Kennard Elementary
Sarah Criswell
3rd Grade
Endangered Ecosystems
Technology Lessons
Kennard Elementary 3rd Grade
Technology Lesson
Sarah Criswell
Lesson One - Endangered Ecosystems
Materials:
KWL Chart
Computers with Internet Access
Objective: Support investigative findings with data found in books, articles,
and databases, and identify the sources used and expect others to do the
same.
NETS for Students:
1. Basic operations and concepts
o
Students demonstrate a sound understanding of the nature and operation of
technology systems.
o
Students are proficient in the use of technology
3. Technology productivity tools
a.
Students use technology tools to enhance learning, increase productivity, and
promote creativity.
Warm Up: Define Endangered and discuss what it means.
Direct Instruction:
Share information that I already know about Endangered Species and
encourage students to access prior knowledge about Endangered Species.
Read “Almost Gone” to demonstrate animals that are Endangered.
Group Work:
Students will discuss in their groups what they want to learn about
Endangered Species. Come up with questions they would like to research and
answer.
Discuss what predators are and why they are important.

What would happen to the ecosystem if there were no predators that
ate insects?
Independent Work:
Students will read information about Earth Watch Institute on this
webpage: http://www.earthwatch.org
Students will click on ‘About Us’ to find out what this organization is.
After they finish reading, they can fill out more information on the KWL
after browsing the Earth Watch website.
Answer the following question attached to the KWL chart:
Do you think Earth Watch Institute is an important organization? Why or
Why not?
Closure:
Students will share some questions they are hoping to answer after all of
our Endangered Species research.
Links to Prior Knowledge:
 Students are familiar with KWL Charts
 Students should know the basic computer vocabulary (mouse, doubleclick, tool bar)
 Students have basic understanding of information before we begin
the Day 1 lesson
Assessment:
 KWL Chart
 Measure comprehension with the question about the Earth Watch
Institute organization.
 Discussion of internet use
 Note students who are struggling with reading/internet use.
Kennard Elementary 3rd Grade
Technology Lesson
Sarah Criswell
Lesson Two - Endangered Ecosystems
Materials:
KWL Chart
Computers with Internet Access
Objective: Support investigative findings with data found in books, articles,
and databases, and identify the sources used and expect others to do the
same.
NETS for Students:
2. Basic operations and concepts
o
Students demonstrate a sound understanding of the nature and operation of
technology systems.
o
Students are proficient in the use of technology
3. Technology productivity tools
a.
Students use technology tools to enhance learning, increase productivity, and
promote creativity.
Warm Up: Students are already aware of organizations that are actively
trying to research endangered animals. Discuss how the Earth Watch
Institute is a helpful organization.
Define Ecosystems. Use a map to find Costa Rica.
Direct Instruction:
Listen to the Mission Statement from Shauneen Guidice in order to learn
about the ecosystem on Costa Rica and about the caterpillars. Accept the
mission statement to begin.
Group Work:
Follow these directions:
1. Go to http://www.scholastic.com/
2. Click on ‘Teachers’- The green tab
3. Click on ‘Online Activities’ on the top of the page
4. Click on Science and Nature
5. Click on Endangered Ecosystems
6. Click on Costa Rican Caterpillars ‘Go’
7. Read the mission statement at the bottom of the page and them click
on the button stating that you are accepting it and ready to begin
8. Click on the ‘Read Field Reports’ button in red
9. With your partner you will read ‘Why Caterpillars?’ and discuss
10. Then you will read ‘Caterpillar Defenses’ and discuss
11. Lastly you will read ‘The Great Caterpillar Hunt’
Independent Work:
Tell students to think of the information that they learned and then click on
‘Show what you know’ and ‘Build your own Caterpillars’ – Follow the directions
on the webpage and then print.
Closure:
Discuss why Caterpillars are important to the Ecosystem.
Links to prior knowledge:
 Students are familiar with world maps in order to find Costa Rica
 Students know the computer terminology in order to follow directions
for the interactive part of the lesson
 Students are familiar with information about endangered animals
Assessment:
 Monitor the students to make sure they are on task and not struggling
with any part of the lesson
 Discussion on how to navigate through the website in order to follow
the directions
 Rubric to grade the caterpillars that the students will be ‘building’.
 3pt- Students choose a color for the caterpillar and describe in
detail why they chose the color and use evidence from the text
to support their choice.
 2pt- Students choose a color for the caterpillar. They have a
reason why they chose the color, but not enough evidence to
prove that they understood why the colors are very important
for the caterpillar’s defense.
 1pt- Students choose a color for the caterpillar, but do not give
a reason for their choice
 0pt- Students did not complete the assignment
Kennard Elementary 3rd Grade
Technology Lesson
Sarah Criswell
Lesson Three - Endangered Ecosystems
Materials:
Computers with Internet Access
Objective: Support investigative findings with data found in books, articles,
and databases, and identify the sources used and expect others to do the
same.
NETS for Students:
3. Basic operations and concepts
o
Students demonstrate a sound understanding of the nature and operation of
technology systems.
o
Students are proficient in the use of technology
3. Technology productivity tools
a.
Students use technology tools to enhance learning, increase productivity, and
promote creativity.
Warm Up: Students already know what Ecosystem means. Discuss why the
habitat is important to the endangered animal’s ecosystem.
Use a map to find Mexico.
Direct Instruction:
Read the Mission Statement to the students to introduce what type of
animal they will be researching today: Mexican Wild Cats. Accept the mission
to begin
Group Work:
Follow these directions:
12. Go to http://www.scholastic.com/
13. Click on ‘Teachers’- The green tab
14. Click on ‘Online Activities’ on the top of the page
15. Click on Science and Nature
16. Click on Endangered Ecosystems
17. Click on Mexican Wild Cats ‘Go’
18. Read the mission statement at the bottom of the page and them click
on the button stating that you are accepting it and ready to begin
19. Click on the ‘Read Field Reports’ button in red
20. With your partner you will read ‘Why We are Here’ discuss what
carnivores are
21. With your partner you will read ‘Mystery Animal?’ Try to figure out
what animal is in the picture
Independent Work:
Click on ‘Show what you know’ and ‘Build a Food Web’ – Follow the directions
on the webpage and then print it.
Closure:
Discuss why carnivores are important to the ecosystem.
Links



to prior knowledge:
Students are familiar with world maps in order to find Mexico
Students know how to navigate through the scholastic website
Students are familiar with information they have been researching
Assessment:
 Notice if students need help understanding the task and building the
food web
 Oral participation
 Rubric to grade the caterpillars that the students will be ‘building’.
 3pt- Students completed the food web and demonstrate a
complete understanding of what a food web is and the
importance of where the animals belong.
 2pt- Students built the food web, but do not show complete
awareness of the purpose of the food web.
 1pt- Students attempted to build the food web, but did not put
effort forth to complete it.
 0pt- Students did not complete the assignment
Kennard Elementary 3rd Grade
Technology Lesson
Sarah Criswell
Lesson Four - Endangered Ecosystems
Materials: Computers with Internet Access
Objective: Support investigative findings with data found in books, articles,
and databases, and identify the sources used and expect others to do the
same.
NETS for Students:
4. Basic operations and concepts
o
Students demonstrate a sound understanding of the nature and operation of
technology systems.
o
Students are proficient in the use of technology
3. Technology productivity tools
a.
Students use technology tools to enhance learning, increase productivity, and
promote creativity.
Warm Up: Students have learned about the food chain. Discuss what the
purpose of the food chain Use a map to find Brazil.
Direct Instruction:
Read the Mission Statement to the students to introduce what type of
animal they will be researching today: Brazilian River Otter. Accept the
mission to begin
Group Work:
Follow these directions:
22. Go to http://www.scholastic.com/
23. Click on ‘Teachers’- The green tab
24. Click on ‘Online Activities’ on the top of the page
25. Click on Science and Nature
26. Click on Endangered Ecosystems
27. Click on Brazilian River Otters ‘Go’
28. Read the mission statement at the bottom of the page and them click
on the button stating that you are accepting it and ready to begin
29. Define what the Pantanal Area is
30. Click on the ‘Brazilian River Otters Field Site’ button in red
31. With your partner you will read all 3 pages of information
Independent Work:
Students will list plants and animals from the interactive website. Watch the
Video of the Pantanal Area to see how many plant and animal species you can
spot.
Closure:
Discuss how Otters can be identified.
Links to prior knowledge:
 Students are familiar with world maps in order to find Brazil
 Students know computer terminology and how to navigate through the
scholastic website
 Students are familiar with information on endangered animal and food
webs
Assessment:
 Notice if students need help reading and understanding the text
online
 Oral participation
 Discussion of how to navigate through the webpage in order to view
the Pantanal Area Video
 Exit Slip:
 Explain what the Pantanal area is by describing if it is a small or
large area and where it is located.
Kennard Elementary 3rd Grade
Technology Lesson
Sarah Criswell
Lesson Five - Endangered Ecosystems
Materials:
Shoebox
Markers
Construction Paper
Objective: Support investigative findings with data found in books, articles,
and databases, and identify the sources used and expect others to do the
same.
Warm Up: Students already know what the Pantanal Area is. Review what it
is and why this habitat is important to Brazilian River Otters.
Discuss why it is important to be aware of endangered species.
Direct Instruction:
Review the instructions to build your species of choice.
Group Work:
Grade each others shoebox species according to the rubric:
Independent Work:
Present your shoebox species and teach information about your species of
choice
Links to prior knowledge:
 Students are familiar with the information we have been researching
for the past few days on the internet.
 Students are familiar with information on endangered animals such as
the Costa Rican Caterpillars, the Mexican Wildcats, and the Brazilian
River Otter
 Students have given oral presentations before and are aware of the
rubric we will be assessing them with.
Assessment:
 Review expectations for the presentation
 Review rubric that students will be using to assess each presentation
 Oral participation
 Oral presentation Rubric
Vocal
Projection
Informatio
n
Constructi
on of
shoebox
species
Shoebox Species Rubric
4
3
2
Projects voice Can be heard
Difficult to
well
hear
Learned a lot
Learned some
Had a lot of
of information information,
questions
but had
about the
questions
information
Project has
Construction is
This project
been
good, but a
looks like it
constructed
there has not
was rushed to
well and used been a lot of
be finished
a lot of
effort
thought
1
Could not be
heard
Could not
understand
the
information
There was
no effort
toward the
project
Shoebox Species Directions
1. Choose the Costa Rican Caterpillar, the Mexican Wildcat, or
the Brazilian River Otter to do extra research.
2. Design your shoebox to look like your species and attach the
most important information that you researched to your
project.
3. Present your shoebox species to the class. The students will
use the rubric to grade the presentations.
4. Have fun and be creative with your shoebox design.