Lisa Spiesschaert
Final Project
Lesson Plan
Grade Level- Late Elementary 5-6
Content Area- Animal Science
Title of unit- Animals Around Us
Learning goal- For students to be able to have knowledge about the common animals around the Pacific Northwest and know their main features and how they live
Technology Standards-
Creativity and innovation by having the student design their own brochure.
Research because the students had to do their own research about the animal.
Communication because the students had to work together on the first day during the group activity.
Technology Integrated- Power Point, Word, Photoshop, Cameras, YouTube, Excel for graphs, research on computer
Resources- I will use various websites to collect data on the different animals. I will try to use YouTube to show animal breeding. I want them to do the learning from their peers mainly.
Unit Outline-
For day one I would want the student to have some background knowledge/refresher about the climate we live in. I would want this so that the students are able to understand why animals like camels or zebras aren’t common around this area. I think the best way to go about this is to do a power point to show the climate during the different season and incorporate some graphs of temperature and also lots of pictures. Most students would probably be from the area, so this would be short. From there, I would want the students to take a break from me talking at them and do a small activity. The activity that I would plan would be a group activity where the students have to work together to see what animals would do good surviving in the Pacific Northwest. I would have this timed so it would make the students work together to try and get them all right the fasted. I would do several rounds changing up the animals each time. The Power Point would probably be 30 minutes and the activity would also be 30 minutes. To wrap up the day, I would have the students create one slide on power point, just generic nothing fancy about what they learned and present it to the class. I would allow 20 minutes of work time and 20 minutes of sharing since it will most likely go fast.
When day two arrives, I would have the students sit down and do research about an animal that I have assigned them. This research will be long and they will have to create a brochure to hand out to their classmates when done. That will have to include their animal’s habitat, breading if applicable, population change, life span, food, area of PNW they are mostly found in and so one. This project will continue through out the week. I would allow 20 minutes of brainstorming of what their brochure will look like. Next I would go into talking about different breeding methods of animals and ways to reproduce. I would do this by showing videos
(nothing to graphic) to show the different ways. I would want to do this because

they don’t have a lot of sex education and breeding is a huge part of animal life. That would probably last 1 hour with all the questions and different videos to show. I would most likely use YouTube. I would then let the student lose to start their research on Google or another search engine. This will finish up the day at about 20 minutes of research.
On the third day, I would want the student to come in and start their research right away. I would give them roughly 30 minutes to do so and I would guide them to look at pictures of their animal to lead onto the next day, I would also want them to start entering their information about their animal. I would then interrupt and talk just a little bit about how to insert dad into a table and spread sheet since they will be talking about population change. I will do an example for them, which should only last about 15 minutes if no questions. I would then give the students the rest of the 55 minutes to hopefully get their brochure almost done and to only need pictures.
When the fourth day comes around, the students will be introduced to cameras, which they will be using. We will go on a field trip to try and find the animals the students have been learning about. I will talk to them about how to spot the different animals based on what they are and how to handle them if you can. I will also teach them about the other animals that we see that are not included in the project. The goal is for each student to take a picture of the animal they are leaning about. This field trip will take the whole hour and 40 minutes.
Finally, on the fifth day, the students will sit down and upload their pictures onto the computer. If they need to, they will put them into Photoshop to change anything or add anything they want. I would expect al of them to do at least one thing. They then will put the picture in their brochure and print them out when finalized. The students will have 40 minutes to complete this part. Once done with that, they will all get in front of the class and teach the class what they have learned.
This will take one hour and be the conclusion of the unit.