Animal Research
STEAM Lesson Brief
Educators on the team: Rachel Saunders, Nanette Houser, and Colleen Sullivan
Trained Arcola May, 2014
Students use knowledge from across the disciplines to strengthen their understanding of each
subject’s content and its related careers through topic or theme oriented realistic problembased activity-rich lessons.
Theme that this lesson would tie to: Research Skills? – research should be pervasive, not really
a theme – Biology/Zoology?
Specific Topic Concept within that theme: Animals
Thank you for your work.
You have a really nice start to your plan here and a great concept to work with. Your essential
concepts and the summary of those concepts are some of the most succinct and best that I've
seen in first reviews. Your plan does needs a little more tying together mostly in the flow of
your goals, project and assessment areas. Your descriptions of what the kids are going to do in
some areas were too vague for me to get a full picture of what you intended. In general, the
Project areas should be a paragraph describing to another educator what is done by the
students to produce and test the application of benchmarks in a project for each educational
subject, as it integrates into the theme. The assessment should not introduce any new activities
(they should all be introduced in the project). The assessment should describe what tangible
from the project element will be used to determine whether students have mastered the
subject specific benchmarks.
I would suggest reworking your T&E section to include an element in which students engineer
something new rather than only using IT to create a presentation. I have left specific comments
and suggestions in that section for your review.
I put in some questions for you.Orangecomments need to be addressed, green are my
suggestions.
Thanks! I look forward to your revisions. -MS
(Reviewed by GY)
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STEAM Education
Lesson Brief
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Skill Level (Grade Range): 1st/2nd Grade
Summary of Essential Concepts
Science
Students will research and present
 Essential Concept(s) – Life Science
about animals and their natural
 Goals/Objectives - tie together standards and
habitats through digital and written
take to the next level – tie to topic – frames
sources via Word and PowerPoint (S,
matching standards to theme
SS, LA; T), measure using nonstandard
 Standards - 2.3.1 Observe closely over a period
units and show actual measurement
of time and then record in pictures and words
using string (M) then apply this
the changes in plants and animals throughout
knowledge to create an animal mural
their life cycles-including details of their body
(Art) and demonstrate animal
plan, structure and timing of growth,
movements through music (Music).
reproduction and death.
Really great start!
 2.3.2 Compare and contrast details of body
Still need: E – PE
plans and structures within the life cycles of
plants and animals.
Coordinating Basic Plan
 1.3.1 Classify living organisms according to
We will display library books about
variations in specific physical features (e.g.,
different animals on tops of
body coverings, appendages) and describe how
bookshelves and blackboard ledges
those features may provide an advantage for
throughout the room. Students will
survival in different environments.
complete notecards with basic facts
 1.3.3 Observe and explain that plants and
based on research from their resource
animals have basic needs for growth and
books around the room(LA). Using this
survival: plants need to take in water and need
information, students will create
light, and animals need to take in water and
presentations (Word research report
food and have a way to dispose of waste.
or PowerPoint presentation) and
 1.3.4 Describe how animals’ habitats, including
animal murals(FA). While students are
plants, meet their needs for food, water,
gathering data, they will explore the
shelter and an environment in which they can
habitat(S), measurement(MA), and
live.
movement of their animal.
 1.3.5 Observe and describe ways in which
animals and plants depend on one another for
Finally, students will deliver an oral
survival.
presentation about their animal.
 Careers–zoologist; botanist; researcher;
veterinarian; animal trainer; teachergood!
Students’ notecards and presentation
 Project Element–Students will research (how?)
will be assessed using anecdotal
their chosen animal, including the following:
notes.
habitat, characteristics (color, size, movement),
Their animal mural will be evaluated
predator/prey, and lifecycle. You have a lot of
on color schemes, size relativity, and
great standards listed. Your project element
standard/nonstandard measurement.
should be a full paragraph about what the
All other subject areas will be
students will do in enough detail that another
assessed informally.
educator could implement this in their
Still need: T&E - SS – PE – Mu
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STEAM Education
Lesson Brief
Skill level (Grade Range):
1st-
2ndgrade
Timing of Lesson:
Math: 2 periods, 30 minutes each
Social Studies:5 periods, 30 minutes
each over the course of 3 weeks
Science/Engineering: 5 periods, 30
minutes each over the course of 3
weeks
Language/Technology: 5 periods, 30
minutes each over the course of 3
weeks
PE: 1 class periods, 30 minutes total
Music: 1 class period, 30 minutes total
Art: 4 class periods, 50 minutes each
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classroom. Your paragraph should explain the
project while including each of the standards
you listed formally. The ones I turned grey
aren’t addressed and the ones in black are not
addressed strongly.What tangible will the
students produce from their research?
Assessment- Students will research and
complete graphic organizers according to the
above requirements.The way this is written
should be included in your project element.
Your assessment section should not introduce
any new activities. Rather, it should describe
what specifically from the project element will
be assessed to determine whether students
have mastered the science benchmarks.
Extension - Students can find additional
information regarding their animal to add to
their project.
Basic Supplies:
All Subjects:
Pencil
Graphic organizers
Individual Subjects:
Science:
Informational TextsWhat are some
informational texts you recommend
for each subject?
Math:
Informational Texts
Graph paper
String
Scissors
Measurement Tools (rulers and
yardsticks)
Nonstandard Tools to Measure
(cubes, paperclips, etc.)
Social Studies:
Informational Texts
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Technology & Engineering
Essential Concept(s)– Research through
educational websites and presentation through
Word or PowerPoint programsThis is more
informational technology (IT) than T&E.
Goals/Objectives Standards – 2.ML.2.1:Recognize that media can
be sources for information, entertainment,
persuasion, interpretation of event an
transmission of culture.This is an LA standard.
You need ITEEA standards here.
2.SL.4.2: Create simple presentations that
maintain a clear focus, using various media
when appropriate to clarify ideas ,thoughts,
and feelings.
Careers – college professor; researcher;
technology specialist; journalist
Project Element–Students will analyze websites
searching for facts about their animal. Students
will create a PowerPoint presentation or Word
report. Once students complete the basic tasks,
they will use their knowledge to
measure/create an artistic representation of
STEAM Education
Lesson Brief
Language:
Informational Texts
Art:
Informational Texts
White Butcher Paper
Paint
Scissors
Paintbrushes
P.E.
Body Movements
Music
CDs with nature sounds
IT Resources:
Computer Lab
Online encyclopedia
Research websitesWhat sites do you
recommend?
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Other Resources:
their animal. They will then use the
nonstandard tools to measure the animal for
their painting. Using string and standard
measurement tools (ruler, yardstick), they will
give an actual-size representation of their
animal size. Your T&E project should include an
element of students doing research to be able
to propose a new tangible or design. Your
project element here is mostly S/LA and could
be used to expand upon your S/ LA section.
Consider having students use their research of
their animal and its habitat to design and
engineer what they believe would be the ideal
zoo/rehab environment for their animal.
Students could then construct these habitats in
a diorama or CAD. You should give students
parameters for the assignment and a list or set
of materials they will have to work within their
design. You can then assess whether the
student's dioramas met the specs or
parameters you provided. Can students explain
why their habitat would or would not work for
their animal?
Assessment–Students will provide facts from
their secondary source as well as their primary
source (informational texts). Students will
create digital presentations of their research.
Extension - Students may add extra information
to their report.
Students will develop their own designs (fonts,
colors, formatting, graphics) to their
presentation.
Misc:
Photos:
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Math – Measurement Great section overall!
 Essential Concept(s)– Measurement
 Goals/Objectives  Standards – 2.M.2: Estimate and measure the
length of an object by selecting and using
appropriate tools, such as rulers, yardsticks,
meter sticks, and measuring tapes to the
nearest inch, foot, yard, centimeter and meter.
1.M.1: Use direct comparison or a nonstandard
STEAM Education
Lesson Brief
Samples of mural animal:
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Great pictures!
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unit to compare and order objects according to
length, area, capacity, weight, and
temperature.
Careers – carpenter; builder; construction
Project Element – Students will research the
average measurements of their adult animal.
They will select the appropriate tool to
represent the actual size (length and height) of
their animal using string. They will use
nonstandard standard units to create a mural
of their animal to size relativity. They will tape
their accurate string measurements near their
animal painting. Students will use the
measurements to compare the lengths of each
animal researched in the class to order the
animals in size. They will then use the string
lengths to check their work and display the
murals in the correct order.
Assessment – Students will demonstrate
accurate measurements of their animal.
Extension - Students may compare their
measurements to other students’ animals.The
standard you included requires students to
make comparisons in measurement - include
this in your project element.
Students will compare the sizes of the animals
to their habitat ranges naturally and what they
would need for minimal range of motion inan
artificial habitat.
Students will compare their sizes to the sizes of
their animals.
Students can look at proportions to introduce
the concepts of fractions.
Language Arts
Essential Concept(s)– Reading Nonfiction Key
Ideas and Textual Support; Writing: the
Research Process; Presentation of Knowledge
and Ideasexcellent.
Goals/Objectives Standards – 2. W. 5 Conduct short research on
a topic.
STEAM Education
Lesson Brief
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2.SL.4.2:Create simple presentations that
maintain a clear focus, using various media
when appropriate to clarify ideas ,thoughts,
and feelings.
1.SL.4.2: Add drawings or other visual displays,
such as pictures and objects, when sharing
information to clarify ideas, thoughts, and
feelings.
Careers – author; journalist; researcher
Project Element 1–Students will preview a
plethora of informational text resources, as
well as Internet websites, about their animal.
Next, students will complete graphic organizers
to plan their project (PowerPoint/Word
document.) What will they be looking for in
their research? What are the parameters of the
assignment?
Project Element 2 – Students will present their
research project to their peers. Expand to
include the parameters. What media will
students use to create their presentation?
Assessment 1– Through informal assessment,
the teacher will evaluate thedepth and
accuracy of their research information. What
tangible from the project element can you
assess? The graphic organizer? What
specifically will be assessed to determine
whether students have mastered the LA
benchmarks? How will you group these into
rubric categories?
Assessment 2 - During oral presentations,
students will present accurate information in a
clear, projected voice. Did students accurately
utilize relevant visual displays to convey
meaning in their presentation?
Extension - Students may answer questions
from the audience that goes beyond the
project expectations.
Social Studies
Essential Concept(s)– Geography/ Biomes
Goals/Objectives -
STEAM Education
Lesson Brief
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Standards – 1.3.5 Summarize weather patterns
in the community, including temperature,
precipitation, cloud cover and the amount of
sunlight during the different seasons of the
year
1.3.6 Explain the effect of seasonal change on
plants, animals, and people
Careers – geoscientist; meteorologist; surveyor;
environmental lawyer; Department of
Environmental Inspection, cartographerWhile
the topics covered may relate to a variety of
careers, please keep careers listed here specific
to the subject at hand.
Project Element– Studentswill explore the
biome where their animal resides. They will
discover the location, landforms, weather, and
habitat. The standards you have listed are
geography falls under the realm of SS, however
your project in having students explore biomes
is more science related. The geography
standards are focused on having the students
summarize weather patterns and explain the
effect of seasonal change on organisms. Please
develop your project element to better align
with the SS concepts – expand them. Having
students focus on how these concepts are
relevant to the future for biomes, plants,
animals and society will make this stronger in
the social studies aspects.
Assessment–Students will report the
information in their presentation.
Extension – The students will compare and
contrast the geography of their animal to their
peers’.
Fine Arts
Essential Concept(s)– Visual Arts: Creating Art:
Studio Production
Goals/Objectives Standards – 1.6.1 Demonstrate skills of
perception in production of artwork.
1.6.4 Demonstrate thoughtfulness and care in
STEAM Education
Lesson Brief
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creating artwork.
1.6.5 Reflect on and share work with others.
1.6.6 Respect personal work and the work of
others.
Careers–book illustrator; graphic designer;
marketing advertising great!
Project Element–Students will examine
illustrations from their research materials.
Next, students will create a mural using
tempera paint. This is a good start. Please
expand to include enough detail that another
educator could implement this in their
classroom. Your project element should be a
paragraph that explains what the students will
do while formally including the standards you
have listed. What will students do to
demonstrate skills of perception, reflection,
etc.? What will the mural display?
Assessment–Students will display teamwork to
complete their mural of painting their chosen
animal.What specifically can you assess in a
tangible to determine whether students have
mastered your FA standards? How will you
group these into rubric categories?
Extension – Students may add extra
components of their habitat such as
environmental features, prey, etc.
Physical Education
Essential Concept(s)– Physical Activity; Motor
Skills and Movement Patterns
Goals/Objectives Standards – 1.1.1 Perform locomotor skills with
developmentally appropriate challenges to
reinforce
learning of basic movements.
2.1.1 Perform locomotor skills proficiently and
in combinations with
developmentallyappropriate challenges.
Careers – wellness coach; physical therapist;
general practitioner
Project Element 1– Students will demonstrate
STEAM Education
Lesson Brief
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appropriate movements of their animal.
Project Element 2 – Students will participate in
an animal tag game. The students will wear a
tag identifying which animal they represent. In
the game, they will “tag” only students who
live in their same biome.
Assessment 1 – Students will use what they
know about their animal to show how it moves
in its natural habitat. Were students able to
accurately demonstrate the movement
patterns of their given animal?
Assessment 2 – Students will be able to identify
the other animals from their habitat. Your
assessment should determine whether
students have mastered the PE benchmarks.
This is assessing science. Instead, the students
could assess the other students movements as
related to the animals they were mimicking to
show they understood the animal and the
other students were making similar types of
movements but with different muscles and
body parts and then muscle and skeletal
systems and comparisons would be a relevant
conversation about physiology to add in here.
Extension – Students will learn the movements
of other animals in the classroom. An alternate
version of the tag game could be played in
which students can only tag students who
represent animals below themselves in the
food web.
Music
Essential Concept(s)– RESPONDING TO MUSIC:
Reading, notating, and interpreting music
Goals/Objectives Standards – 1.5.3 Use body percussion and
movement to demonstrate rhythmic patterns.
Careers – musician; choir director; composer
Project Element – Students will listen to nature
music indigenous to the animal’s environment.
Assessment – Students will use active listening
as the music plays and will participate by using
STEAM Education
Lesson Brief
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appropriate animal movements with their
body. The way this is written should be
included in your project element to introduce
the activity. Your assessment should then
explain how you will assess the project element
to determine if students have mastered the
music standards. How will you make this
different from what the students will be doing
in PE? How can we bring the musical rhythm
and percussion in more?
Extension – Students will interpret how their
animal moves in different environments. This
is more related to PE. Students could use
boom whackers to create their own rhythmic
interpretation of their animal.
Evaluation of animal noises
Patterns of animal sounds – calm, peaceful,
happy, alarmed, etc.
Other forms of animal communication
Music from various regions – musical
instruments made from animal parts of various
regions
STEAM Education
Lesson Brief