Grade(s): 3 Title of Unit: Creatures of the Night
Overview of Unit Topic/Theme :
In this unit we will be learning about nocturnal animals. We will cover 1.) What it means to be nocturnal 2.) List the nocturnal animals we will be learning about
3.) Animals appearance 4.) Habitat 5.) Hunting 6.) Predators 7.) Now that students have some knowledge on each animal they can pick their favorite and do different writing activity involving this animal. Students will use this knowledge to fill in a chart with the information they have learned about nocturnal animals.
Rationale for Unit : Why are you teaching this unit and how is it relevant to the students at this point in time?
Students are learning about their surroundings and mother nature. They are becoming aware of all living things, including animals. Students are learning that all living things have different adaptations and unique qualities. Students will discover the meaning of nocturnal, appearance of the animals, habitat, hunting and predators. Students will show prior knowledge and new found knowledge through discussion, filling in the chart, labeling pictures and through their own individual research.
List the Provincial Learning Outcomes (PLOs) :
Language Arts Grade 3
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Oral Language: A1 use speaking and listening to interact with others for the purpose of contributing to a class goal, sharing ideas, making connections, solving problems, completing tasks.
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Reading and Viewing: B5 accessing prior knowledge to make connections, setting a purpose, making predictions, previewing texts

Writing and Representing: C2 creating informational writing featuring ideas developed through relevant detail, sentence fluency, appropriate word choice including content specific vocabulary, voice that shows interest in topic, organization that has logically connected and sequenced details.
Visual Arts

Creative Process A5: Create 2D and 3D images to communicate experiences, to illustrate and decorate, represent time in transformation
Science grade 3

S1 Ask questions that foster investigations and explorations relevant to the content
Документ1
Created: Sept. 2009

Culminating Task(s) : Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning

Students will learn what it means to be nocturnal by researching in books, computer etc.
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Students will complete a chart using their findings telling facts on each animal
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Students will fill in diagrams labeling the animals parts and what they are used for
Resources: What resources will you use in this unit? (books, websites, videos, hands on kits, etc.)
-Black out: Animals that live in the dark by Ginjer L. Clarke
-Natures Children by Billy Ivy
-Amazing world of night creatures by Janet Craig
-Zipping, Zapping, Zooming Bats by Anne Earle
-Night creatures by Wade Cooper
-First Discovery Night Creatures by Gallimard Jeunesse and Sylvaine Peyrols
Документ1
Created: Sept. 2009

Learning Outcomes
What are the unit level learning outcomes? What do you want students to learn, understand, appreciate? SWBAT (+ verb)
1.) What it means to be nocturnal.
2.) List the nocturnal animals we will be learning about
-Introduce Chart a.) Bush baby b.) Frog c.) Bat d.) Owl e.) Genet f.) Badger
3.) Animals appearance a.) Color b.) Hair vs. no hair c.) Eyes d.) Feet e.) Tail
4.) Habitat
5.) Hunting
6.) Predators
7.) Favorite
Description of Learning
Activities & Strategies
What teaching strategies & activities will you utilize to enable students to achieve the learning outcomes?
Lesson :1 what it means to be Nocturnal
(LO 1)
A.) I will introduce the topic by turning off the lights in the classroom and letting students eyes adjust to the dark.
B.) They will get into A and B partners and look at each other’s pupils
C.) We will discuss how long it roughly took for our eyes to adjust and what it feels like to try and see in the dark.
Lesson 2: List the nocturnal animals we will be learning about (LO 2)
A.) I will introduce a list of the nocturnal animals we are going to be learning about.
B.) I will introduce the chart of topics we are going to be researching about each animal.
C.) We will discuss if there are any other important nocturnal animals or facts we are missing from the chart.
Документ1
Created: Sept. 2009
Assessment Method/Tool
What method (e.g. write/say/do ) and tool/instrument (product) will you use to collect evidence of the learning?
Do : Listen to Introduction
Do : A/B partners
Say : discuss experience to light adjustment
___________________________
Do : Listen while I introduce the list of nocturnal animals that will be covered in this unit.
Do : Listen while I go over the chart and the topics that need to be researched for each animal.
Say : verbally discuss any missing animals or research topics.
Write : add to chart
Assessment Criteria
By what criteria do you decide that the outcome has been successfully met? What will you look for in the evidence?
A.) They must quietly and respectfully listen to the introduction of the meaning of being nocturnal.
B.) Get into A/B partners. Look at each other’s pupils and take turns speaking like they would in a normal conversation and share ideas.
C.) Respectfully take turns discussing the length it took for their eyes to adjust and what it felt like.
PLO: A1
_______________________________
A.) Students must quietly and respectfully listen to the topics and subjects being covered in this Unit.
B.) Verbally discuss any missing research or topics that could be added.
C.) Have students add any topics or animals that are nocturnal that they want to know more information about. PLO:
A1,B5

1.) What it means to be nocturnal.
2.) List the nocturnal animals we will be learning about
-Introduce Chart a.) Bush baby. b.) Frog c.) Bat d.) Owl e.) Genet f.) Badger
3.) Animals appearance a.) Color b.)Hair vs. no hair c.)Eyes d.)Feet e.)Tail
4.) Habitat
5.) Hunting
6.) Predators
7.) Favorite
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Created: Sept. 2009
Lesson 3: Describing the appearance of nocturnal animals (LO 2,3)
A.) I will touch on what kind of physical attributes we are looking for about each animal.
Ex. Hair, size, tail.
B.) They will touch on prior knowledge about what they already know about the physical appearance.
C.) We will take that prior knowledge and add it to the chart.
D.) I will introduce books for them to search through to find extra or unknown information on the physical appearance.
E.) They will collect handouts of at least one of the animals and label all its outer parts.
________________________________
Lesson 4: Habitat (LO 2,4)
A.) I will discuss the meaning of habitat and give some examples of other animals’ habitats that aren’t on the list.
B.) They will verbally discuss prior knowledge about what kinds of habitats these animals live in.
C.) They will research habitats using computers for new information.
D.) We will add new information to chart.
Do : Listen to kind of physical attributes that will be discussed.
Say: Verbally discuss prior knowledge of physical appearance of each animal
Do : Further research by using books to find more information on appearance.
Write : Add new information and prior knowledge to chart
Write : label worksheet
___________________________
Do : Listen to information on habitat.
Say : discuss prior knowledge about habitats.
Do : computer lab research
Do : add new information
A.) They must quietly and respectfully listen to what information we will be looking for.
B.) Verbally describe what they know about the animals appearance before researching
C.) Correctly label the parts of the animal
PLO: B5,C2,A5,S1
_______________________________
A.) Verbally exchange prior knowledge about habitat information.
B.) Research new information on habitat
C.) Add information to animal chart
PLO: A1,B5,S1

1.) What it means to be nocturnal.
2.)List the nocturnal animals we will be learning about
-Introduce Chart a.)Bush baby. b.)Frog
c.)Bat d.)Owl e.)Genet
f.)Badger
3.)Animals appearance a.)Color b.)Hair vs. no hair c.)Eyes d.)Feet e.)Tail
4.) Habitat
5.) Hunting
6.) Predators
7.)Favorite
Lesson 5: Hunting (LO: 5,2)
A.) We will watch a short video on one of the animals on the chart hunting for prey.
B.) They will form A/B partners and discuss what they noticed in the video ex. What kind of prey it was hunting, strategies it used etc.
C.) They will get into groups each having a different animal and looking for information using books about how that animals hunting techniques.
D.) We will add new information to the chart.
________________________________
Lesson 6: Predators (LO: 2,6)
A.) They will use prior knowledge to tell me what they think or know what the word “predator” means.
B.) I will give them the definition.
C.) We will watch a short video of another animal hunting one of our researched animals as prey.
D.) I will read 2 books to them and have them tell me when to add the relevant information to the chart.
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Created: Sept. 2009
Do : watch animal video
Say : discuss information from the video
Do : further their research on hunting skills
Write : add new information to the animal chart
___________________________
Do: Share prior knowledge to verbally discuss their opinion of a predator.
Say : provide proper definition
Do : Watch video and read informational books to pull out relevant text.
Write : Add information to chart
A.) Follow instructions on how to work in groups and staying on task to find the proper information.
B.) Gather information to the best of their ability.
PLO: A1,B5,S1
_______________________________
A.) Cooperatively and politely discuss their thoughts and opinions on the definition of the word given.
B.) Successfully be able to separate relevant information to irrelevant information given.
PLO: A1,B5,S1

1.) What it means to be nocturnal.
2.)List the nocturnal animals we will be learning about
-Introduce Chart a.)Bush baby. b.)Frog
c.)Bat d.)Owl e.)Genet
f.)Badger
3.)Animals appearance a.)Color b.)Hair vs. no hair c.)Eyes d.)Feet e.)Tail
4.) Habitat
5.) Hunting
6.) Predators
7.)Favorite
Lesson 7: Favorite (LO:2,3,4,5,6,7)
A.) I will read out all the categories and information from the chart that we have all created.
B.) They will pick their favorite animal that they have learned about and write a short paragraph about why they chose that animal, the most interesting fact and draw a picture of that animal in its natural habitat.
C.) For those that are willing to share they will read out their paragraph and share their picture with the class.
Do : Review information from the chart.
Do : Choose favorite animal and have them write about what drew them to this animal.
Say : Verbally discuss with class what they wrote and drew about their animal.
A.) Be able to successfully support their choice of favorite animal researched with valid and relevant information.
B.) Write to the best of their ability using proper spelling and punctuation.
PLO: A1,B5,S1,C2,A5
Документ1
Created: Sept. 2009