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Unformatted text preview: Jane Waterfall and Lance Lieberman Field Trip Unit Field Trip Unit Introduction: Target student population: Mr. Lieberman’s third grade class of public school 75 Including: 13 girls and 9 boys Alyssa Xavier Valeria Dante Soleil Devon Brittney Tyson Asantewa Jonathan Angelise Ismael Niyati Eric Adriana Uymal Kasandra Malik Raenu Ayanna Nyota Tatiana Overall theme of the unit: animals in their environments Essential questions unit addresses: what do animals need to live? Why do animals look the way they do? What can we tell about how animals survive and what habitat they live in by looking at them? The big ideas we want the students to learn: 1. animal form follows its function for living 2. how animals look tell us a lot about where and how it lives 3. animals live in certain climates and function in ecosystems 4. gentle and respectful behavior is necessary when working with animals 5. scientists have good observational skills and have fun 6. scientists, as well as students, benefit from working in teams Timeline for the unit and overview of sequence and rationale for lessons, including explanations of the purposes of the field trip and lessons: Tuesday October 2 nd Initial interviews: we tried to get an understanding of what the students already knew about animals. We asked questions such as: what is an animal? What makes an animal alive? Do all animals eat? What do animals eat? Where does food come from? Why do you think you need to eat? We also focused on what particular animals (such as bunnies or sharks) eat. Several of the students were confused about the relationship between humans and animals. Therefore throughout the lessons we tried to give examples of human-like characteristics 1 Jane Waterfall and Lance Lieberman Field Trip Unit that animals share. I noticed a collective interest and misunderstanding of sharks which inspired the shark lesson later in the term. At the end of the interviews, Xavier mentioned how his brother showed him a website where you could combine animal parts to create imaginary creatures. His comment was the origin of the animal parts lesson. Tuesday October 9 th Observing plastic animals : In the interviews I realized that the students could name several animals even if they couldn’t explain the animals as a whole group. I believed that the first step towards making this connection was for the students to hone their observational skills. Growing up in New York, these kids have been exposed to a limited number of different animal types. I wanted them to explore more exotic animals than just dogs and rats. In this lesson, each student received a plastic animal and was instructed to use his/her senses to observe it. The kids were to fill out a worksheet and received a sticker of their animal once completed. The sticker served as an incentive to keep them on task and behaved. We also asked the students to practice begin respectful to the animals behaving as they would around live creatures. This practice was early behaving as they would around live creatures....
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- Lance Lieberman, Jane Waterfall, Lance Lieberman Field