Title: Animal Research STEAM Lesson Brief
Educators on the team: Rachel Saunders, Nanette Houser, and Colleen Sullivan
Trained Arcola May, 2014
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s
content and its related careers through topic or theme oriented realistic problem-based activity-rich
lessons.
Theme that this lesson would tie to: Research Skills
Specific Topic Concept within that theme: Animals
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Concept: Students will research and
present about animals and their
natural habitats through digital and
written sources via Word and
PowerPoint (S, SS, LA; T), measure
using nonstandard units and show
actual measurement using string (M)
then apply this knowledge to create an
animal mural (Art) and demonstrate
animal movements through music
(Music).
Science –
 Concept – Life Science
 Standards - 2.3.1 Observe closely over a period of
time and then record in pictures and words the
changes in plants and animals throughout their life
cycles-including details of their body plan, structure
and timing of growth, reproduction and death.
 2.3.2 Compare and contrast details of body plans and
structures within the life cycles of plants and animals.
 1.3.1 Classify living organisms according to variations
in specific physical features (e.g., body coverings,
appendages) and describe how those features may
provide an advantage for survival in different
environments.
 1.3.3 Observe and explain that plants and animals
have basic needs for growth and survival: plants need
to take in water and need light, and animals need to
take in water and food and have a way to dispose of
waste.
 1.3.4 Describe how animals’ habitats, including plants,
meet their needs for food, water, shelter and an
environment in which they can live.
 1.3.5 Observe and describe ways in which animals and
plants depend on one another for survival.
 Careers – zoologist; botanist; researcher; veterinarian;
animal trainer; teacher
 Project Element – Students will research their chosen
animal, including the following: habitat,
characteristics (color, size, movement),
predator/prey, and lifecycle.
 Assessment - Students will research and complete
graphic organizers according to the above
Basic Plan:
We will display library books about
different animals on tops of
bookshelves and blackboard ledges
throughout the room. Students will
complete notecards with basic facts
based on research from their resource
books around the room. Using this
information, students will create
presentations (Word research report or
PowerPoint presentation) and animal
murals. While students are gathering
data, they will explore the habitat,
measurement, and movement of their
animal.
Finally, students will deliver an oral
presentation about their animal.
CC. 2103
STEAM Education
Lesson Brief
Students’ notecards and presentation
will be assessed using anecdotal notes.
Their animal mural will be evaluated on
color schemes, size relativity, and
standard/nonstandard measurement.
All other subject areas will be assessed
informally.
Skill level (Grade Range): 1st- 2nd grade
Timing of Lesson:
Math: 2 periods, 30 minutes each
Social Studies: 5 periods, 30 minutes
each over the course of 3 weeks
Science/Engineering: 5 periods, 30
minutes each over the course of 3
weeks
Language/Technology: 5 periods, 30
minutes each over the course of 3
weeks
PE: 1 class periods, 30 minutes total
Music: 1 class period, 30 minutes total
Art: 4 class periods, 50 minutes each
Basic Supplies:
All Subjects:
Pencil
Graphic organizers
Individual Subjects:
Science:
Informational Texts
Math:
Informational Texts
Graph paper
String
Scissors
Measurement Tools (rulers and
yardsticks)
Nonstandard Tools to Measure (cubes,
paperclips, etc.)
CC. 2103
requirements.
 Extension - Students can find additional information
regarding their animal to add to their project.
Technology–
 Concept – Research through educational websites and
presentation through Word or PowerPoint programs
 Standards – 2.ML.2.1:Recognize that media can be
sources for information, entertainment, persuasion,
interpretation of event an transmission of culture.
 2.SL.4.2: Create simple presentations that maintain a
clear focus, using various media when appropriate to
clarify ideas ,thoughts, and feelings.
 Careers – college professor; researcher; technology
specialist; journalist
 Project Element – Students will analyze websites
searching for facts about their animal. Students will
create a PowerPoint presentation or Word report.
Once students complete the basic tasks, they will use
their knowledge to measure/create an artistic
representation of their animal. They will then use the
nonstandard tools to measure the animal for their
painting. Using string and standard measurement
tools (ruler, yardstick), they will give an actual-size
representation of their animal size.
 Assessment – Students will provide facts from their
secondary source as well as their primary source
(informational texts).
 Students will create digital presentations of their
research.
 Extension - Students may add extra information to
their report.
 Students will develop their own designs (fonts, colors,
formatting, graphics) to their presentation.
Math – Measurement
 Concept – Measurement
 Standards – 2.M.2: Estimate and measure the length
of an object by selecting and using appropriate tools,
such as rulers, yardsticks, meter sticks, and measuring
tapes to the nearest inch, foot, yard, centimeter and
meter.
 1.M.1: Use direct comparison or a nonstandard unit
to compare and order objects according to length,
area, capacity, weight, and temperature.
 Careers – carpenter; builder; construction
 Project Element – Students will research the average
measurements of their adult animal. They will select
STEAM Education
Lesson Brief
Social Studies:
Informational Texts
Language:
Informational Texts
Art:
Informational Texts
White Butcher Paper
Paint
Scissors
Paintbrushes
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LA –
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P.E.
Body Movements
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Music
CDs with nature sounds
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IT Resources:
Computer Lab
Online encyclopedia
Research websites
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Other Resources:
Misc:
Photos:
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SS –
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CC. 2103
the appropriate tool to represent the actual size
(length and height) of their animal using string. They
will use nonstandard standard units to create a mural
of their animal to size relativity. They will tape their
accurate string measurements near their animal
painting.
Assessment – Students will demonstrate accurate
measurements of their animal.
Extension - Students may compare their
measurements to other students’ animals.
Concept – Reading Nonfiction Key Ideas and Textual
Support; Writing: the Research Process; Presentation
of Knowledge and Ideas
Standards – 2. W. 5 Conduct short research on a topic.
2.SL.4.2: Create simple presentations that maintain a
clear focus, using various media when appropriate to
clarify ideas ,thoughts, and feelings.
1.SL.4.2: Add drawings or other visual displays, such
as pictures and objects, when sharing information to
clarify ideas, thoughts, and feelings.
Careers – author; journalist; researcher
Project Element 1– Students will preview a plethora of
informational text resources, as well as Internet
websites, about their animal. Next, students will
complete graphic organizers to plan their project
(PowerPoint/Word document.)
Project Element 2 – Students will present their
research project to their peers.
Assessment 1 – Through informal assessment, the
teacher will evaluate the depth and accuracy of their
research information.
Assessment 2 - During oral presentations, students
will present accurate information in a clear, projected
voice.
Extension - Students may answer questions from the
audience that goes beyond the project expectations.
Concept – Geography
Standards – 1.3.5 Summarize weather patterns in the
community, including temperature, precipitation,
cloud cover and the amount of sunlight during the
different seasons of the year
1.3.6 Explain the effect of seasonal change on plants,
animals, and people
STEAM Education
Lesson Brief
Samples of mural animal:
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Art –
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PE –
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CC. 2103
Careers – geoscientist; meteorologist; surveyor;
environmental lawyer; Department of Environmental
Inspection
Project Element – Students will explore the biome
where their animal resides. They will discover the
location, landforms, weather, and habitat.
Assessment – Students will report the information in
their presentation.
Extension – The students will compare and contrast
the geography of their animal to their peers’.
Concept – Visual Arts: Creating Art: Studio Production
Standards – 1.6.1 Demonstrate skills of perception in
production of artwork.
1.6.4 Demonstrate thoughtfulness and care in
creating artwork.
1.6.5 Reflect on and share work with others.
1.6.6 Respect personal work and the work of others.
Careers – book illustrator; graphic designer; marketing
advertising
Project Element – Students will examine illustrations
from their research materials. Next, students will
create a mural using tempera paint.
Assessment – Students will display teamwork to
complete their mural of painting their chosen animal.
Extension – Students may add extra components of
their habitat such as environmental features, prey,
etc.
Concept – Physical Activity; Motor Skills and
Movement Patterns
Standards – 1.1.1 Perform locomotor skills with
developmentally appropriate challenges to reinforce
learning of basic movements.
2.1.1 Perform locomotor skills proficiently and in
combinations with developmentally appropriate
challenges.
Careers – wellness coach; physical therapist; general
practitioner
Project Element 1 – Students will demonstrate
appropriate movements of their animal.
Project Element 2 – Students will participate in an
animal tag game. The students will wear a tag
identifying which animal they represent. In the game,
they will “tag” only students who live in their same
biome.
STEAM Education
Lesson Brief
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Assessment 1 – Students will use what they know
about their animal to show how it moves in its natural
habitat.
Assessment 2 – Students will be able to identify the
other animals from their habitat.
Extension – Students will learn the movements of
other animals in the classroom.
Music –
 Concept – RESPONDING TO MUSIC: Reading, notating,
and interpreting music
 Standards – 1.5.3 Use body percussion and movement
to demonstrate rhythmic patterns.
 Careers – musician; choir director; composer
 Project Element – Students will listen to nature music
indigenous to the animal’s environment.
 Assessment – Students will use active listening as the
music plays and will participate by using appropriate
animal movements with their body.
 Extension – Students will interpret how their animal
moves in different environments.
CC. 2103
STEAM Education
Lesson Brief