li%e to %no! a out penguins or ntarctica" .ell students that to#orro! they !illlearn a out li*e cycles and !hat the penguins= li*e cycle is li%e"

Assessment:In*or#ally o serve individual student participation during the lesson"

!he Life Cycle of a Penguin

Grade level: 2


S+IEN+E:

+o#petency Goal 1: .he learner !ill conduct investigations and uild an understanding o* ani#al li*e cycles"

?ective 1"01 Descri e the li*e cycle o* ani#als including:

Birth"

Developing into an adult" 5eproducing"

ging and death"

ENG4ISK 4 NG( GE 5.S:

+o#petency Goal 2: .he learner !ill develop and apply strategies and s%ills toco#prehend te;t that is readA heardA and vie!ed"

?ective 2"02 (se te;t *or a variety o* *unctionsA including literaryA in*or#ationalA

and practical"

+o#petency Goal : .he learner !ill #a%e connections through the use o* oral languageA!ritten languageA and #edia and technology"

?ective "03 Increase oral and !ritten voca ulary y listeningA discussingA andco#posing te;ts !hen responding to literature that is read and

6


7/42

heard" e"g"A read aloud y teacherA literature circlesA interestgroupsA oo% clu s "

'aterials: &enguinsM y Gail Gi onsA $y Season !ith &enguins y Sophie ,e A Ne! .rue Boo%: &enguins y E#ilie (" 4epthienA or &enguins y Sey#our Si#onA &encils one*or each student A My Penguin Book one *or each student A My Penguin Book teacherguide A !hite oard and dry erase #ar%er

stimated time: 1 2 days

Summary: In the second lesson o* the unitA students !ill continue to learn *acts a outpenguinsA !hile also learning a out the li*e cycle o* the penguin" .hey are going to learna out i#portant voca ulary !ords !hen tal%ing a out penguin li*e cycles" .hey are alsogoing to dra! pictures that correspond !ith the di>erent stages o* the penguin li*e cycle"

(ocus and re)iew *gain attention+ recall rere,uisites-: .o egin the lessonA read Ne! .rue Boo%: &enguins y E#ilie (" 4epthien or &enguins y Sey#our Si#on aloud tothe class" .hese oo%s !ill aid students in recalling in*or#ation a out penguins *ro# theprevious lesson" .he oo% descri es the 1 di>erent %inds o* penguins" s% students i*they re#e# er !hich penguins you told the# they !ould e studying in this unit" &ointout the dJlie &enguinA the +hinstrap &enguinA and the Gentoo &enguinA !hen you co#eacross the# in the oo%A *or the class" +ontinue reading the rest o* the oo% until youhave @nished"

Statement of ob/ecti)es: In*or# the students that today they are going to learn a out

the *our parts o* the li*e cycle o* a penguin"1ey 2ocabulary:

.o ogganing ' Speeding over sno! and ice y sliding on one-s elly

+olony roo%ery reeding ground *or penguins or other irds

&e le nests ' Nests #ade y the rush tail penguinsA that are #ade up o* pe les

Fasting &eriods o* ti#e during reeding seasons !here the penguins do not leavenesting areas to *eed

5egurgitates ' .o ring up *ood in the sto#ach y thro!ing upA so that it can e *ed toyoung chic%s

+r che group o* young chic%sO a nursery !here chic%s gather *or sa*ety !hile theirparents are at sea

Fledglings young ird that has ?ust gro!n its adult *eathers
http://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20student.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20student.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdf


8/42

!eacher in ut * resent stimulus material+ ro)ide learning guidance-: ,rite thevoca ulary !ords on the oard !ithout their de@nitions" s you read &enguinsM y GailGi ons and co#e across voca ulary ter#sA !rite their de@nitions on the oard" t theendA i* you have #issed any o* the voca ulary ter#sA re*er to this lesson plan and use thede@nitions listed a ove"

n the @*th page o* Gail Gi ons=s oo%A point to the colored dots on the he#isphere!hich tells !here each o* the three penguins lives" +ontinue to read the story and discuss!ith students until it is @nished" ,here does a penguin eginL .he #ale penguins startto uild a nest #ade o* pe lesA then the *e#ale penguins help #a%e @nish the nest" .he#ale and *e#ale penguins #ate and penguin chic%s are orn and egin as eggs" ,hostays !ith the eggsL .he *ather stays !ith the egg !hile the #other goes to get *ooda*ter the eggs have een laid" ,hat do the *athers do !hile the #others are gone to @nd*oodL Father penguins *ast !hile !atching over the eggs and %eeping the eggs !ar#",hat does the *ather do !ith the eggL Ke %eeps the eggs !ar# y holding the# againsthis elly" (sing the nestA the *ather penguin is a le to %eep the eggs o> the ice coldground and %eep the eggs !ar#er" Ke sleeps standing upA he has no *ood to eat ut his

lu er %eeps hi# alive" out ho! long does the chic% ta%e to hatchL It ta%es a out 0days *ro# !hen the egg is laid *or it to hatch" .he chic%s then pec% *or a out days

e*ore the egg crac%s open" ,hen the chic% hatches !here does it stayL It stays in thenest *or a out 21 days" Ko! does the chic% co##unicate !ith its parentsL .hey peep totheir parents to let the# %no! they are hungry and their parents !ill call ac% to thechic%s" ,hen the chic% gets igger !hat does it do to stay !ar#L It huddles !ith theother chic%sA and this is called a cr che or a nursery" ,hen is the chic% a le to s!i# inthe oceanL ,hen it is to 10 !ee%s old they are independent o* their parents and theyare no! called Pedglings" .hey have lost their do!n and they have their adult *eathers atthis pointA these ne! *eathers help to %eep the# !ar# in the !ater" ,hen the penguins

have lost all their a y *eathers they are no! old enough to s!i# in the ocean" ,hat dothe chic%s do once they are old enough to leave their parentsL &enguin chic%s leave thecolony !hen they are independent o* their parents" ,hen they are three to *our years oldAthey co#e ac% to the colony as adultsO they #ate and start to lay eggs o* their o!n"

#uided ractice: *elicit erformance+ ro)ide feedbac0-: &ass out each student=sMy Penguin Book " Instruct students to turn to page t!o in their oo%" De#onstrate ho!the page is to e @lled out" Ne;t to Stage 1A dra! a penguin !ith an egg in *ront o* its

elly" (nderneath the picture !rite H.he *e#ale lays an egg" .he #ale and *e#ale !ill%eep it !ar#" Ne;t to Stage 2A dra! a picture o* oth parent penguins and the a ypenguin hatching" (nderneath the picture !rite H.he chic% hatches" $o# and Dad %eep it

!ar#" Ne;t to Stage A dra! a picture o* #ultiple chic%s together" (nderneath thepicture !rite H.he chic% stays !ar# !ith other chic%s" Ne;t to Stage 3A dra! a picture o*a picture o* a ?uvenile penguin" (nderneath the picture !rite H.he chic% loses its a y*eathers" Ne;t to Stage


9/42

"nde endent ractice *assess erformance-: Instruct students to copy the sevenvoca ulary de@nitions into their My Penguin Book on page *our"

Closure *enhance retention and transfer-: t the end o* the lessonA revie! !ith theclass !hat they learned y reading the oo%s today" s% students to riePy tell you a outthe stages in a penguin=s li*eA starting as an egg"

Assessment: In*or#ally o serve individual student participation during the lesson" *terthe students have co#pleted pages 2 3 in the My Penguin Book A have the# turn the# in*or the teacher to loo% over the#" (se the *ollo!ing ru ric *or the student-s dra!ingsAdescriptionsA and e>ort in co#pleting their ?ournal pages in the My Penguin Book "

/


10/42

Life Cycle Rubric

Poor (air #ood 3cellentScore4

Le)el

&resentation Illegi le or#essy

4egi ly !rittenandpresented

+learAunclutteredAand attractive

Evidence o* prideand care *or the

oo%let-s dailyuse and itspotential tospring oard *uture!riting ideas

rgani)ation &ages are outo* orderandCorphysicallydetached *ro#note oo%

&ages aredated andeasilynaviga le

&ages aredatedA !ellorderedA andtitledaccordingly

Boo%let isnaviga leaccording tosu ?ectA topicAtitleA and date sothoroughly that noclari@cation ythe author isnecessary"

Evidence o*

ssign#ent+o#pletion

Entry is

entirelya sent *ro#note oo%

&art o* the

entry is#issing *ro#note oo%

Entry is

presentA ut#ay rePectpartialAhapha)ardengage#ent

Entry is care*ully

constructed andpresented in theirentirety

10


11/42

Com aring and Contrasting Life Cycles

Grade level: 2


S+IEN+E:

+o#petency goal 1: .he learner !ill conduct investigations and uild an understanding o* ani#al li*e cycles"

?ective 1"01

Descri e the li*e cycle o* ani#als including:

Birth"

Developing into an adult"

5eproducing"

ging and death"

?ective 1"03 +o#pare and contrast li*e cycles o* other ani#als such as#eal!or#sA lady ugsA cric%etsA guppiesA or *rogs"



?ective 2"0 Discuss si#ilarities and di>erences in eventsA characters andconcepts !ithin and across te;ts"

?ective 2"08 Interpret in*or#ation *ro# diagra#sA chartsA and #aps"

+o#petency Goal 3: .he learner !ill apply strategies and s%ills to create oralA !rittenAand visual te;ts"

?ective 3"03 (se oral co##unication to identi*yA organi)eA and analy)ein*or#ation"

Pre aration: &ass out the My Penguin Book oo%lets to all the students"

11


12/42

'aterials: My Penguin Book oo%lets one *or each student A My Penguin Book teacherguide A First the Egg y 4aura 7accaro SeegerA .he 7ery Kungry +aterpillar y Eric +arle


Summary: .his lesson is the third lesson in the unit a out penguins" In*or# the classthat today they are going to co#pare @nd si#ilarities and contrast @nd di>erences

et!een the li*e cycles o* penguins and other living things" In this lessonA students !ill ere#inded o* the penguin li*e cycle" .hen they !ill e as%ed to co#pare and contrast theli*e cycle o* penguin to other living things"

(ocus and re)iew *gain attention+ recall rere,uisites-: Begin the lesson yrevie!ing the li*e cycle o* penguins !ith students" .al% a out the @ve stages that thestudents outlined in the previous lesson" Stage 1: .he *e#ale lays an egg" .he #ale !ill%eep it !ar# !hile the *e#ale @nds *ood and then they s!itch o> to incu ate the egg

.his lasts *or < days" Stage 2: .he chic% hatches" $o# and Dad %eep it !ar#" Stage : .he chic% stays !ar# !ith other chic%sA in a cr che" Stage 3: .he chic% loses its a y*eathersA is called a PedglingA and can no! s!i# in the ocean" Stage erences et!een the li*e cycles o* penguins and otherliving things"

!eacher in ut * resent stimulus material+ ro)ide learning guidance-: 5ead .he7ery Kungry +aterpillar y Eric +arle to the class" ,hile reading the oo%A point out thestages o* the utterPy" FirstA it is an egg" SecondA it is a very hungry caterpillar" .hirdA thecaterpillar uilds a cocoonA and then in the *ourth stage eco#es a utterPy"

+onduct a discussion !ith students a out the di>erences and si#ilarities et!een the li*ecycle o* a utterPy and the li*e cycle o* a penguin" ccept any ans!ers that co#pare orcontrast the t!oA ho!ever highlightC*ocus on student responses that are relevant to theli*e cycles speci@cally"

#uided ractice: *elicit erformance+ ro)ide feedbac0-: (sing the 7enn Diagra#teacher guide as an aidA open the S#art Note oo% so*t!areCpresentation o* a lan% 7enndiagra#" 5evie! !hat goes in the circles o* the 7enn diagra#" For e;a#ple !hen the t!ocircles overlapA those are things that are shared in co##on et!een the penguin andthe utterPy" Elicit responses *ro# students a out stages in the penguin li*e cycle and the

utterPy li*e cycle" (se the teacher guide i* necessary to give students hints and helpthe# @ll out the diagra#"

12
http://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20student.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20student.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdf


13/42

"nde endent ractice *assess erformance-: nce the class has @nished helping @llin the 7enn diagra#A have students co#plete the 7enn diagra# that co#pares the li*ecycles in their My Penguin Book " Encourage students to use their o!n !ords !hen @llingin their 7enn diagra#O ho!ever they #ay copy *ro# the diagra# *ro# the oard as !ell"

Closure *enhance retention and transfer-: +onduct a rie* discussion !ith the classa out !hat they have learned in the last *e! lessons" For e;a#pleA as% the class !hichthree types o* penguins they are studying dJlieA +hinstrapA and Gentoo " s% students!hat they %no!Cre#e# er a out the three di>erent types o* penguins" s% studentsa out the di>erent li*e stages o* the penguin"

Assessment: In*or#ally o serve individual student participation during the lesson" *terthe students have co#pleted the 7enn Diagra# page in their My Penguin Book A havethe# turn the# in *or the teacher to loo% over the#" (se the *ollo!ing ru ric *or thee>ort in co#pleting their ?ournal pages in the My Penguin Book "

1


14/42

2enn 5iagram Rubric

Poor (air #ood 3cellent

Score4

Le)el

&lace#ent !ithinthe 7enn diagra#

No state#entsare placed inthe correctcircle"

So#estate#entsare placed inthe correctcircle"

$oststate#entsare placed inthe correctcircleA utstudent #i;edup a *e!state#ents"

ll state#entsnotingsi#ilarities areplaced in thecenter circleand allstate#entsthat notedi>erencesare placed inthe correctouter circle"

In*or#ation supporto* co#parisonstate#ents

None o* thestate#entsare supported

y thein*or#ation

Fe! or none o* thestate#entsare supported

y the

in*or#ation"

$oststate#entsare supported

y thein*or#ation"

ll state#entsare supported

y thein*or#ation"

Evidence o*ssign#ent

+o#pletion

Entry isentirelya sent *ro#note oo%

&art o* theentry is#issing *ro#note oo%

Entry ispresentA ut#ay rePectpartialAhapha)ardengage#ent

Entry iscare*ullyconstructedand presentedin theirentirety

&resentation Illegi le or#essy

4egi ly !rittenand presented

+learAunclutteredAand attractive

Evidence o*pride and care*or the entryin the oo%letA!or% is easyto read and!ell organi)ed

13


15/42

1


16/42

Penguin Centers

Grade level: 2


S+IEN+E:

+o#petency Goal 2: .he learner !ill conduct investigations and use appropriate tools touild an understanding o* the changes in !eather"

?ective 2"01 Investigate and descri e ho! #oving air interacts !ith o ?ects"

KE 4.KF(4 4I7ING:

+o#petency Goal 6: .he learner !ill de#onstrate co#petency in a variety o* #ove#ent *or#s and pro@ciency in a *e! to gain co#petence to!ards li*eti#e physicalactivities N S&E Standard 1 "

?ective 6"02 De#onstrate #anipulative s%ills such as thro!ingA catchingA stri%ingand trapping o* o ?ects !hile stationary andCor to a #oving partner"

+o#petency Goal : De#onstrates understanding o* #ove#ent conceptsA principlesAstrategiesA and tactics as they apply to the learning and per*or#ance o* physicalactivities

N S&E Standard 2 "

?ective "01 De#onstrate space a!areness and #ove#ent control in di>erent!ays in a large group !ithout u#ping into others or *allingA such asrunningA hoppingA and s%ipping"

Pre aration: .his lesson is designed to e co#pleted over the course o* one or t!odaysA depending on your ti#e constraints" Set up ctivity 1 and ctivity 2 at the sa#eta leA since they oth re9uire !ater" ctivity and ctivity 3 can e set up at a secondta leA in an area o* the roo# !here there is roo# to !al%" Designate an area *or ctivity erent !ings up to the *an" Kave the students thin% a out !hich !ings Pe! etter inthe !ind *ro# the *an" *ter thatA using the plastic container containing !ater and the t!odi>erent !ingsA have the students try to paddle in the !ater li%e a ird"

$aterials: &aper 2 sheets per student A plastic container !ith !ater enough roo# toHpaddle A a *anA pencil one *or each student A My Penguin Book one *or each student

page 8

Acti)ity ;: !he $alance $ehind Penguins

Directions: .a%e your ruler and pretend that it is the ody o* a ird" FirstA alance the rulery placing it hori)ontally side to side on your @nger" SecondA turn the ruler so it is

vertical up and do!n and alance it on your @nger"

$aterials: 5uler one *or each student A pencil one *or each student A My Penguin Book one *or each student page /

Acti)ity your shoes and hold

your *eet close together" ,al% y shuRing your *eet"$aterials: pillo! case one *or each student A designated area to #ove inA pencil one *oreach student A My Penguin Book one *or each student page 11

"nde endent ractice *assess erformance-:

18


19/42

nce the students have co#pleted an activity at the centersA they !ill e re9uired toans!er 9uestions a out the centers e*ore #oving to the ne;t center" Each center has apage in the My Penguin Book " Encourage students to use their o!n !ords and re#indthe# to !rite in co#plete sentences !hen ans!ering the 9uestions at each center"

Closure *enhance retention and transfer-: +onduct a rie* discussion !ith the class

a out !hat they have learned at the centers today" For e;a#pleA as% the class !hichactivity they en?oyed the #ost" lsoA as% the# to e;plain ho! each activity relates toeing a penguin" .ell students that the ne;t lesson they !ill learn a out ho! to touchA

s#ellA hearA seeA and taste li%e a penguin"

Assessment: In*or#ally o serve individual student participation during the lesson" *terthe students have co#pleted the pages in their My Penguin Book A have the# turn the#in *or the teacher to loo% over the#" (se the *ollo!ing ru ric *or the e>ort in co#pletingtheir ?ournal pages in the My Penguin Book "

1/


20/42

Centers Rubric


Score4Le)el

Evidence o*assign#entco#pletion

+o#pletedless than 1activity" &ooruse o* ti#e#anage#entat eachcenter"

+o#pleted 2or *e!eractivities inthe allottedti#e"

+o#pleted 3 activities"

+o#pleted all< activities ina ti#ely#anner"

,ritten responsesin &enguin Boo%

+o#pleted 1or no sets o*activityresponse9uestions in&enguin

oo%"

+o#pleted 2or *e!er setso* activityresponse9uestions in&enguin oo%"

+o#pleted 3 sets o*activityresponse9uestions in&enguin oo%"

+o#pleted allpertinentpages in&enguin Boo%"(sed co#pletesentences toans!er9uestions"&rovideddetailed andaccuratedescriptions"

+enters Follo!ingprocedures

Did not *ollo!classroo# ore;peri#entprocedures atall"

So#e!hat*ollo!edclassroo# ore;peri#entprocedures"

$ostly*ollo!edclassroo# ore;peri#entprocedures"

+o#pletely*ollo!edclassroo# ore;peri#entprocedures atall ti#es"

20


21/42

Penguin Poetry

Grade level: 2


S+IEN+E:

+o#petency Goal 2: .he learner !ill conduct investigations and use appropriate tools touild an understanding o* the changes in !eather"

?ective 2"01 Investigate and descri e ho! #oving air interacts !ith o ?ects"



?ective 2"01 5ead and co#prehend te;t @ctionA non@ctionA poetryA and dra#aappropriate *or grade t!o y:

deter#ining purpose reader=s and author=s "

#a%ing predictions"

as%ing 9uestions"

locating in*or#ation *or speci@c reasonsCpurposes"

recogni)ing and applying te;t structure"

co#prehending and e;a#ining author=s decisions and !ordchoice"

deter#ining *act and opinion"

recogni)ing and co#prehending @gurative language"

#a%ing in*erences and dra! conclusions"

+o#petency Goal 3: .he learner !ill apply strategies and s%ills to create oralA !rittenAand visual te;ts"

?ective 3"0 +o#pose @rst dra*ts using an appropriate !riting process:

planning and dra*ting"

rereading *or #eaning"

21


22/42

revising to clari*y and re@ne !riting !ith guided discussion"

+o#petency Goal ectively"

?ective erent types o* poe#s and riddles *or the students" +ontinue reading therest o* the oo% until you have @nished" I* you cannot @nd a copy o* the oo%A go to the*ollo!ing !e site: http:CC!!!"canteach"caCele#entaryCsongspoe#s2


23/42

*At this time+ ma0e sure that all students are dressed as enguins? ither theyha)e on all blac0 and white clothing or they are now wearing a blac0 trashbag?-

First the teacher !ill go over so#e *acts a out the penguins that they are studying:GentooA +hinstrapA and dJlie penguins" Kere are the i#portant *acts *or these penguins:

.hey li%e to hopA to ogganA and dive into the !ater *or *un"

.hey all live in ntarctica"

ll three penguins are a part o* the group %no!n as the rush tail penguins"

.hey all eat %rill"

&enguins have *eathers that are !aterproo* and help the penguins stay !ar#"

&enguins live in a roo%ery or colony"

Fe#ale penguins lay eggs and #ale penguins help to incu ate the egg until it isready to hatch"

No! it is ti#e to start the activity" First let-s set the cli#ate in the roo# to rePect one thatis si#ilar to ntarctica" Bring in *ans and place the# around the roo#" .hen get a uc%eto* ice and place a uc%et o* ice in *ront o* each *an" .he *an !ill then lo! cold air o> theice"

.hen the teacher can go around the roo# putting a cup o* !ater on each student-s des%"&utting ice in each o* the cups !ill also help" s% each student to ta%e a sip *ro# their!ater" t this ti#eA pass out so#e Gold@sh crac%ers" Kave the students pretend that theGold@sh crac%ers are %rill" 5e#ind the# that %rill is si#ilar to shri#p"

.he students !ill no! e as%ed to close their eyes and thin% a out all the things they%no! a out penguins" 4et the# thin% *or /0 seconds" ,hile the students are thin%ing theteacher !ill as% the *ollo!ing style o* 9uestions as the students are thin%ing: How does itfeel to sit in this room?, What do you think penguins do during the day?, What do

penguins eat?, How fast could you swim if you were a penguin?, Would it feel good to jump in the water to swim?, etc.

#uided ractice: *elicit erformance+ ro)ide feedbac0-:

,hen the students are done thin%ingA the teacher !ill go to the *ront o* the class and getstudents to help !rite an e;a#ple sensory poe#" .he teacher !ill as% the sa#e9uestions they as%ed !hile the students !ere thin%ing: How does it feel to sit in thisroom?, What do you think penguins do during the day?, What do penguins eat?, How fast

2


24/42

could you swim if you were a penguin?, Would it feel good to jump in the water to swim?,etc. (sing the ans!ers !rite a si#ple sensory poe# on the oard *or the students to useas a guide *or their o!n poe#" 5e#ind the students that having di>erent ans!ers is great

ecause not everyone hearsA seesA tastesA *eelsA and s#ells the sa#e things" .ell the# touse their i#agination"

n e;a#ple poe# !ould e:I a# a Gentoo &enguin"

I slip and slide and *eel the cold !etness under #y elly"

I taste the cold salt !ater and it tingles on #y tongue"

I s#ell the crisp air Po!ing over #y ea% !hile I dive in the ocean"

I hear the !aves crashing and #y penguin *riends calling"

I see the %rill in the ocean"

"nde endent ractice *assess erformance-: *ter the class has !or%ed together to!rite a sensory poe#A the teacher !ill then as% the students to create their o!n poe#

ased on one o* the three penguins" 5e#ind the# that a sensory poe# !ould *ocus onthe @ve senses: hearingA *eelingA s#ellingA seeingA tasting" .he teacher should put the @vesenses on the oard"

Kave the students !rite the poe# in their My Penguin Book on page 12"

Closure *enhance retention and transfer-: *ter 1< #inutesA egin as%ing studentsto co#e up and read their poe#s" s a classA discuss the individual poe#sA as !ell asA thethree types o* penguins they are studying"

Assessment: (se the &oetry 5u ric to assess !hether or not the students tal%ed a outall @ve senses in their sensory poe#s" lsoA grade students on their a ility to !rite legi lyand gra##atically correct"

23


25/42

Poetry Rubric


Score4Le)el

&oe# rePects ectively"

.he learnerapplies asicgra##ar andlanguageconventions toco##unicatee>ectively !itherrors"

.he learnerapplies asicgra##ar andlanguageconventions toco##unicatee>ectively !ithso#e errors"

.he learnerapplies asicgra##ar andlanguageconventions toco##unicatee>ectively !ithlittle to no errors"

Kand!riting inthe poe# is

legi le"

.he hand!ritingin the poe# is

co#pletelyillegi le"

.hehand!riting in

the poe# isso#e!hatlegi le"

.hehand!riting in

the poe# is#ostly legi le"

.he hand!ritingin the poe# is

neatA clearA andrepresentative o*grade level"

.he learnercreates anoriginal poe#

ased on one o* penguins:

GentooA dJlieA

or +hinstrap"

.he learner doesnot create anoriginal poe#

ased on one o*the penguinsstudied"

.he learnercreates a poe#si#ilar to theone created inclass" .hepoe# rePects

vaguein*or#ationa out apenguin"

.he learnercreates anoriginal poe#a out one o*the penguinsstudied in class"

$ost o* thepoe# is a outone o* thepenguinsstudied"

.he learnercreates an originalpoe# a out oneo* the penguinsstudied in class"

.he entire poe#

is a out one o*the penguinsstudied"

2


26/42

Penguin 7eb%,uest

Grade level: 2


.E+KN 4 GQ:

+o#petency Goal 2: .he learner !ill de#onstrate %no!ledge and s%ills in the use o*co#puter and other technologies"

?ective 2"12 (se teacher selected Internet resources to locateA discussA andco#pare in*or#ation a out your local co##unity asa classCgroup"

INF 5$ .I N S I44S:

+o#petency Goal 3: .he learner !ill e;plore and use research processes to #eetin*or#ation needs"

?ective 3"0< Gather in*or#ation"

?ective 3"0 rgani)e and use in*or#ation"

'aterials: +o#puter one *or each student A $ouse one *or each student A ey oardone *or each student A My Penguin Book one *or each student A My Penguin Book

teacher guide A pencil one *or each student "


Summary: In the si;th lesson o* the unitA students !ill continue to learn *acts a outpenguinsA !hile also learning a out ho! to search the Internet to @nd *acts a outpenguins" .hey !ill use the Internet to search *or ans!ers to penguin 9uestions that !ill

e in their My Penguin Book " .he oo% !ill serve as a place *or the students to co#pleteassign#ents designed *or this assign#ent" .he directionsA as they appear on the !e siteA

are located in ppendi; "

(ocus and re)iew *gain attention+ recall rere,uisites-: .o egin the lessonA in*or#the students that they !ill e going to the co#puter la to learn #ore a out rush tailpenguins" .ell the students that they !ill need their My Penguin Book to co#plete thetas% in the co#puter la " In*or# the students that they !ill e co#pleting the assign#ent

26
http://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20student.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20student.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdfhttp://var/www/apps/conversion/tmp/scratch_2/Second%20grade%20penguin%20book%20teacher.pdf


27/42

individually" .eacher !ill tell the students that they !ill go to a speci@c !e site toco#plete the !e 9uest"

Statement of ob/ecti)es: In*or# the students that today they are going to learn ho! touse the Internet to @nd out *acts a out the penguins they are studying"

!eacher in ut * resent stimulus material+ ro)ide learning guidance-: .heteacher !ill put the !e address *or the !e 9uest on the oard in the co#puter la " .he!e address can e *ound on the &enguins: &ast T &resent !e siteA located on the *ourthgrade curriculu# page" .he teacher !ill then use a pro?ector or S#art Board in theco#puter la to pro?ect their co#puter screen onto a oard in the *ront o* the class" .heteacher !ill then ta%e the students through the process o* @nding the !e 9uest yputting the !e address in the address ar at the top o* the Internet ro!ser"

#uided ractice: *elicit erformance+ ro)ide feedbac0-: In order to #a%e sure thatall the students are on the right page" .he teacher !ill !al% through the process !ith thestudents . *ter the students have een guided through the processA the teacher !ill then

as% the students to e;plore and discover the !onder*ul li*e o* penguins" .he teacher !ill!al% around the roo# assisting students that are having pro le#s" lsoA the teacher cantal% to the students to see ho! they are progressing !ith the assign#ent"

"nde endent ractice *assess erformance-: Students !ill e re9uired to co#pleteall the tas%s in the !e 9uest" *ter the students are done !ith the !e 9uestA they !ill

e given the chance to e;plore the penguin in*or#ation on the !e site" *ter all thestudents are doneA the class !ill leave the co#puter la and go ac% to the regularclassroo#"

Closure *enhance retention and transfer-: nce the class has returnedA the teacher

can open the Poor to discussion a out !hat the students learned a out penguins" .hestudents can raise their hands and share their ans!ers !ith the class" .he teacher !illin*or# the class that their ne;t penguin lesson !ill e a out glo al !ar#ing and ho! thata>ects penguins"

Assessment: (se the ,e 9uest ru ric to assess !hether or not the students *ound allthe ans!ers *or the !e 9uest"

2


28/42

7eb%,uest Rubric

Not at all &oor Good 7ery Good E;cellent

+ooperated

!ith group

Did not

cooperate

nly

cooperate#ildly

+ooperates

!ith group

+ooperates

and tries tohelp others

+ooperates

and leadsthe group

+o#pletedparagraph

Nosentencesco#pleted

1 sentence 2 sentences 3sentences

< or #oresentences

+o#pletede;hi itpicture

No e;hi itpicturecreated"

E;hi itpictureinco#pleteand does

not sho!est !or%"

E;hi itpicturesho!inggood !or%"

E;hi itpicturesho!ingvery good

!or% andso#e detail"

Detailede;hi itpicturesho!ing

est !or%"

28


29/42

#lobal 7arming

Grade level: 2


S+IEN+E:

+o#petency Goal 2 .he learner !ill conduct investigations and use appropriate tools touild an understanding o* the changes in !eather"

?ective 2"0< Discuss and deter#ine ho! energy *ro# the sun !ar#s the landA airand !ater"

S +I 4 S.(DIES:

+o#petency Goal 1: .he learner !ill identi*y and e;hi it 9ualities o* responsi leciti)enship in the classroo#A schoolA and other social environ#ents"

?ective 1"01 Identi*y and descri e attri utes o* responsi le citi)enship"

+o#petency Goal 6: .he learner !ill analy)e ho! people depend on the physicalenviron#ent and use natural resources to #eet asic needs"

?ective 6"01 Identi*y natural resources and cite !ays people conserve andreplenish natural resources"

?ective 6"02 +ite !ays people #odi*y the physical environ#ent to #eet theirneeds and e;plain the conse9uences"

Pre aration: 4ogin onto the Internet and go to the *ollo!ing !e page:http:CCcnettv"cnet"co#Cpolar penguins *eel *ree)eC/ 32 1U<


30/42

docu#enting their o servations o* a science e;peri#ent" lsoA they !ill e !riting updi>erent !ays to help prevent glo al !ar#ingA as !ell asA ho! glo al !ar#ing a>ects thepenguins they are studying"

(ocus and re)iew *gain attention+ recall rere,uisites-: Begin the lesson ysho!ing the class a video clip a out glo al !ar#ing and cli#ate change *ro# +NE.

called &olar &enguins Feel the Free)e" Follo!ing the video clipA as% students !hat theysa! in the video" In trying to elicit responsesA so#e sa#ple 9uestions are: ,hat ishappening in this videoL re penguins in trou le due to cli#ate change and glo al!ar#ingL ,hat do you thin% !ill happen i* the cli#ate %eeps getting hotter in ntarcticaL

*ter 2 #inutes o* student ans!ers and discussion a out the a>ects o* glo al !ar#ingon penguinsA dra! the discussion to a close"

Statement of ob/ecti)es: In*or# the students that today they are going to learn ho!energy *ro# the sun !ar#s the earth" .hey are also going to learn a out the e>ects thatcli#ate change has on the penguin populations in the ntarctic"

!eacher in ut * resent stimulus material+ ro)ide learning guidance-: .ell theclass that today they are going to do a science e;peri#ent" &ass out the My PenguinBook to all the students" .hen get the class together and tal% to the students a out glo alpollution" Qou can say the *ollo!ing things a out glo al pollution:

Heat energy radiated from the sun warms the earths surface. he earth radiates heat!ack into the atmosphere and into space, !ut at much longer wa"elengths. #ome of thisheat is a!sor!ed !y molecules of polluting gases such as water "apor, car!on dio$ide,methane, chloro%uorocar!ons and nitrous o$ide.

his process warms the air and is called the greenhouse e&ect. 't produces a !lanket of

warm air around the (arth. Without the greenhouse e&ect, the (arth)s surface would !eat a constant *+ degrees. his temperature is not warm enough to sustain life on (arth.

he greenhouse e&ect is not a negati"e thing. 't is the releasing of more gases due tohuman acti"ities that ha"e many scientists feeling that with more gases, we may changeworld climates. here are many uncertainties, and e"idence of glo!al warming isinterpreted di&erently !y scientists.

.hen start the e;peri#ent" .he students !ill !or% in groups o* *our" .he teacher !ill need@ve to si; containers o* #odeling clayA @ve to si; plastic insA ice cu esA and !ater"

.he teacher !ill then say: I* glo al cli#ates eco#e very #uch !ar#er ecause o*

pollutionA the ice at the poles could egin to #elt" It is unli%ely that this !ill happen on alarge scaleA ut i* it did sea levels !ould rise as they did at the end o* the ice ages" .hise;peri#ent !ill allo! you to see !hat the result !ould e *or lo! lying islands and coasts"

.he e;peri#ent !ill ans!er the *ollo!ing 9uestions as !ell: Is there a di>erence et!eenice that is Poating in the sea versus ice that #elts o> o* landL ,hich type o* ice leads to!ater levels increasingL

M- ( '-/# 0((1(12

0


31/42

1" 2 a%ing dishes

2" !ater

" ice

3" #odeling clay

ect

t this ti#eA chec% the e;peri#ents" *ter the ice has #elted in each inA have thestudents record !hat they see" Kave the# !rite their o servations in their My PenguinBook " lsoA the students !ill ans!er the *ollo!ing 9uestions:

uestions *or dish 1:,hat happens to the sea level !hen the ice #eltsL ,hat happens tothe island as the !ater level risesL

1


32/42

ns!ers: .he sea level rises !hen the ice #elts o> into the a%ing dish" s a resultA theisland is closer to eing Pooded" .his is si#ilar to !hat is currently happening in

ntarctica" .he ice caps on land are #elting and causing #ore !ater to enter the ocean"

uestions *or dish 2: ,hat happens !hen the Poating pieces o* ice #eltL ,hy do youthin% the !ater level stays the sa#eL

ns!ers: Floating ice does not change the sea level" .he reason is that the !ater isalready displaced y the ice cu e !hen it is Poating" .here*oreA !hen the ice #elts thelevel does not change"

4astlyA have the students ans!er this 9uestion as a class: ,hat do you thin% !ill happento penguins that live on ice in ntarcticaL Discuss the di>erent !ays that penguins can ea>ected y glo al !ar#ing" .hen separate and have the students co#plete theindependent practice assign#ent"

"nde endent ractice *assess erformance-: In the My Penguin Book A have thestudents co#plete the ,hat +an I Do to 5educe Greenhouse GasesL pages in their oo%spages "

Closure *enhance retention and transfer-: *ter 1< #inutesA egin as%ing studentsto share their ans!ers" s a classA discuss !ays that the class can help the environ#ent!hile they are at school too"

Assessment: In*or#ally o serve individual student participation during the lesson" *terthe students have co#pleted the pages in their My Penguin Book A have the# turn the#in *or the teacher to loo% over the#" (se the *ollo!ing ru ric *or the e>ort e;erted during

the science e;peri#ent and !hen co#pleting their ?ournal pages in the My Penguin Book "

2


33/42

Science 3 eriment Rubric

Poor (air #ood 3cellentScore4Le)el

Data andservations

Data ando servationsare incorrector #issingentirely"

Data ando servationsareinco#plete ordo not includesuVcientdetails"

Data ando servationsare co#pleteand correct"

Data ando servationsare co#pleteand correctAStudentprovides alevel o* detailandorgani)ationthat goes

a ove andeyond

re9uire#ents"

+onclusions andE;planations

+onclusionsande;planationsare #issing"

+onclusionsande;planationsareinco#plete ordo not #a%esense givenstudent=s dataando servations"

+onclusionsande;planationsare co#pleteandsupported ystudent=sdata"

+onclusionsande;planationsare co#pleteand supported

y student=sdata" Studentprovides alevel o* detailand depththat goesa ove and

eyondre9uire#ents"

+olla oration Student isuna le to

!or%cooperatively!ith class toco#plete theactivity"5e9uirescontinual

Studentsi#ply *ollo!s

directions and#a%es littlee>ort toactivelycontri ute"

Student isa le to !or%

cooperatively!ith class toco#plete theactivityA ut#ay not ereceptive to

Student !or%scooperatively

!ith class toco#plete theactivityAe#erging asan e>ectivecolla orator!ho supports


34/42

interventiony teacher"

others= ideas" the ideas andsuggestions o* hisCher peers"

Evidence o*ssign#ent

+o#pletion

Entry isentirelya sent *ro#note oo%

&art o* theentry is#issing *ro#note oo%

Entry ispresentA ut#ay rePectpartialAhapha)ardengage#ent

Entry iscare*ullyconstructedand presentedin theirentirety

3


35/42

Unit resources

An "ntroduction to $rush%tail Penguins

&enguins" +4E 57(E T S7E" 1//3 " 5etrieved ugust 16A 200/A *ro# DiscoveryEducation: http:CCstrea#ing"discoveryeducation"co#C

!he Life Cycle of a Penguin

ne o* the *ollo!ing:

Gi onsA Gail 1//8 " Penguins3 Koliday KouseA NQA NQ"

4epthienA E#ilie (" 1/8 " - 0ew rue Book2 Penguins " +hicago: +hildren-s &ress"

Si#onA Sey#our 200 " Penguins " Ne! Qor%: +ollins"

,e A Sophie 2000 " My #eason with Penguins2 -n -ntarctic 4ournal " Boston: Koughton

$iRin +o#pany"

Com aring and Contrasting Life Cycles

+arleA Eric 1/8 he 5ery Hungry 6aterpillar " Ne! Qor%: &hilo#el"

SeegerA 4aura 7" 200 " 7irst the (gg " +onnecticut: 5oaring Boo% &ress"

Penguin Poetry

&enguin poetry" 5etrieved ugust 16A 200/*ro#: http:CC!!!"canteach"caCele#entaryCsongspoe#s2


36/42

National Geographic ids" n"d" " ni#als: +reature Feature dJlie &enguin" 5etrievedugust 16A 200/A *ro#:

http:CC%ids"nationalgeographic"co#C ni#alsC+reatureFeatureC delie penguin

National Geographic ids" n"d" " ni#als: +reature Feature E#peror &enguin" 5etrievedugust 16A 200/A *ro#:

http:CC%ids"nationalgeographic"co#C ni#alsC+reatureFeatureCE#peror penguin&enguins round the ,orld: Inde; o* &enguin &ages" n"d" " 5etrieved ugust 16A 200/A

*ro#: http:CC!!!"siec"%12"in"usCW!estCpro?CpenguinsCinde;"ht#l

Sea!orld" n"d" " &enguins: In*o oo% Inde;" 5etrieved ugustA 16A 200/A *ro#:http:CC!!!"sea!orld"orgCani#al in*oCin*o oo%sCpenguinCinde;"ht#

#lobal 7arming

+BS Ne!s &roducer " 2008A Fe ruary 12 " &olar &enguins Feel the Free)e" 7ideo postedto http:CCcnettv"cnet"co#Cpolar penguins *eel *ree)eC/ 32 1U<


37/42

5eaders"

$c$illanA Bruce 1// " Penguins at Home2 8entoos of -ntarctica " Boston: Koughton$iRin +o#pany"

&@sterA $arcus 1// " Penguin, Pete -hoy3 Ne! Qor%: North South Boo%s"

&@sterA $arcus 1/88 . Penguin Petes 0ew 7riends " Ne! Qor%: North South Boo%s"

5oc%!ellA nne 2006 " Why -re the 'ce 6aps Melting? he 1angers of 8lo!al Warming "Ne! Qor%: +ollins"

StoneA 4ynne $" 1//8 " Penguins " $innesota: 4erner &u lications +o#pany"

.atha#A Betty 2002 " Penguin 6hick " Ne! Qor%: Karper +ollins"

,e;oA ohn B" 1/88 " Penguins " $innesota: +reative Education"

A endi3

A endi3 A&enguin +oloring +enter


38/42

8


39/42

A endi3 $&enguin ,e 9uest

Introduction .he North +arolina Xoo is e;tending their ntarctic e;hi it to includepenguins" It is going to e called &enguins: ntarctica 4iveM .he )oo is hiring researchersto develop the e;hi it and #a%e it a per*ect ho#e *or the penguins"

.as% Qour ?o is to assu#e the role o* one o* the researchers"

Keidi Ka itat Keidi Ka itat is an e;pert at !here the penguins live" Ke studies theirenviron#ent and the !eather !here they live"

De ie Diet De ie Diet researches !hat the penguins eatA and is in charge o* #a%ingsure the )oo orders the right *ood *or the#"

Nestor Nesting Nestor Nesting studies ho! the penguins uild their nests and ta%e careo* their eggs"

.i##y .u;edo .ed .u;edo is the penguin e;pert" Ke studies the penguins- appearancesand ho! they #ove"

&rocess

1" Qou !ill e divided into groups o* *our"

2" Each group !ill pic% t!o penguins to learn a out ne that you are already learninga out and one *ree pic% "

delie +hinstrap Gentoo E#peror

ing $acaroni *rican 5oc%hopper4ittle Blue Qello! eyed

" Each group #e# er !ill e assigned a role"

3" E;plore the !e sites and research your penguins"


40/42

http:CC!!!"penguin!orld"co#CtypesCchinstrap"ht#l

Gentoo: http:CC!!!"siec"%12"in"usCW!estCpro?CpenguinsCgentoo"ht#l

http:CC!!!"penguin!orld"co#CtypesCgentoo"ht#l

E#peror: http:CC!!!"siec"%12"in"usCW!estCpro?CpenguinsCe#peror"ht#l

http:CC%ids"nationalgeographic"co#C ni#alsC+reatureFeatureCE#peror penguin

ing: http:CC!!!"siec"%12"in"usCW!estCpro?CpenguinsC%ing"ht#l

http:CC!!!"penguin!orld"co#CtypesC%ing"ht#l

$acaroni: http:CC!!!"siec"%12"in"usCW!estCpro?CpenguinsC#ac"ht#l

http:CC!!!"ar%ive"orgC#acaroni penguinCeudyptes chrysolophusCin*o"ht#l

*rican: http:CC!!!" c"co"u%CnatureC!ild*actsC*act@lesC162"sht#l

http:CC!!!"antarcticconnection"co#CantarcticC!ildli*eCpenguinsCa*rican"sht#l

5oc%hopper: http:CC!!!"siec"%12"in"usCW!estCpro?CpenguinsCroc%"ht#l

http:CC!!!"antarcticconnection"co#CantarcticC!ildli*eCpenguinsCroc%hopper"sht#l

7ariety o* in*or#ation: http:CC!!!"sea!orld"orgCani#al in*oCin*o oo%sCpenguinCinde;"ht#

Evaluation

Not at all &oor Good 7ery Good E;cellent

+ooperated!ith group

Did notcooperate

nlycooperate#ildly

+ooperates!ith group

+ooperatesand tries tohelp others

+ooperatesand leadsthe group

+o#pletedparagraph

Nosentencesco#pleted

1 sentence 2 sentences 3sentences

< or #oresentences

+o#pletede;hi itpicture

No e;hi itpicturecreated"

E;hi itpictureinco#plete

and doesnot sho!est !or%"

E;hi itpicturesho!ing

good !or%"

E;hi itpicturesho!ing

very good!or% andso#e detail"

Detailede;hi itpicture

sho!ingest !or%"

+onclusion

30
http://www.penguinworld.com/types/chinstrap.htmlhttp://www.siec.k12.in.us/~west/proj/penguins/gentoo.htmlhttp://www.penguinworld.com/types/gentoo.htmlhttp://www.siec.k12.in.us/~west/proj/penguins/emperor.htmlhttp://kids.nationalgeographic.com/Animals/CreatureFeature/Emperor-penguinhttp://www.siec.k12.in.us/~west/proj/penguins/king.htmlhttp://www.penguinworld.com/types/king.htmlhttp://www.siec.k12.in.us/~west/proj/penguins/mac.htmlhttp://www.arkive.org/macaroni-penguin/eudyptes-chrysolophus/info.htmlhttp://www.bbc.co.uk/nature/wildfacts/factfiles/162.shtmlhttp://www.antarcticconnection.com/antarctic/wildlife/penguins/african.shtmlhttp://www.siec.k12.in.us/~west/proj/penguins/rock.htmlhttp://www.antarcticconnection.com/antarctic/wildlife/penguins/rockhopper.shtmlhttp://www.seaworld.org/animal-info/info-books/penguin/index.htmhttp://www.penguinworld.com/types/chinstrap.htmlhttp://www.siec.k12.in.us/~west/proj/penguins/gentoo.htmlhttp://www.penguinworld.com/types/gentoo.htmlhttp://www.siec.k12.in.us/~west/proj/penguins/emperor.htmlhttp://kids.nationalgeographic.com/Animals/CreatureFeature/Emperor-penguinhttp://www.siec.k12.in.us/~west/proj/penguins/king.htmlhttp://www.penguinworld.com/types/king.htmlhttp://www.siec.k12.in.us/~west/proj/penguins/mac.htmlhttp://www.arkive.org/macaroni-penguin/eudyptes-chrysolophus/info.htmlhttp://www.bbc.co.uk/nature/wildfacts/factfiles/162.shtmlhttp://www.antarcticconnection.com/antarctic/wildlife/penguins/african.shtmlhttp://www.siec.k12.in.us/~west/proj/penguins/rock.htmlhttp://www.antarcticconnection.com/antarctic/wildlife/penguins/rockhopper.shtmlhttp://www.seaworld.org/animal-info/info-books/penguin/index.htm


41/42

+ongratulationsA you have @nished your penguin !e 9uestM No! you are an e;pert a outpenguins and you can share your research !ith your class#ates"

$ibliogra hy

ntarctic +onnection" n"d" " &enguinsC,ildli*e" 5etrieved ugust 16A 200/A *ro#:http:CC!!!"antarcticconnection"co#CantarcticC!ildli*eCinde;"sht#l

r%ive: I#ages o* 4i*e on Earth" n"d" " $acaroni &enguin" 5etrieved ugust 16A 200/A *ro#http:CC!!!"ar%ive"orgC#acaroni penguinCeudyptes chrysolophusCin*o"ht#l

BB+ Science T Nature" n"d" " ni#als: ,ild*acts" 5etrieved ugust 16A 200/A *ro#:http:CC!!!" c"co"u%CnatureC!ild*actsC*act@lesC162"sht#l

+arleA Eric 1/8 he 5ery Hungry 6aterpillar " Ne! Qor%: &hilo#el"

+BS Ne!s &roducer " 2008A Fe ruary 12 " &olar &enguins Feel the Free)e" 7ideo postedto http:CCcnettv"cnet"co#Cpolar penguins *eel *ree)eC/ 32 1U<


42/42

&enguin poetry" 5etrieved ugust 16A 200/*ro#: http:CC!!!"canteach"caCele#entaryCsongspoe#s2

Second Grade Curriculum1

Documents

Transcript of Second Grade Curriculum1