Name of Designer: Becky Lowe
School/District: Fairburn School\Custer School District

A. Subject Area/Topic:
Grade Level: The 1st Grade Students will be working in the area of Science and technology. This lesson could very easily be adapted for older students also.

B. Targeted Standard:1.L.1.3—Students are able to list life needs of people and other living things.

C. Unpack the Standard: Students need to list what people and other living things need to live.

D. Academic Vocabulary: List the key terms students will need to know in order to understand the content.
Living things, needs (they need to know that a need is a necessity)
E. Assessments
Formative:: With 1st graders, it is best to do a lot of observtions, but I will also ask them a lot of individual questions to check for understanding.
Summative:At the end of the lesson/unit, we will do group discussion, and more individual questioning.


F. Student Learning Activity:
What will students be asked to do?
Students will need to be able to look online, and in an encylopedia information about a specific animal.
Students will need to be able to put the information into a online graphic to print out.

How might this be framed as an iquiry based situation?
This activity will be all hands on for the students. They will need to work, with assistance online to find information and then to input that information into the graphic organizer.

In what ways could this be connected to an authentic learning experience?
The students will be doing this activity on their own with assistance. They will gain the knowledge because they are having to gather and find and display the information on their own.

Which 21st century skills wil be addressed?
Critical Thinking and Problem Solving
  1. Identify and define authentic problems and significant questions for investigation.
  2. Plan and manage activities to develop a solution or complete a project.
  3. Collect and analyze data to identify solutions and/or make informed decisions.
  4. Use multiple processes and diverse perspectives to explore alternative solutions.

Research and Information Fluency

1. Plan strategies to guide inquiry.
2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4. Process data and report results.
Notes: As the teacher, I will show the students what the expectations are on the smartboard, and then I will have them go to their individual workstations to find the information that they need to do their own graphic organizer.

G. How will I configure my classroom for the learning activity?
  • Whole group instruction, using the smartboard
  • One to one using classroom computers in the computer lab setting
  • Notes: Computers will be needed, but I will print the graphic organizer so that they can see what it is that they are going to be doing. They will need to fill the information out on the paper first so that it is easier for them to type the information into when they go onto the computer.
How will I manage implementation?
Classroom Management
  • General computer rules/procedures--Students will need to follow our classroom computer rules. They will only be allowed to go to approved websites.
  • Specific directions for activity--Students will need to work to find the information needed to fill in their graphic organizer about living things needs.
  • Helping Hands--The teacher and the paraprofessional will need to work with the students on an individual basis in order to help them gather the information.
  • Other

Where will I use this activity in the instructional cycle?
I will use this as an enrichment tool to help them understand about needs.

What additional considerations will support successful implementation?
The students will need to be able to go online to research their animal.
The students will need to go to the following website to fill in the graphic organizer: http://www.readwritethink.org/files/resources/interactives/animal-inquiry/


H. Reflect on the integration plan.
What considerations need to be made? Students will need a lot of time to find the information and put it into the online graphic organizer.
What is my alternate plan if for some reason the technology is unavailable? I will have the graphic organizer printed out so they can put their information on it.

I. How does this plan fit with the rest of your general curriculum to support student learning?
The students need to know and understand wants and needs for social studies, and needs of living things. This activity will promote technology, English, and other subjects. This follows a state standard that needs to be met.

N. In what ways could you tailor this integration plan to meet the individual student learning needs?
The plan is set out to meet individual student learning needs. The activity is individually based for each child. Different expectations will used for different grade levels.

Formative Feedback Strategy
I am going to go over the graphic organizer with each individual student to make sure that they were understanding what was asked of them. We will then work on what needs to be fixed or changed.