INTEGRATING READING AND SCIENCE STANDARDS: A FIRST GRADE
ANIMAL GUIDE
A Project
Presented to the faculty of the Department of Education
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF ARTS
in
Education
(Curriculum and Instruction)
by
Brandi A. Crockett
SPRING
2013
© 2013
Brandi A. Crockett
ALL RIGHTS RESERVED
ii
INTEGRATING READING AND SCIENCE STANDARDS: A FIRST GRADE
ANIMAL GUIDE
A Project
by
Brandi A. Crockett
Approved by:
__________________________________, Committee Chair
Rita M. Johnson, Ed.D.
____________________________
Date
iii
Student: Brandi A. Crockett
I certify that this student has met the requirements for format contained in the
University format manual, and that this project is suitable for shelving in the Library
and credit is to be awarded for the project.
, Department Chair
Susan Heredia, Ph.D.
Date
Department of Teacher Education
iv
Abstract
of
INTEGRATING READING AND SCIENCE STANDARDS: A FIRST GRADE
ANIMAL GUIDE
by
Brandi A. Crockett
Balancing curriculum in elementary schools has become a common topic in the
United States educational system. The standard- based reform movement was created
to measure all students academic achievement by mandating that all states implement
accountability with annual assessments. With the enactment of No Child Left Behind
in 2002, schools’ accountability transferred to become a federal issue instead of a state
issue. No Child Left Behind now mandates states to assess elementary students
annually in grades second to sixth in the core content areas of reading, language arts
and mathematics. As a result of these mandated tests, there have been many negative
effects in elementary schools such as an unbalanced curriculum and teachers feeling
pressure to only teach the core content areas that their students are being tested on.
Focusing on science, research has shown that science is slowly being pushed
out of the daily curriculum in many elementary schools in the United States.
v
Integrated curriculum is a practical solution. This curriculum guide addresses the
needs for a balanced curriculum in elementary schools by integrating science with the
reading and language arts standards.
This guide is designed for first grade teachers who have access to the Mondo
Bookshop curriculum. This guide provides first grade teachers with integrated science,
reading and language arts lesson ideas, content and activities. The lessons in the guide
consist of whole group activities, small group work and individual work, all created to
help first grade teachers deliver a balanced curriculum while incorporating science
into their daily curriculum.
_______________________, Committee Chair
Rita M. Johnson, Ed.D.
_______________________
Date
vi
TABLE OF CONTENTS
Page
Chapter
1. INTRODUCTION ................................................................................................... 1
Purpose of Project............................................................................................. 2
Statement of Problem ....................................................................................... 3
Significance of Problem ................................................................................... 4
Description of Project ....................................................................................... 5
Limitations ........................................................................................................ 5
Definition of Terms .......................................................................................... 6
Organization of the Project ............................................................................... 7
2. LITERATURE REVIEW ........................................................................................ 8
Science Education ............................................................................................ 8
No Child Left Behind Act .............................................................................. 16
Curriculum Integration ................................................................................... 24
Conclusion ...................................................................................................... 29
3. METHODOLOGY ................................................................................................ 31
Introduction .................................................................................................... 31
Design ............................................................................................................. 31
Implementation ............................................................................................... 32
4. SUMMARY AND RECOMMENDATIONS ....................................................... 36
Summary......................................................................................................... 36
Recommendations .......................................................................................... 37
Conclusion ...................................................................................................... 38
Appendix A. First Grade Animal Unit ...................................................................... 40
References .................................................................................................................. 83
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1
Chapter 1
INTRODUCTION
“Science is part of the curriculum because society believes it is a way to attract
future scientists, to provide early experiences in science to those who will become
scientists, and to provide nonscientists with a familiarity with science” (Science
Education Leadership, 2010, p. 277). American society wants and needs science to be
taught in schools in order to keep up with other countries in the world. Yet, science
curriculum is slipping out of American schools.
With the enactment of No Child Left Behind (NCLB), schools are focused on
test scores and accountability. If you look at the big picture of today’s public
education system you will see there is a huge emphasis put on the youth to become
proficient in reading, language arts and mathematics. This in turn is creating teachers
and schools who focus on raising their test scores. While reading and math are tested
every year, science is only tested once in elementary school, once in middle school
and once in high school. Many students are becoming bored due to the majority of
their school day devoted to reading and math. Science is not a focus in first grade due
to teachers focusing on literacy development. By incorporating science into the
reading curriculum, teachers will find it can help with literacy development while
increasing achievement and student engagement.
2
Purpose of Project
The purpose of this project is to offer first grade teachers an integrative
approach to teaching the California state standards for life sciences, animals and
plants, along with the California state standards for language arts. The product of this
project is an integrated unit that provides first grade teachers a way they can connect
the Mondo Bookshop reading programs non-fiction texts with California’s language
arts and science standards.
An integrated guide is important because it helps first grade teachers make
connections between reading and science, along with meeting the California state
standards for science and language arts. Research suggests that curriculum integration
can lead to higher student achievement, and has been proven to engage students while
increasing their achievement on standardized tests (Hinde, 2005). This integrated
guide will not only benefit teachers but also students’ individual needs.
According to Hargreaves and Moore (2000), integrating curriculum is very
time consuming and can be a difficult and demanding endeavor, which discourages
many teachers from attempting it. This integrated unit is designed to help reduce the
extra preparation that is involved when integrating content areas with one another.
Integrating reading comprehension, literacy response and analysis with science is the
focus. Reading is an important part of the curriculum in first grade and is the base of
children’s literacy education. With that as a major focus, many first grade teachers
3
may not have the time or knowledge to teach science. As a result students are not
learning science concepts and are receiving an unbalanced education.
The integrated unit is useful by correlating lessons to show how first grade
teachers can integrate language arts and science standards. It will also provide lesson
ideas to help first grade teachers build comprehension, literacy response and analysis
into non-fiction texts and the science curriculum.
Statement of Problem
With the enactment of the No Child Left Behind Act, in 2002, states are
mandated to assess elementary students annually in grades second through sixth in the
content areas of language arts, reading and math. Consequently, major changes have
taken place within elementary education over recent years. Teachers are spending
more time getting students to become proficient at the subjects that are being tested
such as reading, language arts and math while spending less time teaching subjects
that are not being tested such as science, social studies, art, music and physical
education. Reducing time to teach science at the elementary level has many affects on
a students’ ability to have a well-rounded education. Science education is an equally
important core subject, as science teaches students how to think critically and develop
a curiosity and understanding of the world they live in.
Schools are focusing on getting students to perform well on mandated tests and
it seems the educational system is slowly slipping away from a balanced curriculum.
A balanced curriculum stresses the importance of making connections between subject
4
areas being taught and allows all content areas to be taught equally. Hinde (2005)
found that teachers are feeling pressure to devote the majority of their energy and time
on the academic areas that are being tested. Administrators are not thinking about
what is being lost by narrowing the curriculum and teaching to the test.
Classroom teachers recognize the importance of a well rounded and educated
student. In the article NCLB Turns 10 (2012), Bell noted that multiple measures give
the best picture of the school and students’ success instead of one fill in the bubble
test. Those measures should address the real needs of students that will likely produce
a lasting change because students will seek to understand material instead of knowing
it for a test and forgetting it later on.
Significance of Problem
The pressure of getting students to meet content standards on mandated tests is
creating teachers to push out the non-assessed curriculum to allot more time for core
subjects. Guisbond, Neill, Schaeffer, and National Center for Fair & Open Testing
(2012) found that teachers’ fears of failing to meet state test scores made them
concentrate on preparing their students for the state tests and ignore the other aspects
of the curriculum. There are several obstacles in the way of teachers for integrating
curriculum in their classroom, according to Zhou and Kim (2010). Some of those
obstacles are an increased number of turnovers in staff, the need to cover core content,
organizing issues and time constraints. Teachers need a curriculum that they can spend
5
equal time teaching all content while also combining the content in lessons that allow
students to make connections between different subjects.
Description of Project
This unit is a supplemental curriculum guide that is intended to be used by first
grade teachers who have the Bookshop reading program at their school, while helping
to teach the California life science standards along with meeting the California
language arts standards. This unit focuses on the animal portion of the life science
standard. This curriculum will be used in a whole group setting; will engage the entire
class, while also meeting the California standards. This will help teachers include
science into their daily schedule, allowing students to experience the excitement and
disciplines of science without sacrificing core curriculum.
Limitations
As this project is designed for first grade, it is limited to those grades and
students, although it could be adapted for older grades. This project is also limited in
the area of ELL strategies. Alterations could also be made to meet the needs of ELL
students.
This guide is a supplement to the existing curriculum; it is not replacing the
curriculum in California’s schools. Therefore, this guide is also limited by the
willingness and interest of teachers and administrators to integrate curriculum in their
classrooms.
6
Definition of Terms
Assessment: The determination, interpretation and attainment of educational
objectives (nationwide, statewide, or locally) for use in educational planning,
development, policy formation, and resource allocation (Assessment, 2012).
Balanced Curriculum: The education of the whole child while enabling the
child to take an active role in constructing meaning from their experiences (Balanced
Curriculum, 2003.
Curriculum Integration: The restructuring of learning activities to help
students build connections between topics (Foundation Coalition, 2012).
Mandated Tests: An accountability measure for academic progress that uses
tests and assessments at the state level to monitor student progress toward proficiency
(Mandated Tests, 2012).
No Child Left Behind (NCLB): A 2001 educational reform law designed to
hold schools accountable for the performance of students who are struggling to learn.
NCLB is the most recent reauthorization of the Elementary and Secondary Education
Act of 1965 (No Child Left Behind, 2012).
Standards: Used to encourage the highest achievement of every student, by
defining the knowledge, concepts, and skills that students should acquire at each grade
level (California State Board of Education, 2012).
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Organization of the Project
Chapter 1 is an introduction to this project and includes the statement of the
problem, significance of the project, purpose of the project, description of the project,
limitations, and definition of terms.
Chapter 2 contains a review of relevant literature. The literature review will
address: achievement scores in science, science education in California, methods of
teaching science in elementary schools, No Child Left Behind effects and benefits and
problems with an integrated curriculum. Chapter 3 includes the methodology and
organization of the project.
Chapter 4 includes the discussion, recommendations and conclusions relative
to the project. The Appendix contains the project. The final section includes the
References that were used in writing this project.
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Chapter 2
LITERATURE REVIEW
Since the enactment of No Child Left Behind in 2002, elementary schools have
increased the pressure on teachers and children to become proficient in reading,
language arts and math. This has led educators and schools to focus primarily on
teaching these subjects during the school day. Teachers are squeezing in non-tested
content areas when they can which is not nearly enough for children to receive a wellrounded education.
In the following pages, this review covers literature that relates to achievement
scores in science, STEM education, youth and learning science and teaching science in
elementary schools. The next section looks at the effects No Child Left Behind Act
has had on teachers, students and the curriculum. The last section focuses on
curriculum integration along with the positive and negative aspects.
Science Education
Science Achievement Scores
Students in the United States are considered mediocre to students in other
countries on the international science assessment. Ramage and Stokes (2012) found in
their 10 year study that students science scores in the United States tend to be less
favorable than in other counties especially as students move up the grade levels.
Science is important in schools because it helps to prepare students for the 21st century
workforce and compete with other counties. Banchero (2011) found that less than one
9
third of elementary and high school students have a solid grasp on science, which is
triggering anxiety in the United States about staying competitive with other countries.
In the article Instructional Time in Elementary Schools: A Closer Look at Changes for
Specific Subjects (2008), the author found that since the enactment of No Child Left
Behind in 2002 more instructional time is going towards language arts and
mathematics while substantial cuts in time teaching other subjects such as science,
social studies, art, music and physical education are taking place. Half of the districts
surveyed cut their science instructional time by 75 minutes per week, adding those 75
minutes to language arts or mathematics.
With schools cutting instructional minutes from science and other non-tested
subjects it is obvious why students in the United States are underperforming to other
countries. According to a study by Science Education Leadership (2010), American
students did not do well in science when compared to the youth of other countries.
Kerachsky (2008) compared science scores in the TIMMS report and found that in
2007 the average U.S. fourth grader’s science score was lower than the average fourth
grade science score in four countries and not measurably different from six countries.
Looking at eighth grade students in the U.S. the average score was lower from those in
nine countries and not measurably different from those in three other countries. In
another study by Achieve, Inc. (2008) as cited in Science Education Leadership
(2010), they found the majority of states require students to complete a minimum of
two years of science to graduate from high school. While 40 states require students to
10
take four years of English and 13 states require students to take four years of math to
graduate from high school. As this study shows, the focus of the American education
system is on English and math. According to the National Assessment of Educational
Progress, in 2009 only 31.6% of students tested in science were proficient or
advanced. On the Nation’s Report Card of Science in 2011, the average science score
of eighth grade students in California was lower than the average score for the nation
but was not significantly different from California’s score in 2009.
Due to the lack of science and other non-tested subjects in schools, Americans
are starting to believe that science is not an important subject in the school curriculum.
Students and parents do not believe that science is important unless their career is
directly related to the subject. In a survey of 800 people that was conducted by the
Global Strategy Group in 2001, as cited by Science Education Leadership (2010), they
asked interviewees the importance of reading, math and science in their lives. Out of
those 800 people; 41% chose reading, 45% chose math and only 8% chose science as
the subject they use every day in their life. However, science and scientific skills are
used in more careers than people realize.
Science teaches people to observe the natural world and draw conclusions
based on their observations while using reasoning skills. Without increasing
educational time and showing the importance of science the “next generation will not
be ready to be world class inventors, doctors and engineers” (Banchero, 2011, p. 1).
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Youth and Science
Research has shown that many people believe children are not capable of indepth science lessons (Keeley, 2009; Metz, 2008). In reality, young children are at the
perfect age to explore science. Their minds are curious and ready to engage in rich
language that can be built upon and strengthened through science exploration. Keeley
(2009) stated, “young children bring to science views of the natural world and ways of
thinking that have a major impact on their learning as they progress from one grade
level to the next” (p. 1). If students are denied science education when they are young,
they will not be ready for the more advanced thinking and reasoning that occurs in
middle and high school. Science is a continuous and cumulative learning process that
needs to be taught at all levels in the educational system. Science helps students
develop problem-solving skills that can empower them to take part in an increasingly
scientific world and enables the United States to continue to be competitive with other
countries (Elementary School Science, 2002).
Science, Technology, Engineering, and Math (STEM) Education
There are two key issues that science education is focusing on nationally;
“scientific literacy for all students and STEM preparedness to increase the STEM
pipeline” (Achieve, 2010, p. 2). STEM is an educational program in schools that
stands for Science, Technology, Engineering and Mathematics, which are the four
core disciplines that are critical for the United States to compete globally today and in
the future (STEM Education in Southwestern Pennsylvania, 2008). STEM education
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helps to prepare innovative scientists who will help provide new ideas and solutions
for a growing economy in the United States. Looking at the bigger picture of science
education, there are three goals: (a) creating scientists and engineers who are willing
to research and develop things that are important for economic growth, (b) creating
technology proficient individuals that “are capable of dealing with the demands of a
science based, high technology workforce,” and (c) creating scientific literate citizens
who make intelligent decisions and understand the world around them (STEM
Education in Southwestern Pennsylvania, 2008, p. 5).
There are some setbacks of STEM, which start with teachers and
administrators. One setback is that educators need to be aware of the program and
willing to learn about STEM education. There is also not enough time for teachers to
plan and implement these interdisciplinary activities. Many students are not aware of
how they can use information they learn in school towards the real world. Creating
career awareness starting in elementary schools will help students become familiar
with jobs in the real world and learn about real problems they may face along with
how they can come up with solutions.
Teaching Science in California Elementary Schools
Many researchers have found that elementary students learn science best when
it involves hands-on exploration and investigation along with peer discussions and
experiments (Brydolf, 2012; Elementary School Science, 2002; Metz, 2008). A
science program in San Diego, California called Celebrate Science is getting both high
13
school and elementary school students excited and interested in science. Brydolf
(2012) discusses how the standards-based program “gives high school science students
the opportunity to present hands on science experiments to elementary students” (p.
1). Both groups of students are benefiting from this experience, it is motivating high
school students to “learn scientific concepts, perform experiments, and continue their
study of science” while also becoming role models and teachers for the elementary
students (Brydolf, 2012, p. 2). The Celebrate Science program in San Diego,
California, increased student interest in science and has almost doubled the number of
students who take science courses in high school since the program started in 2006.
Metz (2011) studied first grade students in a California elementary school and
found that there are five instructional design principles that help maximize children’s
scientific inquiry. They are (a) scaffolding rich knowledge and emphasizing big ideas,
(b) engaging students in purposeful scientific inquiry, (c) teaching science processes
and methods, (d) manipulating the size of student groups, and (e) building knowledge
and responsibility for students who are at the same level academically to assume
responsibility for their own investigations. Metz (2011) reported that first grade
students could successfully participate in scientific inquiry that was more demanding
than curriculum that is considered to be developmentally appropriate. In her study, the
first graders were able to draw on their prior knowledge, use the scientific processes
and methods they had learned in class and design a study of their own. Metz (2011)
concluded that students at any age are able to learn science and it depends on their
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prior knowledge. If students are not taught science at the elementary level then the
education system is hindering science learning at higher grade levels.
In the article, High Hopes-Few Opportunities (2011) researchers found that
there were three important factors influencing the quality of science learning in
California elementary schools: teachers, materials and facilities and assessments. The
first is teachers, with little science background who are trained to teach science in their
college classes, yet are offered little support once they are in the profession. High
Hopes-Few Opportunities (2011) reported that “90% of teachers felt very prepared to
teach English language arts and mathematics” but only one-third of teachers felt
prepared to teach science (p. 22). Only 1.4% of teachers with a multiple subject
teaching credential have received a bachelor’s or master’s degree in science, according
to the California Commission on Teacher Credentialing (as sited in High Hopes-Few
Opportunities, 2011). Therefore the credential science coursework and continuing post
graduate support of these teachers is critical.
Teachers and principals in California acknowledge that a lack of professional
development in science is hindering science instruction in elementary classrooms.
High Hopes-Few Opportunities (2011) found that in the last 3 years over 85% of
California elementary school teachers did not received any science-related
professional development training. The 15% of teachers who did receive professional
development training in science “reported that it was on the use of new instructional
materials” and due to a new textbook adoption (p. 26).
15
A California state funded program called Excellence in Science Instruction,
partners with elementary school teachers, the California State University Sacramento
and the University of California at Davis to give teachers opportunities for
professional development around science. The goal of the Excellence in Science
Instruction program is to improve teachers content knowledge and give them
confidence so they will be more inclined to make room for science in their classroom.
Patt (2012) looked at the Elk Grove Unified School District in California and found
that between 2009 and 2011, “the percentages of all fifth graders who scored at
proficient or advanced levels on the state science test rose from 50 to 59 percent” (p.
20). The students of the teachers who participated in the Excellence in Science
Instruction program scores rose from 59% to 72%.
Teachers want their students to have materials that are engaging and offer
opportunities for their students to do hands on activities. High Hopes-Few
Opportunities (2011) reported that 66% of California elementary teachers found that
limited funds for equipment, supplies and facilities were most challenging to provide
science instruction in the classroom. High Hopes-Few Opportunities (2011) found that
35% of California elementary teachers who serve students in poverty reported that
facilities and space is a major problem compared to 13% of elementary teachers in
more affluent schools. It is important for schools that expect teachers to use hands-on
materials to know that the resources are available and easy to access.
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California students are tested in science for the first time in fifth grade.
Administrators and teachers receive no data on students’ science knowledge until they
have been in school for six years. High Hopes-Few Opportunities (2011) found that
assessing students once in elementary school is not providing teachers with the
“information they need to support student learning, guide instruction or determine
teacher professional development needs” (p. 32). Assessments help teachers to
identify gaps and monitor student learning. Teachers are constantly assessing students
in English language arts and math, so why not with science? High Hopes-Few
Opportunities (2011) reported
that teachers and schools are concerned with adding more assessments into an
already crowded field of statewide tests. Russonello and Stewart (2010) found
that students rarely “encounter high quality science learning opportunities in
California schools” due to the conditions in elementary schools and proper
training of teachers. (p. ix)
No Child Left Behind Act
History of Modern Educational Reform
Duffy, Giordano, Farrell, Paneque, and Crump (2008) found that the modern
educational reform movement can be traced back to the Elementary and Secondary
Education Act of 1965, which allowed the federal government to allocate federal
dollars to state and local institutions and would have a role in public schools policy
decisions. At the center of the Elementary and Secondary Act is Title I, which focuses
17
on improving educational opportunities for disadvantaged children. At first huge
academic gains were made and the gap between African American and Caucasian
students started to narrow. McClure (2005) reported that this was due to the declining
poverty rate, increase in preschool attendance, desegregation in southern states and
improving achievement levels of parents of minority students. By the end of the 1980s
and into the 1990s, an intensive assessment system was taking place at the elementary
and high school level. With it came a new era in public education and the educational
reform began (Vogler & Virtue, 2007). The standards based reform movement began
when “state departments of education established frameworks that specified learning
standards and benchmarks that would provide the public with information about what
students should know and be able to do in each content area at each grade level” (as
cited in Vogler & Virtue, 2007, p. 55). It is believed that high stakes testing in public
schools will both promote and improve the public educational system.
No Child Left Behind Act of 2002
In 2002, President George W. Bush signed the No Child Left Behind Act into
law. The goal was to “measure the progress of all students, placing a particular
emphasis on subgroups of students who have been on the low end of the achievement
gap, and to hold states and schools accountable for each student’s progress”(Bell &
Meinelt, 2011, p. 1). Vogler and Virtue (2007) explained that the No Child Left
Behind legislation also mandated annual testing of all students in grades three through
eight in the subjects of reading, language arts and mathematics. The federal
18
government became more involved with the public educational system and established
a national time line for all schools to meet their achievement goals along with advising
plans for schools and students who did not meet the goals within their time frame.
No Child Left Behind requires schools to be academically measured and show
adequate yearly progress. In the article Overview of No Child Left Behind (2008) they
reported that for schools to meet their adequate yearly progress they must achieve
specified levels of growth each year and that the growth is applicable to all pupil
subgroups. Pederson (2007) reported that once a school meets their goal, they can
receive monetary rewards and public recognition. Since the 2007-2008 school year,
schools have been required to test students on science, although science is still not
included in the determination of adequate yearly progress status (Science Education
Leadership, 2010). No Child Left Behind is striving for all children to become
proficient at their grade level in reading and math by 2014.
Title I Schools
Title I, was part of President Johnson’s war on poverty. It is the largest federal
education program and the center of No Child Left Behind. McClure (2005) reported
that it was first designed in the 1960s to meet additional educational needs of districts
and schools that served students from low income families. Title I is the center of No
Child Left Behind. The goal is to help close the achievement gap and give all children
an equal opportunity to learn. McClure (2005) reported that the federal government
19
grants Title I money to schools that show entire school improvement in student
achievement by assessment and accountability.
Positive Aspects of No Child Left Behind
Since No Child Left Behind was implemented, many people have viewed the
standards based reform as a positive change in the public educational system. Webley
(2012) states, “No Child Left Behind has made schools look at the achievement gaps
between students, which has turned out to be “one of the law’s greatest victories” (p.
3). No Child Left Behind has required states to establish curriculum standards and
frameworks for each content area in grades K-12. Falk (2002) found that standards
based assessments have “stimulated teachers and students to get clear about their
purposes, develop coherent goals for learning and make use of a range of instructional
strategies that support students’ varying approaches to learning” (p. 613). Another
positive aspect is that parents know the academic expectations for assessments and can
support their child’s learning further. Educators also have the opportunity to reflect
and collaborate around their assessments and see how to better support students’
needs.
Negative Aspects of No Child Left Behind
It is also known that there are several negative aspects of No Child Left
Behind. Guisbond, Neill, Schaeffer, and the National Center for Fair and Open Testing
(2012) found the main setback of No Child Left Behind is its one size fits all approach
on testing, labeling and sanctioning schools. Mayers (2006) reported on how the
20
nations’ schools are not uniform in social or fiduciary capital, so how can they expect
to get the same results of proficiency from students? Thompson (2001) found that
teachers are feeling pressure to get their students to pass standardized tests and are
narrowing the curriculum to only focus on subjects that are being tested. This has
resulted in many teachers and schools eliminating these non-tested subjects from the
curriculum or cramming them in after state tests are completed in the spring. Guisbond
et al. (2012) noticed that No Child Left Behind was intended to help create
circumstances where schools could provide a rich, well rounded curriculum and
address the needs of students. Instead the law has pressured schools to narrow their
curriculum, teach to the test and find unethical ways to boost their test scores so their
schools can get money. Funding from the federal government depends on the result of
a single standardized test and determines which school districts will receive money.
With the focus of schools on the core subjects students are becoming
disengaged in the classroom. What is interesting about being drilled with the same
thing over and over? Lopez (2011) surveyed students and found that students who are
engaged in school are highly involved and enthusiastic about school. While those
disengaged students are just going through the motions and those actively disengaged
students are more likely to undermine the teaching and learning process for
themselves and others. Lopez (2011) also noticed that students who reported being
disengaged during school thought that their schoolwork was irrelevant and rarely
received recognition or praise for their school work. In this same survey a trend stood
21
out. Student engagement peaked during elementary school and decreased through
middle and high school. The decrease in engagement is attributed to students receiving
less praise and recognition as they age and not bonding with their teacher due to
switching classes throughout the day and being in bigger schools.
McReynolds (2006) summed up how most educators feel about No Child Left
Behind, “it is depriving children of meaningful educational experiences and creating a
fear of failure for students and schools” (p. 4).
Assessment
Vogler and Virtue (2007) noted that two factors have negatively affected
states, school districts, teachers and students. The first is how assessments have
changed the curriculum by increasing the amount of time spent on teaching content
areas on standardized tests while decreasing time spent on non-assessed content areas.
The second is the increased pressure that teachers feel to teach the assessed content
areas due to the consequences attached to poor assessment scores.
McReynolds (2006) reported how schools that once had a rich curriculum for
their students are now reducing their time for science, social studies and the arts to
focus on reading and math due to standardized testing. Cavanagh (2007) found about
80% of elementary teachers in California’s Bay Area spend 60 minutes or less per
week on science in their classrooms. Instructional Time in Elementary Schools: A
Closer Look at Changes for Specific Subjects (2008) reported that before No Child
Left Behind was enacted school districts spend an average of 378 minutes per week on
22
language arts. After the No Child Left Behind act was enacted the average minutes per
week increased by 141 minutes, or by 47%. The same districts reported increasing
time for math by an average of 89 minutes per week.
In the article, Where Does the Time go? To Reading and Math Apparently
(2007), Jennings suggests that it is logical for teachers to spend more time on subjects
that are being tested and that schools should put more of an emphasis on subjects that
they are being held accountable for. Thinking like this is creating teachers to fall into a
trap of teaching to the test while getting away from other subjects that are deemed not
important by our educational system.
Marx and Harris (2006) found that the stress associated with standardized
testing is causing many teachers to leave the profession. Sadker and Zittleman (2004)
found in a national survey that 7 out of 10 teachers feel stressed and preparing students
to take these tests is taking time away from important non-tested subjects. They
noticed that teachers are requesting to transfer schools due to the pressure of getting
students to become proficient on standardized tests. Teachers also want to leave public
schools for private schools because at private schools test preparation is not ruling the
curriculum. Sadker and Zittleman (2004) asked 80 Arizona teachers to visually
describe the impact of standardized tests and found that teachers “portrayed test driven
classrooms where boredom, fear and isolation dominated” (p. 743). Teachers felt like
they were shortchanging their students of a love for learning.
23
Pressures of standardized tests and accountability are causing administrators
and teachers to make decisions that are resulting in changes to our curriculum.
Donlevy (2007) noticed how administrators and teachers place all their attention on
test scores and strategies to increase student’s passing rates. Who knows the students
best? Teachers do. Teachers know what is lacking in their school environment but are
have trouble giving students what they need due to the demands of standardized tests.
Teachers know that there are many factors that can affect a students’ test score and
that a test score can reveal very little about children and their progress. Sadker and
Zittleman (2004) found that high test scores predict high test scores but not much else;
not problem solving skills, not good work habits, not honesty, not dependability, not
loyalty. They went on to note that “by measuring all students against the same
yardsticks of literacy and numeracy, individual creativity and differences are lost” in
the public educational system (p. 744). Donlevy (2007) reported that schools have
become too focused on test scores and have lost the main reason that children attend
school, to grow and develop academically and socially.
Pederson (2007) reported that in the school year 2006-2007, science was added
as a subject for students to be tested on but only in grades 3, 8, and 11. This has
caused teachers at these specific grades to spend more time on science, while at all the
other grades the main focus is reading, language arts and mathematics. With the
education system being focused on the core subjects and teachers focusing on getting
24
their students to be proficient, are the test scores translating into real intellectual
development or just good test taking skills?
Administrators and teachers are not the only people affected by standardized
tests. Children and families are greatly impacted with stress and anxiety associated
with a high emphasis on testing. As Sadker and Zittleman (2004) state, students’
scores on these standardized tests can brand them for life either creating hopeful
futures or lost opportunities. Children are getting stomachaches or crying before
school in fear of failure. Families see the anxiety their children have over these tests
and try to alleviate the stress on their children by getting them a tutor. This in turn
creates stress for the families financially. The tutoring business has “grown 13 percent
a year since 2000” (Schindehette et al., 2004, p. 82). Families are dipping into their
children’s college funds and working longer hours just to help better prepare their
children for state tests. The focus needs to change to an educational system that is
promoting a healthy well balanced education for all children and decreasing the
pressure on them to pass one test.
Curriculum Integration
History of Curriculum Integration
Curriculum integration has been around and practiced since the early 1900s.
Beane (1995) found that curriculum integration is rooted in John Dewey’s progressive
educational movement. Curriculum integration is a way to organize the curriculum
around real life problems and issues that are significant to children and help them
25
make sense of their life experiences while learning how to participate in a democracy
(Beane, 1995; Hinde, 2005).
The Progressive Education Association published the Eight Year Study in the
1930s. The Eight Year Study and many studies after found that “young people tend to
do at least as well, and often better, on traditional measures of school achievement
tests when the curriculum moves further in the direction of integration” (Beane, 1995,
p. 4).
Methods of Integration
Several models of curriculum integration have emerged throughout the
literature with the most significant being Beane’s design of curriculum integration.
Beane’s (1995) model of curriculum integration is rooted as the continuous integration
of new knowledge and experiences to deepen and broaden students understanding of
themselves and their world. Beane (1995) found the separate subject approach offers a
disconnected and incoherent assortment of facts and skills with no unity or real sense
to it. When looking at an elementary school day, it should revolve around activities
and projects that are woven together rather than single subjects that are clearly
separated throughout the day.
There are many other different designs of curriculum integration. Fogarty
(1991) describes several models that integrate curriculum across the disciplines such
as, the Sequenced Model, Shared Model, Webbed Model, Threaded Model and
Integrated Model. A common factor between the Sequenced and Shared Models is that
26
they integrate two topics or units together to find concepts that are related. The
Webbed Model, Threaded Model and Integrated Model revolve around a theme or big
idea that overlaps concepts throughout all content areas.
The use of standards is a main difference between Beane 1995) and Fogarty’s
(1991) models of curriculum integration. In Beane’s model, the main idea is that
content areas will naturally come together when students investigate a theme or create
a project. His model might cover content standards, but meeting the standards is not
guaranteed, because it is based on what the students’ are interested in learning and
discovering. In Fogarty’s model the main idea is that the teacher will integrate the
content areas to cover the standards but not connect them to the students’ life.
Malik and Malik (2011) reported that curriculum integration is meant to make
the teaching and learning of activities meaningful for all. From their experience they
give tips on making curriculum integration in a classroom successful. Their tips are to
correctly train staff members, determine learning outcomes, indentify the contents
(knowledge, skills and attitudes), create themes, prepare a timetable, select assessment
methods, communicate with students and staff and commit to re-evaluation and
revision. Schools and teachers who use these tips can give their students different
ways to view learning and enrich their education.
Greene (1991) reported how a first grade teacher in Salinas, California saw an
opportunity for her students to learn about how things are constructed when their new
school was being built. This teacher created a yearlong theme called Bit by Bit-
27
Building It Together where her students learned from the construction process. The
class started with drawings of their bedrooms and produced blueprints. Then students
constructed their own designs. Next, they studied rocks and soil then experimented
with properties of sound when soundproofing was being installed in their new school.
Finally, the students learned about plants while the school was being landscaped. This
first grade teacher “provided a meaningful structure to connect her students’ learning
in all subject areas” while learning that science is all around them.
Advantages of Curriculum Integration
Many people have found that there are several benefits to integrating
curriculum in the classroom. Pederson (2007) reported one benefit is that integrating
curriculum requires students to recognize connections between content areas. Zhou
and Kim (2010) found that integrating curriculum gives students higher levels of
learning opportunities than with a single subject approach. MacMath, Roberts,
Wallace, and Xiaohong (2010) reported another benefit is that students are able to
retain more information and apply it to their classes, which leads to positive learning
experiences where students feel knowledgeable instead of helpless. Bintz, Wright, and
Sheffer (2010) found a third benefit, which is that teachers and students are able to
build and extend on their background knowledge allowing them to get a better
understanding. Teachers are able to meet their students’ needs when there is not a set
day-by-day curriculum they must meet. Lapp and Flood (1994) found some trends in
curriculum; relationships between in and out of school topics became obvious to
28
students, respect and cooperation among peers are expanded through interaction, the
teacher assumes the role of facilitator rather than information dispenser, a sense of
community develops, different grouping patterns emerge, and assessment is
continuous and related to students learning endeavors.
Disadvantages of Curriculum Integration
Greene (1991) reported that others agree that curriculum integration can be
counterproductive if teachers are not knowledgeable, trained correctly or have access
to the appropriate materials according to Greene. By observing and interviewing
teachers at a public school in Michigan, Weertz (2002) found that most teachers would
rather shy away from material they do not know much about or “just teach from the
book” rather than giving students lessons in all content areas (p. 69).
Teachers simply cannot combine content areas to integrate curriculum, the
content must be related to the goals of the lesson and have meaning. Lapp and Flood
(1994) found a teacher integrating social studies and language arts. The teacher had
students do reading skills that seemed related to social studies like alphabetizing the
U.S. state capitals, which is actually unrelated to the lesson about learning about the
states. Another disadvantage is the time that teachers have to prepare and create
curriculum that is integrated across different content areas. Teachers may not be
knowledgeable in the content areas that they are choosing to combine.
Lutz, Guthrie, and Davis (2006) found that more complex tasks in the
classroom created higher student engagement along with academic achievement.
29
These students benefited from extended reading projects and collaborating with their
peers. They noticed that teachers who connected reading to the real world and had
high expectations for their students had more students on task and learning. Lutz et
al.’s (2006) key finding was that active engagement contributes to student gains and
achievement.
Conclusion
Students in the United States are falling behind their peers in other nations on
science assessments. The United States needs a strong foundation in science if today’s
students are going to compete in the world economy. Due to the mandates of No Child
Left Behind, public elementary schools are pushing out non-tested content areas such
as science, social studies, physical education, art and music to allow more time for
teachers to teach the tested content areas of reading, language arts and mathematics.
Teachers can still comply with accountability and assessment mandates by integrating
curriculum to allow more subjects to be taught in the same amount of time. Integrating
curriculum allows teachers to teach students the skills and standards they need for the
California state test while also meeting the other standards of the non-tested
curriculum. Students become engaged in the integrated lessons and dig deeper into the
content.
Science is an important subject in the educational system because it gets
students to think critically and investigate things that they are interested in finding
30
more about. Society needs critical thinkers and problem solvers to stay competitive
with other countries around the world.
31
Chapter 3
METHODOLOGY
Introduction
This project offers first grade teachers an organized way of integrating science
into their reading program. The guide correlates the California state standards for
reading, language arts and science into the Mondo Bookshop reading program. The
purpose of the project is to provide teachers with a way to incorporate science into
their daily reading and language arts curriculum. This curriculum guide will provide
students to inquire about science while developing literacy skills. When creating a
supplemental guide that integrates science into the daily reading and language arts
curriculum, it is important to think about the needs of every student since not all
students are at the same reading level and how their needs will be met. By integrating
science texts into the reading and language arts curriculum it increases students’
engagement and broadens their vocabulary while also allowing teachers to meet the
California state standards and teach more than what is on a test.
Design
This guide is set up to be used over a 20 day period, including one day for
assessment. The lessons are designed to be taught in 45 minute sessions, which will
include 15 minutes for whole group instruction and 30 minutes for individual or small
group work. The goal of this guide is to integrate science into the reading and
language arts curriculum while still meeting the California state standards.
32
The animal unit includes non-fiction texts, discussions, charts, sorting
activities, drawing projects, research activities, sequencing activities, writing and an
assessment. This guide is designed to engage students, increase on task behavior and
allow students to investigate and respond at their own pace. This guide will have
whole group, small group and individual work.
Each lesson in the guide will start with a 15 minute whole group introduction
lesson. Next students will be assigned engaging and meaningful activities that they
will work on independently or in small groups. Each activity is designed to promote
science inquiry into non-fiction texts. The independent or small group activities will
take place over a 30 minute period. By integrating science into the reading and
language arts curriculum it will increase students engagement and allow teachers to
reach more content areas.
Implementation
Professional Development
For this guide to be successful, teachers will need to be trained on how to
integrate curriculum into their classroom along with being trained on the science
curriculum at their school site. This training should happen over the summer so
teachers can have time to align and plan lessons between the science, reading and
language arts curriculum along with gathering and preparing materials that will be
needed. The first day of the training should be divided into two sessions. The morning
session will focus on ways to plan and integrate curriculum and the afternoon session
33
will focus on having teachers look at their curriculum and align the science, reading
and language arts standards. The second day of training should also be divided into
two sessions. The morning session will focus on teachers creating a lesson that
integrates science standards into the reading and language arts standards followed by a
demonstration in front of their peers. The afternoon session will have teachers debrief
and reflect on their lessons, discuss the struggles and successes they had during the
whole process of integrating curriculum.
In addition to the training over the summer, teachers should spend a day before
the school year starts to meet with their grade level team to align science standards
with the reading and language arts standards, review the curriculum guide and get the
materials that will be needed. During this day teachers should chose the science
standards they want to start the year teaching and gather things they will need. Near
the middle of the trimester teachers can use a collaboration day to discuss their
struggles and successes, and then make changes with the problems they encountered.
Teachers should also discuss areas where they can add more books, resources or
materials. At the end of the trimester teachers can use another collaboration day to
review how the unit went with the guide. They can collect data from the assessment to
see how effective the guide was and to help them plan further instruction. Teachers
should also have time to discuss and create new units that meet other science
standards.
34
Materials Needed
In order to use the guide teachers will need specific materials. This guide
requires teachers to have non-fiction texts from the Mondo Bookshop reading program
along with other non-fiction texts. Teachers will also need chart paper, markers,
pencils and crayons. Materials for the lessons, located in the appendix, will need to be
purchased for the teachers. The California state standards for science, reading and
language arts can be used to guide teachers’ instruction. The California state standards
clearly state what the student is expected to know by the end of first grade in the
appropriate subject areas.
Lesson Plan Design
This guide is intended to integrate the animal and plant portion of the first
grade science standards with the reading and language arts standards. The lessons in
this unit are designed to be taught in 45 minute sessions. Each lesson will begin with a
15 minute whole group instruction session. Following the whole group instruction,
students will be assigned an independent or small group activity. Each lesson includes
the California state standards for science, reading and language arts in first grade, the
objectives of the lesson, materials needed along with whole group and independent or
small group activity. Each lesson allows students to inquire about animals while
developing literacy skills from non-fiction texts.
There are a total of four lessons to be taught in the guide. Some of the lessons
require more than one day to meet the objectives of the lesson. The guide is designed
35
to take place over a twenty day period which includes reviewing content and an
assessment. The lessons are located in the appendix. In the appendix are a scope and
sequence, implementation guide and charts needed for the lessons.
36
Chapter 4
SUMMARY AND RECOMMENDATIONS
Summary
Accountability and assessment are important topics within education in the
United States. Since No Child Left Behind was enacted in 2002, states are mandated
to assess elementary students annually in second to sixth grade in the content areas of
reading, language arts and mathematics. As a result there have been many negative
effects on teachers and the curriculum such as; decreased time teaching non-assessed
content areas, increased time teaching assessed content areas and added pressure on
teachers to have their students become proficient while increasing test scores for their
schools.
As public schools are narrowing their curriculum and decreasing extra teaching
time, this guide is important for first grade teachers. It connects science, reading and
language arts standards which can save teachers time when planning an integrated
lesson. This guide allows students to explore animals, their habitats and lifecycles
while being engaged in meaningful science activities. It also helps teachers to include
science standards in their curriculum while meeting the reading and language arts
standards that are taught daily.
This curriculum guide helps teachers save time and encourages them to teach
students science more frequently while also meeting the California state standards in
reading and language arts. If students are not learning science in elementary school
37
then they are not prepared for science as their education continues and are not
becoming critical thinkers that society needs to grow and compete with other
countries.
Recommendations
The purpose of this project is to allow teachers to teach science in their
classrooms more frequently by integrating science into their reading and language arts
curriculum. Working in small groups allows students to have discussions, hear
different vocabulary and learn from one another. This guide allows teachers to become
confident in providing the class with meaningful science activities while not losing
valuable teaching time. By providing meaningful science activities teachers can
continue to challenge those students who need it along with supporting those students
who need more guidance. It is necessary as teachers to consider the needs of all our
students. Pacing of the lessons may vary according to the needs of the class.
Challenging students with higher order thinking skills, providing meaningful activities
and increasing vocabulary helps each student to become successful. Research has
found that teaching science frequently increases engagement and helps students
become critical thinkers and problem solvers. By creating a strong foundation for
learning in first grade, students will have the chance for continuous success as they
advance throughout their education.
Due to the pressures that the No Child Left Behind act has had on the public
educational system, schools are focusing on getting their students to take and pass a
38
test to get money from the government. Children in the United States are academically
falling behind other countries because teachers are spending the majority of their day
teaching reading, language arts and mathematics skills. Students are becoming
disengaged in class because they are not being allowed to wonder and explore things.
Integrating science and other non-tested subjects into the core subjects allows students
to have a well rounded education.
The effectiveness of the curriculum guide will be determined by whether
teachers are willing to adapt or change their instructional approach to integrate science
into their reading and language arts curriculum. Teachers will have to be willing to
change their routines and come out of their comfort zones to embrace the concept of
integrating curriculum. With this curriculum guide teachers will have an advantage to
teach integrated science, reading and language arts lessons. Helping first grade
teachers find a way to include science into their curriculum and having students
engaged in learning is the goal of the project. Students making connections and
gaining a deeper understanding of science will help them become successful learners.
Conclusion
The United States needs to prepare students to become informed citizens and
participate in a democracy that is competitive with other countries by demanding
science education to be taught on a regular basis in classrooms. On a global scale,
there are challenges we face “that require scientific and technological know-how” that
range from pandemics to energy shortages (Achieve, 2010, p. 2). Students need a
39
strong foundation in science so they can pursue careers that are in STEM related fields
where employment opportunities are growing and have options that are based on their
interests and goals (Achieve, 2010). Getting students to inquire about science creates
the critical thinkers and problem solvers the United States needs to compete
economically and socially with other countries.
40
APPENDIX
First Grade Animal Unit
41
1st Grade Animal Unit Scope and Sequence
Lesson 1 – Opening Activities ................................................................................... 45
Day 1: Living and Non-Living Things ........................................................... 45
Lesson 2 – Basics of Animals .................................................................................... 48
Day 2: Animal Needs ..................................................................................... 48
Day 3: Animal Habitats .................................................................................. 50
Lesson 3 – Animal Types ...........................................................................................
Day 4: Introduction to Mammals ...................................................................
Day 5: Mammals Project ................................................................................
Day 6: Reptiles ...............................................................................................
Day 7: Reptile Project ....................................................................................
Day 8: Birds ....................................................................................................
Day 9: Bird Project .........................................................................................
Day 10: Amphibians/Frogs.............................................................................
Day 11: Amphibian Project ............................................................................
Day 12: Fish ...................................................................................................
Day 13: Fish Project .......................................................................................
Day 14: Insects ...............................................................................................
Day 15: Insect Project ....................................................................................
52
52
54
57
58
60
61
63
64
68
69
72
73
Lesson 4 – Life Cycles ............................................................................................... 75
Day 16: Life Cycle of Amphibians ................................................................ 75
Day 17: Life Cycle of Butterfly...................................................................... 77
Review ........................................................................................................................ 79
Day 18: Review Animal Characteristics ........................................................ 79
Assessment ................................................................................................................. 80
Day 19: Give Assessment ............................................................................... 80
Follow Up ................................................................................................................... 82
Day 20: Complete Unfinished Work and Create Portfolio ............................ 82
42
Day
1
2
Whole Group Instruction
 KWL chart about
animals
 Discuss
characteristics of
living and non-living
things.
 Discuss what animals
need to survive.
3

Discuss the different
habitats for different
animals.
4

Introduction to
mammals.
Characteristics of
mammals.

5

Review
characteristics of
mammals.
6

Introduction to
reptiles.
Characteristics of
reptiles.

Team Work
Independent Work
Students will do a
picture sort of living
and non-living
objects.
Students will pick an
animal and make a
web of things it
needs. Then students
will draw a picture of
an animal and include
the things it needs to
survive.
Each team will be
assigned a habitat.
They will recall
information learned
about specific habitat
and fill out habitat
record sheet.
Students will start to
research about a
mammal of their
choice and fill out
mammal research
sheet.
Students will finish
researching mammal
and fill out mammal
information sheet.
Then create a poster
with the things they
learned about
mammals.
Each team will be
assigned a reptile to
research and fill out
reptile research sheet.
43
Day
7
Whole Group Instruction
 Review
characteristics of
reptiles.
8


Introduction to birds.
Characteristics of
birds.
9

Review
characteristics of
birds.
10

Introduction to
amphibians.
Characteristics of
amphibians.

11

Review
characteristics of
amphibians.
12


Introduction to fish.
Characteristics of
fish.
Team Work
Each team will finish
researching reptile,
fill out reptile
information sheet and
create a poster with
things they learned
about reptiles.
Each team will be
assigned a bird to
research and fill out
bird research sheet.
Each team will finish
researching bird, fill
out bird information
sheet and create a
poster with things
they learned about
birds.
Each team will be
assigned an
amphibian to
research and fill out
an amphibian
research sheet.
Each team will finish
researching, fill out
amphibian
information sheet and
create a poster with
things they learned
about amphibians.
Each team will be
assigned a type of
fish to research and
fill out a fish research
sheet.
Independent Work
44
Day
13
14
15
16
Whole Group Instruction
Team Work
Each team will finish
 Review
characteristics of fish. researching, fill out
fish information
sheet and create a
poster with things
they learned about
fish.
Each team will
 Introduction to
research an insect of
insects.
choice and fill out
 Characteristics of
insect record sheet.
insects.
Each team will finish
 Review
researching, fill out
characteristics of
insect information
insects.
sheet and create a
poster with things
they learned about
fish.
 Discuss life cycles
and make chart of life
cycle of amphibians.
17

Discuss life cycle of
butterfly.
18

Review the
characteristics of all
animals learned in the
unit.
19
20


Assessment
Follow up
Independent Work
Students will fill in
blanks on frog life
cycle wheel, color
and assemble wheel.
Students will draw
and write the different
stages of a butterflies
life
Students will draw
each animal on an
index card and write
the characteristics of
that animal on the
back.
Assessment
Students will
complete any
unfinished work.
Students who have
completed all work
will create a portfolio
to take home.
45
Lesson 1 – Opening Activities
Standards:
Written and Oral English Language Conventions
1.0: Students write and speak with a command of standard English conventions
appropriate to this grade level.
1.1: Write and speak in complete, coherent sentences.
Listening and Speaking
1.0: Students listen critically and respond appropriately to oral communications.
1.1: Listen attentively.
1.4: Stay on topic when speaking.
Day One – Living and Non-Living Things
The focus of this lesson is to get students interested and excited about the upcoming unit.
The students will think and discuss what they already know about animals and what they
hope to learn about animals. Students will then independently work on sorting pictures of
things that are living and non-living.
Objectives:
Students will use prior knowledge to recall information about animals.
Students will listen to their classmates and ask meaningful questions.
Students will sort and classify pictures into the correct group.
Materials:
KWL chart
Living and Non-Living Sorting Sheet
Scissors
Glue
Crayons/colored pencils
Whole Group Instruction:
Students will think, pair, share their prior knowledge of animals with a classmate. Then
students will take turns sharing with the class information they already know about
animals while the teacher records responses on the KWL chart. Students will then think,
pair, share what they want to learn about animals in the next couple weeks with a
classmate. Then students will take turns sharing with the class and the teacher will record
responses on the KWL chart. Teacher will then show class two pictures, one of something
that is a living thing and another of something that is non-living and have students share
what they know about those objects. This will lead into the teacher discussing the
characteristics of things that are living and non-living.
46
Independent Work:
Students will then go to their desks and handed a worksheet that has pictures of living and
non-living things. Students will cut out and sort pictures into the correct groups.
Closing:
Students will sit in circle on floor and take turns telling the class one living thing and nonliving thing.
47
48
Lesson 2 – Basics of Animals
Standards:
Life Science
2: Plants and animals meet their needs in different ways.
2a: Students know different plants and animals inhabit different kinds of environments
and have external features that help them thrive in different kinds of places.
2b: Students know both plants and animals need water, animals need food, and plants
need light.
2c: Students know animals eat plants or other animals for food and may also use plants or
even other animals for shelter and nesting.
Day Two – Animal Needs
The focus of this lesson is to learn about the different things that animals need to survive
in their environment.
Objectives:
Students will learn what animals need to survive in their environment.
Students will draw a picture of an animal in its environment with the things it needs to
survive.
Materials:
KWL chart
Paper
Pencils
Crayons/Markers
Books with animals in their natural environment
Whole Group Instruction:
Students will think, pair, share what animals need to survive. Students will then take turns
sharing ideas with the class while the teacher records on KWL chart. Teacher and class
together will make a web of an animal and the things it needs from its environment.
Teacher will guide the class to show them how to take the information from the web and
make it into a picture.
Independent Work:
Students will go to their desks and be handed a web and a blank piece of paper. Students
will then pick an animal for their web and write the things it needs to survive in its
environment, then students will draw the animal in its environment with the things it
needs to survive.
Closing:
Teacher will have a few students share their pictures and explain to class what their
animal needs to survive.
49
Animal:
________________
50
Day Three – Animal Habitats
The focus of this lesson is to learn why different animals live in different habitats.
Students will learn about different habitats and the animals that live in them.
Objectives:
Students will learn about the different habitats that animals live in.
Students will research different habitats.
Students will record information about specific habitat.
Materials:
Habitat record sheet
Pencil
Crayons/Markers
Pictures of different habitats
Books on different habitats
Whole Group Instruction:
Teacher will show pictures of four different habitats and have students think and share
what they notice about the different habitats. Teacher will also record observations
students are making about each habitat and ask questions to get class talking and thinking
about specific habitat.
Group Work:
Students will be assigned groups and a habitat to research. Students will go to assigned
area with a computer and a book on their habitat then their group will complete the habitat
record sheet.
Closing:
Class will come together. One person from each group will share what their group
learned and recorded on their habitat record sheet with their classmates.
51
All About a Habitat
Choose a habitat to write about.
Habitat name:
_________________________________________________
A fact about the
habitat
_____________________
_____________________
_____________________
An animal that can
be found in the
habitat
_____________________
_____________________
_____________________
A picture of the habitat
52
Lesson 3 – Animal Types
Day 4 – Introduction to Mammals
The focus of this lesson is to get the students familiar with the characteristics that make up
the mammal family.
Standards:
Life Science:
2: Plants and animals meet their needs in different ways.
2a: Students know different plants and animals inhabit different kinds of environments
and have external features that help them thrive in different kinds of places.
2b: Students know both plants and animals need water, animals need food, and plants
need light.
2c: Students know animals eat plants or other animals for food and may also use plants or
even other animals for shelter and nesting.
2d: Students know how to infer what animals eat from the shapes of their teeth.
Investigation and Experimentation:
4: Scientific progress is made by asking meaningful questions and conducting careful
investigation.
4a: Draw pictures that portray some features of the things being described.
Language Arts:
Penmanship
1.3: Print legibly and space letters, words, and sentences appropriately.
Written and Oral English Language Conventions
Sentence Structure:
1.1: Write and speak in complete, coherent sentences.
Listening and Speaking
Comprehension
1.1: Listen attentively
1.2: Ask questions for clarification and understanding.
Objectives:
Students will learn about the different characteristics that make up the mammal family.
(Example: they have hair, feed their babies milk)
Students will research about a mammal of their choice.
Materials:
Variety of mammal books
Pencils
Crayons/markers
Mammal research sheet
Mammal pictures
Mammal song
53
Whole Group Instruction:
Teacher will show different pictures of mammals to class. Teacher will then ask questions
about the mammals and have students start to talk about the characteristics that they notice
are similar between the mammals. The teacher will then make an anchor chart with the
characteristics of mammals on it. Teacher will display the Mammals song and teach it to
the class.
Independent Work:
Students will look through a variety of mammal books and choose a mammal that they
want to know more about. The student will look for information about their mammal and
fill out the mammal research sheet.
Closing:
Class will regroup and students will share information that they found about their mammal
with the rest of the class. Class will also discuss the characteristics of mammals and what
makes them different than other animals.
54
Day 5 – Mammals Project
The focus of this lesson is to get the students familiar with the characteristics that make up
the mammal family.
Objectives:
Students will learn about the different characteristics that make up the mammal family.
(Example: they have hair, feed their babies milk)
Students will research about a mammal of their choice.
Students will present information they found on a mammal to the class.
Materials:
Variety of mammal books
Pencils
Crayons/markers
Mammal research sheet
Mammal pictures
Whole Group Instruction:
Teacher will review characteristics of mammals that the class made the previous day.
Teacher will then have students share information they found about their mammal with
their peers.
Independent Work:
Students will continue to look through a variety of mammal books and choose a mammal
that they want to know more about. The student will look for information about their
mammal and fill out the mammal research sheet. Students will practice their presentation
for the class.
Closing:
Class will regroup and students will present information that they found about their
mammal with the rest of the class.
55
Mammals
(sung to the tune of “The Farmer in the Dell”)
By Nancy Lambert and Myrna Williams
Mammals are born
Mammals are born
Hey ho, away we
Mammals are born
alive.
alive.
go,
alive.
Mammals have hair or fur.
Mammals have hair or fur.
Hey ho, away we go,
Mammals have hair or fur.
Mammals drink milk from their moms.
Mammals drink milk from their moms.
Hey ho, away we go,
Mammals drink milk from their moms.
Mammals breathe air with their lungs.
Mammals breathe air with their lungs.
Hey ho, away we go,
Mammals breathe air with their lungs.
Mammals are warm-blooded creatures.
Mammals are warm-blooded creatures.
Hey ho, away we go,
Mammals are warm-blooded creatures.
People are mammals, too.
People are mammals, too.
Hey ho, away we go,
People are mammals, too.
Where does it live?
What does it eat?
Type of mammal
your mammal
Draw a picture of
Facts about their
babies
Interesting Fact #3
Interesting Fact #2
Interesting Fact #1
56
57
Day 6 – Reptiles
The focus of this lesson is to get the students familiar with the characteristics that make up
the reptile family.
Objectives:
Students will learn about the different characteristics that make up the reptile family.
(Example: they have dry scaly skin, lay eggs, cold blooded)
Students will research about a reptile of their choice.
Materials:
Variety of reptile books
Pencils
Crayons/markers
Reptile research sheet
Reptile pictures
Whole Group Instruction:
Teacher will show different pictures of reptiles to class. Teacher will then ask questions
about reptiles and have students start to talk about the characteristics that they notice are
similar between reptiles. The teacher will then make an anchor chart with the
characteristics of reptiles on it.
Team Work:
Students will look through a variety of reptile books and choose a reptile that they want to
know more about as a team. The team will look for information about their reptile and fill
out the reptile research sheet.
Closing:
Class will regroup and one person from each team will share one fact that they found
interesting about their reptile with the rest of the class. Class will discuss the
characteristics of reptiles and what makes them different than other animals.
58
Day 7 – Reptile Project
The focus of this lesson is to get the students familiar with the characteristics that make up
the reptile family.
Objectives:
Students will learn about the different characteristics that make up the reptile family.
(Example: they have dry scaly skin, lay eggs, cold blooded)
Students will research about a reptile of their choice.
Students will present information they found on a reptile to the class.
Materials:
Variety of reptile books
Pencils
Crayons/markers
Reptile research sheet
Reptile pictures
Poster board
Computers
Whole Group Instruction:
Teacher will review characteristics of reptiles that the class made the previous day.
Teacher will then have students share information they found about their reptile with their
peers.
Team Work:
Students will continue to look through a variety of reptile books and choose a reptile that
they want to know more about. The team will look for information about their reptile and
fill out the reptile research sheet. Students will make a poster about their reptile and
practice their presentation for the class.
Closing:
Class will regroup and teams will present information that they found about their reptile
with the rest of the class.
Where does it live?
What does it eat?
Type of reptile
Draw a picture of
your reptile
Words that describe
your reptile
Interesting Fact #3
Interesting Fact #2
Interesting Fact #1
59
60
Day 8 – Birds
The focus of this lesson is to get the students familiar with the characteristics that make up
the bird family.
Objectives:
Students will learn about the different characteristics that make up the bird family.
(Example: they have feathers, wings, beaks, two legs, lay eggs)
Students will research about a reptile of their choice.
Materials:
Variety of bird books
Pencils
Crayons/markers
Bird research sheet
Bird pictures
Whole Group Instruction:
Teacher will show different pictures of birds to class. Teacher will then ask questions
about birds and have students start to talk about the characteristics that they notice are
similar between birds. The teacher will then make an anchor chart with the characteristics
of birds on it.
Team Work:
Students will look through a variety of bird books and choose a bird that they want to
know more about as a team. The team will look for information about their bird and fill
out the reptile research sheet.
Closing:
Class will regroup and one person from each team will share one fact that they found
interesting about their bird with the rest of the class. Class will discuss bird characteristics
and what makes them different than mammals and reptiles.
61
Day 9 – Bird Project
The focus of this lesson is to get the students familiar with the characteristics that make up
the bird family.
Objectives:
Students will learn about the different characteristics that make up the bird family.
(Example: they have feathers, wings, beaks, two legs, lay eggs)
Students will research about a reptile of their choice.
Students will present information they found on a bird to the class.
Materials:
Variety of bird books
Pencils
Crayons/markers
Bird research sheet
Bird pictures
Poster board
Computers
Whole Group Instruction:
Teacher will review characteristics of birds that the class made the previous day. Teacher
will then have students share information they found about their bird with their peers.
Team Work:
Students will continue to look through a variety of bird books and choose a reptile that
they want to know more about. The team will look for information about their bird and
fill out the bird research sheet. Students will make a poster about their bird and practice
their presentation for the class.
Closing:
Class will regroup and teams will present information that they found about their bird with
the rest of the class.
Where does it live?
What does it eat?
Type of bird
Draw a picture of
your bird
Words that describe
your bird
Interesting Fact #3
Interesting Fact #2
Interesting Fact #1
62
63
Day 10 – Amphibians/Frogs
The focus of this lesson is to get the students familiar with the characteristics that make up
the amphibian family.
Objectives:
Students will learn about the different characteristics that make up the amphibian family.
(Example: they have wet/moist skin, live on land or in water, lay eggs in water, go
through metamorphosis)
Students will research about an amphibian of their choice.
Materials:
Variety of amphibian/frog books
Once There Was A Bullfrog book
Pencils
Crayons/markers
Amphibian research sheet
Amphibian/frog pictures
Whole Group Instruction:
Teacher will show different pictures of amphibians/frogs to class. Teacher will then ask
questions about amphibians and frogs then students will start to talk about the
characteristics that they notice are similar between the amphibians and frogs. The teacher
will then make an anchor chart with the characteristics of amphibians on it.
Team Work:
Students will look through a variety of amphibian books and choose a amphibian that they
want to know more about as a team. The team will look for information about their
amphibian and fill out the amphibian research sheet.
Closing:
Class will regroup and one person from each team will share one fact that they found
interesting about their amphibian/frog with the rest of the class. Class will also discuss
characteristics of amphibians and frogs and what makes them different from mammals,
reptiles and birds.
Lesson Extension:
Students can do a compound word sort and make sentences with the words they made.
64
Day 11 – Amphibian Project
The focus of this lesson is to get the students familiar with the characteristics that make up
the amphibian family.
Objectives:
Students will learn about the different characteristics that make up the amphibian family.
(Example: they have wet/moist skin, live on land or in water, lay eggs in water, go
through metamorphosis)
Students will research about a amphibian of their choice.
Students will present information they found on a amphibian to the class.
Materials:
Variety of amphibian/frog books
Pencils
Crayons/markers
Amphibian research sheet
Amphibian pictures
Poster board
Computers
Whole Group Instruction:
Teacher will review characteristics of amphibians that the class made the previous day.
Teacher will then have students share information they found about their amphibian with
their peers.
Team Work:
Students will continue to look through a variety of amphibian and frog books and choose
an amphibian that they want to know more about. The team will look for information
about their amphibian or frog and fill out the amphibian research sheet. Students will
make a poster about their amphibian or frog and practice their presentation for the class.
Closing:
Class will regroup and teams will present information that they found about their
amphibian or frog with the rest of the class.
Lesson Extension:
Students can do a compound word sort and make sentences with the words they made.
Where do they
live?
Where do they lay
their eggs?
Type of Frog
What does your
frog look like?
Who are their
enemies?
Interesting Fact #3
Interesting Fact #2
Interesting Fact #1
65
66
Compound Words
bull
snow
hog
bug
hopper
shine
cow
mail
hedge
cat
berry
frog
flake
boy
lady
box
straw
grass
fish
sun
67
Choose 5 compound words and use them to write
meaningful sentences.
1.
2.
3.
4.
5.
68
Day 12 – Fish
The focus of this lesson is to get the students familiar with the characteristics that make up
the fish family.
Objectives:
Students will learn about the different characteristics that make up the fish family.
(Example: they have gills to breathe, covered in scales, live only in water,)
Students will research about a fish of their choice.
Materials:
Variety of fish books
Pencils
Crayons/markers
Fish research sheet
Fish pictures
Whole Group Instruction:
Teacher will show different pictures of fish to class. Teacher will then ask questions
about fish then students will start to talk about the characteristics that they notice are
similar between fish. The teacher will then make an anchor chart with the characteristics
of fish on it.
Team Work:
Students will look through a variety of fish books and choose a fish that they want to
know more about as a team. The team will look for information about their fish and fill
out the fish research sheet.
Closing:
Class will regroup and one person from each team will share one fact that they found
interesting about their fish with the rest of the class. Class will discuss what the
characteristics of fish are and what makes them different from mammals, reptiles, birds
and amphibians.
Lesson Extension:
Students can get words that are written on cards and sort them into adjectives, nouns and
verbs.
69
Day 13 – Fish Project
The focus of this lesson is to get the students familiar with the characteristics that make up
the fish family.
Objectives:
Students will learn about the different characteristics that make up the fish family.
(Example: they have gills to breathe, covered in scales, live only in water)
Students will research about a fish of their choice.
Students will present information they found on a fish to the class.
Materials:
Variety of fish books
Pencils
Crayons/markers
Fish research sheet
Fish pictures
Poster board
Computers
Whole Group Instruction:
Teacher will review characteristics of fish that the class made the previous day. Teacher
will then have students share information they found about their fish with their peers.
Team Work:
Students will continue to look through a variety of fish books and choose a fish that they
want to know more about. The team will look for information about their fish and fill out
the fish research sheet. Students will make a poster about their fish and practice their
presentation for the class.
Closing:
Class will regroup and teams will present information that they found about their fish with
the rest of the class.
Lesson Extension:
Students can get words that are written on cards and sort them into adjectives, nouns and
verbs.
Students can then get one word from each pile and make sentences
Where do they
live?
What does it eat?
Type of fish
Draw a picture of
your fish
Words that describe
your fish
Interesting Fact #3
Interesting Fact #2
Interesting Fact #1
70
71
Adjectives
big
small
fat
striped
skinny
scary
blue
red
happy
pretty
Nouns
dolphin
jellyfish
octopus
clownfish
shark
Whale
fish
seahorse
squid
stingray
Verbs
Jump
swim
eat
puff
bite
Goes
turn
hunt
race
sleep
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Day 14 – Insects
The focus of this lesson is to get the students familiar with the characteristics that make up
the insect family.
Objectives:
Students will learn about the different characteristics that make up the insect family.
(Example: they have three main body parts, antennae, wings, small bodies)
Students will research about an insect of their choice.
Materials:
Variety of insect books
Pencils
Crayons/markers
Insect research sheet
Insect pictures
Whole Group Instruction:
Teacher will show different pictures of insects to class. Teacher will then ask questions
about insects then students will start to talk about the characteristics that they notice are
similar between insects. The teacher will then make an anchor chart with the
characteristics of insects on it.
Team Work:
Students will look through a variety of insect books and choose an insect that they want to
know more about as a team. The team will look for information about their insect and fill
out the fish research sheet.
Closing:
Class will regroup and one person from each team will share one fact that they found
interesting about their insect with the rest of the class. Class will discuss the
characteristics of insects and how they are different from mammal, reptiles, birds,
amphibians and fish.
73
Day 15 – Insect Project
The focus of this lesson is to get the students familiar with the characteristics that make up
the insect family.
Objectives:
Students will learn about the different characteristics that make up the insect family.
(Example: they have three main body parts, antennae, wings, small bodies)
Students will research about an insect of their choice.
Students will present information they found on an insect to the class.
Materials:
Variety of insect books
Pencils
Crayons/markers
Insect research sheet
Insect pictures
Poster board
Computers
Whole Group Instruction:
Teacher will review characteristics of insects that the class made the previous day.
Teacher will then have students share information they found about their insect with their
peers.
Team Work:
Students will continue to look through a variety of insect books and choose an insect that
they want to know more about. The team will look for information about their insect and
fill out the insect research sheet. Students will make a poster about their insect and
practice their presentation for the class.
Closing:
Class will regroup and teams will present information that they found about their insect
with the rest of the class.
Where does it live?
What does it eat?
Type of Insect
Draw a picture of
your insect
Tell about the
lifecycle of your
insect
Interesting Fact #3
Interesting Fact #2
Interesting Fact #1
74
75
Lesson 4 – Life Cycles
Day 16 – Life Cycle of Amphibians
The focus of this lesson is to get the students familiar with the life cycles of amphibians.
Standards:
Life Science:
2: Plants and animals meet their needs in different ways.
2a: Students know different plants and animals inhabit different kinds of environments
and have external features that help them thrive in different kinds of places.
Language Arts:
Penmanship
1.3: Print legibly and space letters, words, and sentences appropriately.
Written and Oral English Language Conventions
Sentence Structure:
1.1: Write and speak in complete, coherent sentences.
Listening and Speaking
Comprehension
1.1: Listen attentively
1.2: Ask questions for clarification and understanding.
Objectives:
Students will learn about the different phases of life cycles.
Materials:
Lifecycle of frog books
Pencils
Crayons/markers
Amphibian life cycle wheel
Whole Group Instruction:
Teacher will read a story about the life cycle of amphibians. The class will discuss the
different stages that an amphibian goes through to become an adult. The teacher will make
an anchor chart for the class.
Independent Work:
Students will get an amphibian life cycle wheel and blank paper. Students will color the
different phases of the life cycle, write the missing key words and assemble the wheel to
the blank paper. On the blank paper students will draw an adult amphibian in its habitat.
Closing:
Class will regroup and discuss the different phases and what happens in those phases of
the life cycle.
76
77
Day 17 – Life Cycle of Butterflies
The focus of this lesson is to get the students familiar with the life cycle of butterflies.
Objectives:
Students will learn about the different phases of life cycles.
Materials:
Lifecycle of butterflies books
Pencils
Crayons/markers
Whole Group Instruction:
Teacher will read a story about the life cycle of a butterfly. The class will discuss the
different stages that a butterfly goes through to become an adult. The teacher will make an
anchor chart for the class.
Independent Work:
Students will get the lifecycle of a butterfly sheet. Students will draw and write the
different stages a butterfly goes through in the correct order.
Closing:
Class will regroup and discuss the different phases and what happens in those phases of
the life cycle.
78
79
Review
Day 18 - Review Animal Characteristics
The focus of this lesson is to review what students have learned from this guide.
Materials:
Animal research papers
Pencils/Crayons
Index cards
Whole Group Instruction:
Teacher will lead a discussion on the different types of animals and what classifies them
to that animal group.
Independent Work:
Students will each get 6 index cards. On the front of the index cards, students are to draw
a picture of an animal. On the back of the index card, students are to write sentences that
give clues to what animal family is on the front. When students are done they may get
with partners and try to see if their partner can guess from the clues they wrote, what the
animal is on the front.
80
Day 19 – Assessment
Name: ____________________
Animal Unit Test
1. All animals need:
a. fins
b. food
c. fur
d. trees
2. The life cycle of a frog is:
a. tadpole, egg, frog
b. egg, frog, tadpole
c. frog, tadpole, egg
d. egg, tadpole, frog
3. All mammals _____________:
a. lay eggs
c. have hair or fur
b. live in water
d. have scales
4. What body covering does a fish have?
a. hair
c. feathers
b. scales
d. fur
5. What animal does not start in an egg?
a. frog
c. chicken
b. butterfly
d. rabbit
6. Which one is a mammal?
a. bear
c. cobra
b. salmon
d. butterfly
7. Which one is a reptile?
a. frog
c. lizard
b. ant
d. fox
81
8. Which one is a bird?
a. snake
c. cat
b. flamingo
d. toad
9. Which one is an amphibian?
a. frog
c. spider
b. alligator
d. jellyfish
10. Which one is an insect?
a. python
c. caterpillar
b. butterfly
d. frog
11. Draw the life cycle of a butterfly:
82
Day 20 – Complete Unfinished Work and Create Portfolio
Materials:
File folders or large construction paper
Markers, crayons, colored pencils
Independent Work:
Students will complete any unfinished work or research that is needed. Students who
are done with all assignments and research will gather work and create a portfolio to
share with their families. To create the portfolio, students will use file folders or large
construction paper as the cover of their portfolio. Students will create a cover for their
portfolio and arrange work inside.
83
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