GYCousins

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==ITHE CHARACTERISTICS AND FEATURES OF THE AMAZING AFRICAN ADVENTURE OF THE SAFARI ==

Time Needed: 4 weeks, 45-minute lessons, daily
==Background: [|www.intel.com/education/unitplans/african/african_classinfo.htm] ==

Introduction of the Lesson:
==The African Adventure of the Safari is quite a fascinating and adventurous place for students to get an exciting and great learning experience on the different types of animals that live there. == ==The Student will be naturalists and help safari guests learn about diversity, interdependence, and wonder of life in the African wild of the Amazing Safari! == LEARNING OBJECTIVES:
 * Understand the relationships among living things and between living things and their environments.
 * Describe how adaptations help an organism survive in its environment.
 * Describe the principles of natural selection and adaptation.
 * Identify how some animals gather and store food, defend themselves, and find shelter.
 * Describe the relationship between characteristics of specific habitats and the organisms that live there.
 * Describe the basic needs of living things.

Student Objectives/Learning Outcomes ||   ||
 * **Targeted Content Standards and Benchmarks ** ||
 * State Goal 12: Understand the fundamental concepts, principles, and interconnections of life, physical and earth and space science. Standard 12 A. Know and apply concepts that explain how living things function, adapt and change. ||
 * Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems. This goal encompasses scientific inquiry and methods of technological design. Students will investigate questions, conduct experiments, and solve problems. They will listen, discover, describe, observe, and research scientific inquiry and methods of technological design. As students progress across the developmental spectrum they will continue to increase their knowledge base. They will use this knowledge and comprehension to apply, analyze, synthesize, and evaluate inquiry and design processes. They will choose proper techniques, classify information, demonstrate and modify designs, record data, explain prototypes and use a variety of scientific equipment. Then, they will perform, communicate, analyze, compare, contrast, evaluate, discuss, summarize and support their investigations and designs. The processes of science should be practiced in the context of the concepts of science found in Goal 12 and with the connections within science and from science to technology and society noted in Goal 13. 

Process and Technology Skills
 * Students will be able to:
 * Understand the relationships among living things and between living things and their environments
 * Describe how adaptations help an organism survive in its environment
 * Understand the relationship between predators and their prey
 * Identify how some animals gather and store food, defend themselves, and find shelter
 * Describe changes to the environment that have caused some species to become endangered
 * Understand the importance of animal conservation in today’s world
 * Students will be able to: **
 * Work cooperatively in small groups
 * Take notes from research information and synthesize information into clear writing
 * Create presentations using multimedia software
 * Create one-page publications using desktop publishing software
 * Observe copyright law

` National Educational Technology Standards (NETS) Prior to completion of GradeS 3- 5 students will: 1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1) 5. Use technology tools (such as multimedia authoring, presentation, Web tools, digital cameras, and scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4) 6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4) **
 *  Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems. This goal encompasses scientific inquiry and methods of technological design. Students will investigate questions, conduct experiments, and solve problems. They will listen, discover, describe, observe, and research scientific inquiry and methods of technological design. As students progress across the developmental spectrum they will continue to increase their knowledge base. They will use this knowledge and comprehension to apply, analyze, synthesize, and evaluate inquiry and design processes. They will choose proper techniques, classify information, demonstrate and modify designs, record data, explain prototypes and use a variety of scientific equipment. Then, they will perform, communicate, analyze, compare, contrast, evaluate, discuss, summarize and support their investigations and designs. The processes of science should be practiced in the context of the concepts of science found in Goal 12 and with the connections within science and from science to technology and society noted in Goal 13. `
 * Technology Performance Indicators is as follow:

CONTENT:

Each student becomes an expert on one of the animals native to Africa and contributes important information to a safari field guide. Each student investigates the natural history of the animal and learns about the animal’s habitat, ecological niche, interdependence, relative position in a food web, adaptive features and behaviors, and conservation. With their research behind them, each student “becomes” an animal and creates a multimedia presentation written primarily from the animal’s point of view.


 * From prior knowledge, students will be introduced to some of the African animals and the African ecosystem. They must have practice and apply these prerequisite skills as follow:
 * Prerequisite Skills: **
 * Writing Skills **
 * Research Skills **
 * Computer Keyboarding ** ||

Resources being used for this lesson are as follow: Materials and Resources Printed Materials · Teacher-made planning sheets ** Supplies ** · Paper for drawing, writing, and printer · Colored pencils and markers <span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Glue sticks <span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Scissors <span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Rulers <span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Poster board <span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Blank disks for students to save their work Journal pads**
 * <span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Reference books in the school library and classroom

The Content will emphasize the following questions throughout the lesson and the final project presentation If your animal could speak, how would it describe itself and its <span style="display: none; font-size: 10pt; font-family: Times New Roman; msospecialcharacter: comment; msohide: all;"> <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">life in Africa? Are all animals worth protecting? Why or Why not? ||  || How do animals in Africa adapt to their environment? What do African animals need to survive? What are the characteristics of African Animals? ||  ||
 * <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Curriculum-Framing Questions ||
 * <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Essential Question || <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">What is the price of life? <span style="display: none; font-size: 10pt; font-family: Times New Roman; msospecialcharacter: comment; msohide: all;"> <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"> || ||
 * <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Unit Questions || <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">If you were an African animal which one would you like to be and WHY?
 * <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">Content Questions || <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">How are living things connected in their habitat and in which ways do they need each other to survive for survival?

Internet Resources ** are used from a student sample done on the project and presentation on Cheetah as folllow: **

= = Cheetahs =**<span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Natural History Museum of Los Angeles County [|www.lam.mus.ca.us/cats/encyclo/jubatus/index.htm] **= = * Cheetah facts and pictures = =<span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The Cheetah Spot = = [|www.cheetahspot.com]* = = Facts about the cheetah = =<span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· PBS Cheetahs in a Hot Spot = = [|www.pbs.org/wnet/nature/cheetahs]* = = Facts, pictures, and video of cheetahs and other African animals = =<span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The Trade Environment Database (TED) = = [|www.american.edu/ted/cheetah.htm] = = * Information about cheetah conservation in Southern Africa, based on a case study outlining the decline of cheetahs and what is being done to protect and save them. =

=<span style="font-size: 90%; font-family: Verdana, Geneva, sans-serif;">PROCESS is as follow: = <span style="font-size: 90%; font-family: Verdana, Geneva, sans-serif;"><span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; msobidifontfamily: Arial; msobidifontsize: 12.0pt; msospacerun: yes;"> <span style="font-family: Verdana, Geneva, sans-serif;">The students will be introduced to the unit through the following scenario: Jungle Jeep Safari Company needs an animal field guide. They will distribute copies to their guests so the guests can identify and appreciate various African animals on the safari tour. The company also wants a multimedia presentation they can show to guests as they gather at headquarters before they set off on their safari. Your job is to become an expert on one animal and develop a page about the animal to add to the field guide. Jungle Jeep Safari Company is very excited to have your help! Send a thorough <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">Send a thorough [|letter] home that describes the activities of the unit and enlists parent help. Play a brainstorming game with the class to get students thinking about African animals and tapping into their prior knowledge. Working in small groups, have students think of and list as many African animals as they can in five minutes. After five minutes are up, bring the class back together and facilitate a round-robin, instructing each group to contribute only one animal at a time. Continue with the round-robin until lists are exhausted. Add each new animal to a class list and post it in the room for student reference or publish it for students to add to their unit work collection. Challenge students to continue adding animals to the class chart as they discover them through the research process.


 * Posing Questions and Eliciting Prior Knowledge<span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;"> : **

<span style="font-family: Verdana, Geneva, sans-serif;">Pose the Essential Question, //What is the price of life?// Have students give examples of things we put a price on, for example, food, clothing, toys, and so on. In small groups, have students begin to talk about the Essential Question and brainstorm their thoughts, examples, and ideas. Bring the discussion back to the whole group and chart the group’s responses. Use student responses to facilitate a discussion about animal conservation, overpopulation, and other environmental concerns. Keep this chart to refer to as the unit unfolds. Before students select their animals for research, engage in an activity that encourages and empowers the students to drive their own learning. A Know-Wonder-Learn (K-W-L) activity is a great way to elicit questions from students and make the learning their own. Ask students what they know about African animals already and what they wonder about them as well. Keep returning to the K-W-L questions to prompt thinking and investigation throughout the unit. As students generate questions, put the questions on big strips of paper, which can be organized according to the elements of the field guide activity (conservation, habitat, and so on). Field Guide Learning Activity =<span style="font-size: 10pt; font-family: Verdana, Geneva, sans-serif;">To get students involved in the field guide activity, pose the Unit Question, If <span style="font-size: 14pt; font-family: Verdana, Geneva, sans-serif;">you were an African animal, which one would you most like to be and why? Using the African animal chart started at the beginning of the unit, have students select and list three choices. Choose student names from a hat or bucket. When students are called, have them choose an animal from their list. To avoid duplication, have students cross out animals that have already been chosen. Develop a class list on chart paper showing the animal each student will be researching. Enlist students to suggest ways they can begin researching their African animal. Each African animal investigation will result in a field guide page done in publishing software and will include the elements in the following Field Guide Requirements. = =Field Guide Requirements= = = <span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Food web showing sun, producer, primary consumer, secondary consumer, and decomposer relationship <span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;">The class should have studied the concepts of habitat and interdependence before independent study begins. Mini-lessons might be necessary along the way, or the research steps might need to be modeled to help students further develop concepts.
 * <span style="font-size: 120%; font-family: Verdana, Geneva, sans-serif;">Section telling how to spot the animal on safari (based on a synthesis of information about habitat, ecological niche, adaptation, and interdependence)
 * <span style="font-size: 120%; font-family: Verdana, Geneva, sans-serif;">Section about conservation (an analysis of the underpinnings of biological success as well as health of the species)
 * <span style="font-size: 120%; font-family: Verdana, Geneva, sans-serif;">Section about the animal’s survival in the wild
 * <span style="font-size: 120%; font-family: Verdana, Geneva, sans-serif;">Section about the price of life
 * <span style="font-size: 120%; font-family: Verdana, Geneva, sans-serif;">Picture of the animal
 * <span style="font-size: 120%; font-family: Verdana, Geneva, sans-serif;">Facts-at-a-glance section (general characteristics of the animal)

Teacher Modeling and Getting Started
 * After choosing their animals to study, students can narrow their focus onto their own animal by using an individual [|KWL]Chart Model research and citation skills. Use the [|field guide example] to show students the format being used and an example of quality work. Make a research packet by attaching the K-W-L chart to the [|guided note-taking sheet]. Students can use the [|research and citation note-sheet] to record information as well. Have students use peer conferencing to get feedback on their work throughout the project. **Researching African Animals<span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;"> **As students dive deeper into their research, they will address and answer the following Essential, Unit, and Content Questions:** * //What is the price of life?//

<span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;">Allow several days for students to work on their investigations, and encourage them to use a variety of resources. Guide and assist students as needed during this process, taking anecdotal notes to keep track of individual needs. While the whole class is busy conducting research, meet individually with students to check their work, answer questions, and discuss their progress or any problems they may be having. Creating Field Guide pages, after students have gathered their information, they will create and publish a page for the field guide, using publishing software. Refer to the [|field guide example] again and answer any questions. Have students use the [|field guide template] as they input their own African animal information, pictures, and graphics. After all students have completed the field guide pages, place them in a class book for the classroom library.
 * <span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;">//If you were an African animal, which one would you most like to be and why?//
 * <span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;">//What do African animals need to survive?//
 * <span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;">//What are the characteristics of African animals?//
 * <span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;">//Are all animals worth protecting?//
 * <span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;">//How are living things connected in their habitat and in what ways do they need each other to survive?//

The students will do a checklist on their project to make sure that they are on the right task and target. On their project, the students will make sure they use the correct components that are dksplayed on their porwerpoint presentation project.

// Powerpoint Presentation Checklist on the African Animal Safari // My presentation includes at least one slide for each of the following:

<span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;">¨ Size <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;">¨ Speed <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;">¨ Longevity <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;">¨ Sensory acuity <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;">¨ Food consumption <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;">¨ Care of young <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;">¨ Other(s)
 * <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || Title ||
 * <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || Physical features of the animal ||
 * <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || How the animal is built and special characteristics ||
 * <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || Comparison of the animal to humans:

and includes: <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;">¨ Pictures <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;">¨ Graph || I have answered each of the following questions in my presentation: <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-style: italic; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontstyle: italic;">¨ <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic;">If you could be any African animal, which one would you be and why? <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-style: italic; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontstyle: italic;">¨ <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic;">If your animal could speak, how would it describe itself and its life in Africa? <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-style: italic; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontstyle: italic;">¨ <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic;">How are living things connected in their habitat and in what ways do they need each other to survive? <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-style: italic; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontstyle: italic;">¨ <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic;">Are all animals worth protecting? <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-style: italic; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontstyle: italic;">¨ <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic;">How do animals in Africa adapt to their environment? <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-style: italic; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontstyle: italic;">¨ <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic;">What do African animals need to survive? <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-style: italic; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontstyle: italic;">¨ <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic;">What are the characteristics of African animals
 * <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || Where the animal lives, with a map ||
 * <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || Animal’s habitat, with a picture ||
 * <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || How the animal hunts and the types of food it eats, with a picture ||
 * <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || Food web and a description of how it all connects ||
 * <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || Animal’s family life ||
 * <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || The future of the animal ||
 * <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">¨  || Summary that tells why the animal was chosen ||
 * <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-style: italic; mso-bidi-font-size: 11.0pt; msobidifontfamily: Wingdings; msobidifontsize: 11.0pt; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontstyle: italic;">¨ <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic;">What is the price of life?

<span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;"> **

= = <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; msobidifontfamily: Arial; msobidifontsize: 12.0pt;">Accommodations for Differentiated Instruction : Special Needs Students address as follow: =| <span style="font-size: 11pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;"> Resource Student = = = <span style="font: 7pt 'Times New Roman'; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> Let pairs of students study one animal

> > English Language Learner =Product:=
 * <span style="font-size: 110%; font-family: 'Times New Roman', Times, serif;">Have the student focus on a few pieces of the research rather than the entire assignment
 * <span style="font-size: 110%; font-family: 'Times New Roman', Times, serif;">Modify the amount of work required but try to maintain depth
 * <span style="font-size: 110%; font-family: 'Times New Roman', Times, serif;">Provide more support, using teaching assistants, parents, and student helpers
 * <span style="font-size: 110%; font-family: 'Times New Roman', Times, serif;">Provide extra time to complete activities (possibly during resource classes)
 * <span style="font-size: 110%; font-family: 'Times New Roman', Times, serif;">Modify note-taking methods to include the use of graphics or dictation |
 * Nonnative Speakers
 * Provide some research resources in the student’s native language
 * Provide auditory resources, such as tapes, and provide print resources that are at an appropriate reading level
 * Allow for a project with simpler sentences, but encourage more comparisons and numerical or graphical representations |
 * Allow for a project with simpler sentences, but encourage more comparisons and numerical or graphical representations |

[|african_KWL Chart.doc] African Adventure Safari Presentation Scoring Guide The student sample on the Cheetah Powerpoint presentation was graded on the following Criterias



Content || 3

Excellent || 2

Good || 1 Needs Improvement ||

Notes || 3 || || || || 3 || || || || 3 || || || || 3 || || || || 3 || || || || 3 || || || || 3 || || || || 3 || || || || 3 || || || || 3 || || || || 3 || || || || 3 || || || ||
 * I complete all parts of the project. || 3 || || || ||
 * I describe the general characteristics of an African animal (physical characteristics, habitat, hunting, food, and family life). ||
 * I make important connections between the animal and conservation. ||
 * I write from the animal’s point of view. ||
 * I describe the animal’s food web and all of its parts. ||
 * I have addressed the Curriculum-Framing Questions. ||
 * Images || 3 || || || ||
 * I include images and diagrams to explain my learning. || 3 || || || ||
 * I include a graph to compare the animal to other animals. || 3 || || || ||
 * Speaking ||
 * I practice before I present. || 3 || || || ||
 * I speak clearly and slowly. || 3 || || || ||
 * I present with confidence. ||
 * I use correct vocabulary. ||
 * I explain the significance of my drawing. || 3 || || || ||
 * I answer questions. ||
 * Writing || 3 || || || ||
 * I follow the correct format. ||
 * I present information in a clear order. ||
 * My ideas flow smoothly from topic to topic. || 3 || || || ||
 * I proofread. ||

Credits are as follow:
Many heartfelt thanks to my superb instructor and facilatator, Diana Gonzales for taking the opportunity to teach and give me indepth information on her technological knowledge and skills use and apply to the 21st century. Also for her guidance and her consummate knowledge of Intel Education Course. Thanks for my colleagues, Nichollette Moore and Diane Clutch for their support throughout the course. In addition, I want to thank my other colleagues for sharing their ideas and knowledge of Technology! I want to thank Intel Teach Program for giving me alot of essential information to integrate and apply more Technology in my Special-ed classroom and to be able to share with my colleagues. Also I got a chance to use Wikis and blogs to integrate my curriculum/Technology using 21st century Technology skills. . Other credits goes out to the following sites: The Trade Environment Database (TED) [|www.american.edu/ted/africananimals.htm] <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· // Kids’ Planet Fact Sheets // [|www.kidsplanet.org/factsheets/map.html]* Information about African animals <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· // Yahooligans // [|www.yahooligans.com]* Search for African animals to find facts about them <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· // Discovery Kids // [|http://kids.discovery.com]* Search for information about African animals <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· African Virtual Game Reserve [|www.african.com]* Webcam that shows different parts of the African landscape and animals in action <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· African Wildlife Foundation [|www.awf.org/wildlives]* Information about African animals, and a place to adopt African animals <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  Zoobooks Magazine [|www.zoobooks.com/]* <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-bidi-font-style: italic;">A kid-friendly Web site about animals with educational games, and information about animals <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  National Geographic Kids [|www.nationalgeographic.com/kids/index.html*] Information on animals of the world with games, stories, and pictures Technology—Hardware ** <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Computer for research and creating brochures and slideshow presentations <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Internet connection to research African animals and visit Internet sites <span style="font-size: 10pt; font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Projection system to show examples to students **

Background : ** [|www.intel.com/education/unitplans/african/african_classinfo.htm] [|www.illinoislearningstandards.org] www.commoncreations.org [] [|www.graphicorganizers.com] [] []/Fc

Author:
This Wiki was created and put together by Gail Y Cousins who is a Special-ed Teacher in the Chicago Public School System. She is accredited for having a Masters Degree in Special-ed with a Type 7 Teaching Certificate and endorsements in Special-ed. She love to collaborate and share her teaching skills and strategies with other teachers. Most of all she has the patience and endurance to accommodate and assess her Special-ed students. Please address your insightful comments and questions to the Discussion page shown above my Wiki Presentation page or feel free to contact me at couturefinesse@yahoo.com I look forward in reading your comments and questions and responding back to you!

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