Transcript Perfect Partners- Penguins and Pupils.pptx

Perfect Partners –
Penguins and Pupils
Integrating Across the Curriculum
Meeting Current Educational Objectives
Michele Carroll, NBCT
Forest Heights Elementary
Harrison, AR
[email protected]
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Goals
 Participants will be guided through a thematic unit about penguins and shown how
the study can be integrated across the curriculum and meet current educational
objectives.
 Books (fiction and non-fiction) will be reviewed.
 Websites and resources will be explored.
 Activities and student work will be reviewed.
 Correlation to Common Core State Standards for English Language Arts and Math;
Next Generation Science Standard; Social Studies Curriculum Frameworks and
Technology will be addressed.
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Why Penguins?
Graphic Organizer About Penguins
What is the difference between Penguins and Puffins?
 Penguins inhabit the Southern hemisphere while puffins range in the Northern hemisphere.
 Penguins are much larger than puffins in size.
 Penguins have proportionally small beak to their body, whereas puffins have a large beak in
relative to the body size.
 Puffins shed the colorful outer parts of the beak after breeding period but penguins do not.
 Penguins are flightless birds, but puffins can fly.
Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
Performance Expectation:
1-LS1-1 Use materials to design a solution to a human problem by
mimicking how plants and/or animals use their external parts to
help them survive, grow, and meet their needs.
How do a penguin’s feathers, beak
and feet help it survive in the
Antarctic climate?
National Geographic – Penguins
• RI.1.1 Reading Informational Texts - Details
• RI.1.2 Reading Informational Texts – Main Idea
• RI.1.5 Reading Informational Texts – Know and Use Text
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Features
Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Disciplinary Core Ideas:
 LS1.A: Structure and Function
 All organisms have external parts. Different animals use
their body parts in different ways to see, hear, grasp
objects, protect themselves, move from place to place, and
seek, find, and take in food, water and air.
Male penguins use their beak to find rocks to
build a desirable nest to attract females.
Criminal Penguin
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Disciplinary Core Idea
 LS1.D: Information Processing
 Animals have body parts that capture and convey different
kinds of information needed for growth and survival.
Animals respond to these inputs with behaviors that help
them survive.
Kidzone: Facts about Penguins
Penguins Gibbons, G. Penguins!
RI.1.4 – Reading Informational Texts – Ask and Answer Questions to clarify meaning
RI.1.6 Reading Informational Texts – Distinguish between information provided by
pictures or illustrations and words in a text.
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Science and Engineering Practices:
 Constructing Explanations and Designing Solutions
 Use materials to design a device that solves a specific
problem or a solution to a specific problem
Use material scraps
and/or construction
paper to design cold
weather clothing
Build a birdhouse
and see what kind
of birds are
attracted to it.
Any other ideas?
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Use a variety
of materials –
cloth, paper,
plastic, foam,
etc. to see
which material
repels water
best.
Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Crosscutting Concepts
 Structure and Function : The shape and stability of
structures of natural and designed objects are related to
their function(s)
 Use a variety of building materials to make a model of
several bird nests and determine why specific materials
might be used by birds – availability, sturdiness, etc.
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Influence of Engineering, Technology, and Science on Society
and the Natural World
 Every human-made product is designed by applying some
knowledge of the natural world and is built by using materials
derived from the natural world.
 Choose a man-made item, such as deep sea diving suits. How
could a penguin’s feathers and shape might have been the
inspiration for the suits.
 Pierre the Penguin, A True Story by Jean Marzollo
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
Performance Expectation:
1-LS1-2 Read texts and use media to determine patterns in
behavior of parents and offspring that help offspring survive.
Emperor Penguin Families
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Disciplinary Core Idea
 LS1.B: Growth and Development of Organisms
 Adult plants and animals can have young. In many kinds of
animals, parents and the offspring themselves engage in
behaviors that help the offspring to survive. (1-LS1-2)
 Schuetz, K. Baby Penguins
 Penguin Facts
 Kidzone - Penguins
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Obtaining, Evaluating, and Communicating Information
 Read grade-appropriate texts and use media to obtain
scientific information to determine patterns in the
natural world.
 Non-fiction and Fiction Books are included later in the
Powerpoint.
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Crosscutting Concepts
 Patterns in the natural world can be observed, used to
describe phenomena, and used as evidence.
Life Cycles
Migratory Patterns
March of the Penguins
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
Performance Expectation:
1-LS3-1 Make observations to construct an evidencebased account that young plants and animals are like,
but not exactly like, their parents.
Both chick
and adults
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Disciplinary Core Idea
 LS3.A: Inheritance of Traits
 Young animals are very much, but not exactly, like their
parents. Plants also are very much, but not exactly, like
their parents.
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Next Generation Science Standard
Grade 1
 Disciplinary Core Ideas
 LS3.B: Variation of Traits
 Individuals of the same kind of plant or animal are
recognizable as similar but can also vary in many ways. (1-1)
World Book Online - Kids
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Next Generation Science Standard
Grade 1:
Structure, Function and Information Processing
 Constructing Explanations and Designing Solutions
 Make observations (firsthand or from media) to
construct an evidence-based account for natural
phenomena.
 RI1.9 Identify basic similarities and differences between
two texts on the same topic.
 National Geographic – Penguins!
 Penguins by Gail Gibbons
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Social Studies Frameworks
Strand: Geography
Content Standard 8: Geographic Representations Students will use geographic representations and skills to
become geographically-informed citizens.
Kindergarten
Spatial Views of
the World
G.8.K.3
Explain map
symbols, legends,
and compass
rose
D2.Geo.1.K-2
Grade 1
G.8.1.3
Construct and
label maps of
familiar places
D2. Geo.1.K-2
Grade 2
G.8.2.3
Construct and
label maps of
familiar and
unfamiliar places
D2.Geo.1.K-2
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Social Studies Frameworks
Content Standard 9: Human-Environment
Interaction - Students will analyze the interaction
between humans and the environment.
Kindergarten
Place, Region, and
Culture
G.9.K.3
Identify ways weather
and climate impact
daily life
D2.Geo.4.K-2
Grade 1
G.9.1.3
Describe ways
weather, climate, and
other environmental
characteristics affect
daily life
D2.Geo.4.K-2
Grade 2
G.9.2.3
Explain ways weather, climate,
and other environmental
characteristics affect people’s
lives in a place or region
D2.Geo.4.K-2
Peculiar Penguins
Purchased from
Teachers Pay Teachers
Writ t en by J. Albright & K. Turner
www.j kcurriculumconnect ion.com
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More English Language Arts
Activities
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Tacky the Penguin
Identify the Main Character and Setting
Identifying the problem
Students retell Tacky the Penguin
Identify the relationships between characters
Reading Literature
 RL1.1.
 RL1.2
 Rl1.3
events.
Answer Key Details
Retell stories, including key details
Describe characters, settings and major
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More English Language Arts
Activities
 Reading Literature
 RL1.5
Explain differences between books that tell
stories and books that give information.
 RL1.7
Use illustrations and details in a story to
describe its characters, setting or events
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Websites
 Emperor Penguins
 Kidzone Penguins
 Basic Penguin Facts
 World Wildlife
 Penguin Videos from Discovery
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More Websites
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Enchanted Learning - Penguin Printouts
Penguin World
Penguin LIveCam at SeaWorld
Penguin Cam
Scholastic Printables about Penguins
Readworks.org
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Print Resources
Non-Fiction
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Berger, M & G. Polar baby animals
Berger, M. & G Polar animals all year long
Berger, M. & G Polar animals in danger
Berger, M. & G What polar animals eat
Berger, M. & G Where polar animals live
Cowcher, H. Antarctica
Penguins Gibbons, G. Penguins!
Glassman, J. Amazing arctic animals
Levinson, N. S. North Pole South Pole
Marzolla, J. Pierre the penguin: a true story
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Print Resources
Fiction
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Buzzeo, T. One Cool Friend
O'Neill, M. The penguin who wanted to be different: A Christmas Wish
Minor, W. & F. If you were a penguin
Myracle, Lauren The life of Ty – Chapter Book
Lester, Helen. Tacky the penguin
Lester, Helen, Tacky and the Emperor
Lester, Helen, Tacky goes to camp
Lester, Helen, Three cheers for Tacky
Soltis, S . Nothing like a puffin
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Activities
 Describe Tacky – how do his attributes help him solve
the problem?
 Characterization and Identifying how the main
character plans to solve the problem
 Compare Tacky with the other characters in the story
 Sequence and Character Descriptions; Identifying the
story resolution
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Activities
 Read National Geographic – Penguins!
 Using the contents page and exploring the role of
photographs
 Read Baby Penguins by Kari Schuetz.
 Identifying and using headings
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Activities
 http://www.worldbookonline.com/pl/forkids/
 Compare penguins to chickens – designate phrases
that describe both (same) or just one (different). Use
this information to make a Venn Diagram.
 Where do penguins live?
 http://www.worldbookonline.com/pl/forkids
Use globe to show the distances
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Activities
 One Cool Friend, Buzzeo Write what you would do if
you had a penguin for a friend.
 W.1.3
Write a narrative
Without You by Sarah Weeks
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Activities
 Vocabulary: Penguin words – match picture to correct sequence
 Read Learn about Penguins then complete comprehension pages
 Facts versus Opinions: Penguins –
Sort facts v. opinions in whole group and individually
 “Penguins can; have; are”
 Building vocabulary for penguin acrostic
 Penguin words: alphabetical order
 Read Penguin Facts.
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Activities
 Penguin Glossary – review words and their meanings
 Use symmetry to complete the penguin picture
 How many words can you make from “penguin”?
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Activities
 Writing:
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“Penguin Habitats”
“Penguins Can . . . “
“Penguins Eat”
“Odd Penguins”
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Activities
 Venn Diagram
 Compare penguins to chickens
 Antarctic Antics on Discovery Education
 Animal Universe: Arctic Tundra on Discovery Education
 Measurement: length
 Penguins come in different sizes: Look at the graph on the
worksheet. How tall are each of the penguins? Compare the sizes
as the worksheet directs.
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 *Make life-sized penguins decorate as needed; write the penguin’s
breed and height
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Activities
 Scavenger Hunt on Enchanted Learning to find words to
describe penguins – put a chrome book at each table; As I call
out a definition, students look through “Little Explorer’s
Dictionary” to find the correct word
 http://members.enchantedlearning.com/classroom/quiz/penguin
 Acrostic – using words from today and in previous lessons on
penguins, write an acrostic poem. Go first to
http://www.readwritethink.org/ to complete a sample acrostic.
 Make a list of words that could be used in the acrostic.
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Activities
 Penguin Diagram – label and color
 Penguin Report
 Think of all the facts you have learned about penguins. Write a
paragraph: the first sentence must state the main idea and then
2 or 3 supporting facts. Illustrate.
 Writing: rough draft for penguin report: 1 main idea, 3
supporting facts
 Writing: final copy of penguin report; make penguin holder
 W.1.2 Write informative/explanatory texts in which they name a
topic, supply some facts about the topic and provide some since
of closure.
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Students – At Work
Information from last year’s unit on penguins on my
webpage
Penguins and Pupils
(Sorry, I tried to get the pictures, but there is a major problem with
inserting photos into a PPT using the MAC – I’ve been researching and
haven’t found a fix )
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Bibliography
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http://www.scholastic.com/teachers/
http://www.printables.scholastic.com/
http://kids.nationalgeographic.com
http://www.kidzone.ws
http://www.discovery.com/tv-shows/penguins-waddleall-the-way/videos/top-10-penguin-videos/
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Website Addresses
 http://www.library.arkansas.gov/libraryDivisions/trave
lerAccess/Pages/ProQuestStudentResourcesK-12.aspx
*
* (if you get the “can’t authenticate click on your city from the drop down menu, type
zip code and your SCHOOL’s phone number – that should enable you to arrive at the
portal page and give you access to the Traveler Access portal)
 http://www.worldbookonline.com/kids/Home#article/ar831739
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Search Penguins; click on “View pictures and videos” select the video below
 WB Explains: How many types of penguins are (This is the video in which the
penguins are making quite a racket while the zoo’s penguin specialist is
talking and my kids said the penguins were so loud they could not hear the
person talking )
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Website Addresses
 http://www.worldwildlife.org/species/penguin
 http://seaworldparks.com/en/seaworldorlando/animalvision/viewanimals/penguins/
 http://www.apl.tv/african-penguins.htm
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Teacher Pay Teachers Materials
 Penguins: Peculiar Penguins Non-fiction Penguin Unit
{CCSS}
 By JK Curriculum Connection
 Penguin Unit {Nonfiction and Fiction Literacy Activities}
 By Melissa Machan
 Penguins! {Printables, Centers & Actvities to Enhance Any
Penguin Unit}
 By Lauren Lynes
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Contact Information
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Michele Carroll, NBCT
Forest Heights Elementary
1124 S. Tamarind
Harrison, Arkansas 72601
870-741-5837 (school)
870-688-5362 (mobile)
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