PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Step One: Identify the Title and Core Concept
Name of Project:
Duration: 3-4 Weeks
Amazing Animal Authors
Subject/Course: Science/ELA
Teacher(s): Beth Crump, Sherrie Adams,
Shadia Nesheiwat, Tara Cline, Anne Moore
Grade Level: 1st
Other subject areas to be included, if any: ART/Technology
Living Things: A Study in Survival
(Unit Topic)
(core concept)
Step Two: Identifying Standards to Be Addressed
Significant Content
(CCSS and/or others)
Science 1-Standard 1: Analysis, Inquiry, and Design SCIENTIFIC INQUIRY:
Key Idea 1:
The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard
about.
S1.2 Question the explanations they hear from others and read about, seeking clarification and comparing them with their own
observations and understandings.
S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or
understandings
S1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative
explanations of what they have observed.
Standard 4: Living Environment
Describe the characteristics of and variations between living and nonliving things.
Major Understandings:
1.1a Animals need air, water, and food in order to live and thrive.
3.1c In order to survive in their environment, plants and animals must be adapted to that environment.
• animal adaptations include coloration for warning or attraction, camouflage,defense mechanisms, movement, hibernation, and
migration
Describe the major stages in the life cycles of selected plants and animals.
4.1a Plants and animals have life cycles. These may include beginning of a life, development into an adult, reproduction as an adult,
and eventually death.
4.1e Each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is
called a life cycle. Some insects change from egg to larva to pupa to adult.
4.1f Each kind of animal goes through its own stages of growth and development during its life span.
4.1g The length of time from an animal’s birth to its death is called its life span. Life spans of different animals vary
5.2b Animals respond to change in their environment, (e.g., perspiration, heart rate, breathing rate, eye blinking, shivering, and
salivating).
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5.2c Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment.
5.2d Some animals, including humans, move from place to place to meet their needs.
5.2e Particular animal characteristics are influenced by changing environmental conditions including: fat storage in winter, coat
thickness in winter, camouflage, shedding of fur.
5.2f Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating,
hunting, migrating, and communicating.
COMMON CORE ELA Standards:
Reading for Informational Test 1
1. Ask and answer questions about key details in a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or
information in a text.
6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
7. Use the illustrations and details in a text to describe its key ideas.
Writing.1
2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing
as needed.
6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence
of instructions).
8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening.1
1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Arts Standard 1: Visual Arts
1. Students will make works of art that explore different kinds of subject matter, topics, themes, andmetaphors. Students will
understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of
art. Students will use a variety of art materials, processes, mediums, and techniques, and use
appropriate technologies for creating and exhibitingvisual art works.
21st Century
Competencies
(to be taught and
assessed)
Collaboration:
X
Creativity and Innovation
X
Other:
http://files.ocmboces.org/PBL_resources/Assessing/BIE%20K2%20Collaboration-Teamwork%20Rubric%202013.pdf
Communication:
http://files.ocmboces.org/PBL_resources/Assessing/BIE%20K2%20Communication-Presenting%20Rubric%202013.pdf
Critical Thinking
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PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Project Summary
(include student role,
issue, problem, or
challenge, action taken,
and purpose/beneficiary)
Driving Question


Philosophical or
Debatable
Product-Oriented

Role-Oriented
Guiding Questions:
Students will have choice of an animal to research to create a grade level resource book for the library to teach
other about animals. The book will include: Diet, Habitat, Life Cycle, Adaptations and Interesting Facts
discovered through the in-depth inquiry and research. The project will be similar to the Anita Schmidt-Kyanka’s
book idea that create factual information of Great Blue Herons with beautiful water-color illustrations. Children
will work in research/illustrator pairs to create their page for the class book. Pairs will create 2 pages of the
book (each will do an illustration, but the writing of the research will be a shared experience).
How can we as authors create a teaching book to teach others what we learned
about a variety of animals?




What do animals need to survive?
What are animal habitats?
What is a life cycle?
How do we use multiple resources to research?
Key Academic
Vocabulary:
Adapt, life-cycle, habitat, diet, adaptations,
Entry Event
(The Foyer)
Using local author/artist book: Sapsucker Blues: The Story of an Endearing Family of Great Blue Herons by Anita
Schmidt-Kyanka. Maybe have her for the entry event.
YouTube: https://www.youtube.com/watch?v=Lf5F0v_FYSQ
Product(s) and/or
Performance(s)
(The Kitchen)
Individual:
Specific content and competencies to be assessed:
In Pairs Animal Choice: Page for the Book
-two pages:
1. Writing about the animal
2. Illustration
Peer Critique will be used for both
Science Standards: 1 & 4
Reading for Information: 1, 3, 5, 6, 7
Writing: 2, 5, 6, 7, 8
Speaking & Listening: 1, 2, 5
21st Century Skill: Collaboration
http://files.ocmboces.org/PBL_resources/Assessing/BIE%20K-2%20CollaborationTeamwork%20Rubric%202013.pdf
Art Standard: 1 Visual Arts
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Team:
Specific content and competencies to be assessed:
Class or Grade Level picture book
Science standards: 1 & 4
Speaking & Listening: 1, 2, 5
21st Century Skill: Communication
Presenting their portion of the project
(Ideas such as Author seat, video
recording, meet the author night)
http://files.ocmboces.org/PBL_resources/Assessing/BIE%20K-2%20CommunicationPresenting%20Rubric%202013.pdf
Step Three: Develop Your Learning Window
Knowledge Goals
Behavioral Goals/Habits of Mind
(Facts, sequences, and vocabulary terms-list terms under “Key Academic
Vocabulary)
(Habits of mind/attitudes that will foster success in the unit)




Animal adaption and facts about different animals.
What is non-fiction?
What, why and how to research.
What do animals’ needs to survive?
Understanding Goals
(Big ideas, generalizations, principles)
Every animal has needs and wants to adapt and live in its
environment.
Behavioral Goals:
 Collaboration
 Global citizenship and compassion for wildlife
 Conservationist
Habits of Mind (p.36 Classroom Curr. Design):
 Persisting
 Questioning and Posing problems
 Thinking and communicating with clarity and precision
 Thinking interdependently
Skill-Acquisition Goals
(Targeted skills and/or Hidden Skills of Academic Literacy)
Reading & Study Skills:
 Informational reading
 Informational writing
Reasoning & Analysis Skills:
 Compare/Contrast
Production & Communication Skills:
 Write a shared/collaborative piece
 Using “Craft Moves”: Captions, titles, table of contents etc.
Reflection & Relating Skills:
 Peer Critique
 Self-Reflection
 Readers response notebooks
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PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Public Audience
(Experts, audiences, or
product users students will
engage with during/at end of
project)
Parents, Library copy of the book, school community
-Hope to have Author Anita Schmidt-Kyanka (Entry Event?)
(The Kitchen)
Resources Needed
On-site people, facilities: Librarian
Equipment:
Materials: Non-fiction books, APP: 100 Zoo Animals & Real Animals
Community Resources: Public Library, The MOST-Animal Adaptation Travel Science Program ($250), The Burnett Zoo:
I’ve Got Needs ($250)
Websites/WEB 2.0 Tools: Book publisher: http://www.steubenpress.com/
Reflective Methods
(Individual, Team,
and/or Whole Class)
(The Porch)
Journal/Learning Log
X
Focus Group
Whole-Class Discussion
X
Fishbowl Discussion
Survey
Other:
Notes:
Once the book is published an idea on the table is during the public audience of “author’s chair”, the books would be available to
purchase with proceeds going to some sort of animal organization. This project aligns well with the Integrated arts project ESM has in
their school district and can also serve as their community service event.
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PRO JECT
DESI GN:
ST UD ENT
LEARNI NG
G UI DE
Project: The Amazing Animal Authors
Driving Question: How can we create a teaching book to teach others learn about a variety of animals?
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Presentations,
Performances,
Products and/or
Services
(The Kitchen)
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements)
to check for learning and ensure
students are on track
(The Workshop & Porch)
INDIVIDUAL
(and Pairs)
Science
Standards: 1 & 4
Reading for
Information: 1, 3,
5, 6, 7
Writing: 2, 5, 6, 7,
8
Speaking &
Listening: 1, 2, 5
21st Century Skill:
Collaboration
Instructional Strategies for All
Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(The Library & Workshop)
Science 1: I can think and observe like a
scientist and can ask good questions when I
research.
Science 2: I can describe animal characteristics,
behaviors, habits and interesting facts.


RI1.1: I can ask and answer important details of
things I read about animals
RI1.3: I can describe the connection between two
objects or pieces of information
RI1.5: I can use various text features to locate
information
RI1.6: I can tell whether I got information from
the text or from illustrations
RI1.7: I can use illustrations to describe key
details in a text


W1.2: I can write an informative piece where I
name the topic with facts.
W1.5: I can respond to my peers questions or
suggestions to strengthen my writing
W1.6: I can use digital tools to produce and
publish my work
W1.7: I can participate in research projects with
my classmates
W1.8: I can use provided sources to find
information


SP1.1: I can have kind conversations with my
partners and classmates during collaborative
research times.
SP1.2: I can show I understand what I read, hear,
and/or see by asking and answering


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SP1.3: I can ask and/or answer a question to
seek help or clarify my understanding
Art Standard 1: I can use art to illustrate my
research on animals


21st Century Skill-Collaboration: I can work
nicely and communicate with my partners and
classmate.


Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
(The Kitchen)
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements)
to check for learning and ensure
students are on track
(The Workshop & Porch)
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(The Library & Workshop)


SP1.1: I can have kind conversations with my
partners and classmates during collaborative
research times.
SP1.2: I can show I understand what I read, hear,
and/or see by asking and answering
SP1.3: I can ask and/or answer a question to
seek help or clarify my understanding


21st Century Skills-Communication: I can
present my learning on my researched animal
through talking and writing.


Science 1: I can think and observe like a
scientist and can ask good questions when I
research.
Science
Science 2: I can describe animal characteristics,
standards: 1 & behaviors, habits and interesting facts.
GROUP
4
Speaking &
Listening: 1, 2,
5
21st Century
Skill:
Communication
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK ONE
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK TWO
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK THREE
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK FOUR
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK FIVE
© 2013 Buck Institute for Education
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK SIX
© 2013 Buck Institute for Education
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