Activity1 : Introduction to Ohio’s wildlife, What is an ecosystem?, multiplication
Grade Level: 3-5 band
Science-­‐ LS.3.3 · Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. History-­‐HIS.5. · Multiple-­‐tier timelines can be used to show relationships among events and places. ECON.4.1 · Tables and charts help people to understand information and issues. Tables organize information in columns and rows. Charts organize information in a variety of visual formats (pictures, diagrams, graphs). GEO.4.1 · A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States. W.3.7 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. OA.3.1 1. Interpret products of whole numbers, e.g., interpret 5 Å~ 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 Å~ 7. Task Analysis of Science Standard
Activity: What is an ecosystem? What is Ohio Wildlife?
Engage with
pictures of animals
or 3-D animal
models
Identify wildlife in
own backyard
Pick a favorite
animals out of a
choice of 3
What animal is
bigger?
Fox or rabbit?
Select where the
animal liveschoice of 2
Select what a
given animal looks
like at birth from a
choice of 2
Put the life cycle
of a frog in correct
order
Session 1
1. (Pre- Assessment) give the pre-assessment to all students
2. Show the Ohio Wildlife book and observe students as they try to locate a favorite animal to
research
Session 2
1. Review the word wall- introduce the words “Wildlife” “Ecosystem” “Ohio”
2. Build a class sample web—Deer (what eats, looks like at birth, where lives, predator, prey)
3. Students should select own animal and start to research to locate answers for their own web
Session 3
1. Review the word wall—Ohio, Wildlife, Ecosystem, North, South, East, West
K, Pero 2014 edited by S. Benson 2. Review student researched animal webs
3. Show Ohio Map-Using stickers, push pins or other marking tool have each student mark the
location where their animal lives
4. Mark where the school is located
5. Mark where each students home address is on the map
6. Show Ohio Map again- where are Ohio Wildlife preserves for animals? Talk about map grids
(longitude and latitude lines)- use yarn to make a map grid on Ohio. On paper, have students
find grid numbers like 3G or 2F
7. Describe using cardinal directions (N,S,E,W)where their animal is located in relation to another
point on the map (from where I live, from where the nature preserve is, from school, etc.)
Session 4
1. Review the word wall- Ohio, Wildlife, Ecosystem, North, South, East, West
2. Review animal webs -each animal has a life cycle
3. Discuss - What is a Life Cycle? Demonstrate the life cycle of butterfly and frog
4. Big Book- The Life Cycle of a Butterfly
5. Review the map of Ohio—“put the fish” in Lake Erie on A7
6. Review life cycle of a fish
7. Student independent work – complete a life cycle graphic organizer for a single animal of their
choice
Session 5
(Post Assessment)- formativeCan students accurately put a life cycle together?
Can students put an animal on a map grid of Ohio?
Can student identify each of the vocabulary words when named aloud?
Task Analysis of Math Standard
Activity: multiplication
Engage with
materials used
to multiply
Identify the
pile of items
that has more
K, Pero 2014 edited by S. Benson Identify
numbers 0-9
Identify
number that
is larger from
Use a
multiplication
table or
Multiply with
support items
by 2
Multiply with
support items
by 3
Complete a
hundreds
chart and
2 choices
calculator to
locate the
answer for a
given problem
ie. 3 X 6
locate the
answer to 2X7
Session 1
1. (Pre- Assessment) – Complete the math section to the pre-assessment. Introduce a picture book
(non fiction) about multiplication. Talk about how multiplication - makes MORE of an item. Identify
and use the symbol that means multiply (X)
Session 2
1. Use a simple multiplication chart to represent the number of frogs in a pond. Start out with 1X2
then 2X2 Then 3X2, etc. Use pictures of frogs as a visual—also demonstrate the XXXXX by XXX
symbols.
2. Show how the table grid can be used for other things.
Session 3
1. Take a closer look at Map Grids.
2. Show how the table grid can be used for other things.
3. Make a class map grid to go on top of the OHIO map. Use string to make it tactile
4. Practice using the grid to find things on a map. Find the letter FIRST .. then number!!
Session 4 Read the multiplication book… title:
practice filling out a number grid with stickers or
animal stamps. Start with a grid that is lower than 5
Session 5
(Post Assessment)Can they find a spot on the Ohio map using a grid and plot points?
Can they match the visual representation of 3X4 with the number sentence 3X4 using any tools as
needed to solve the problem?
Task Analysis of ELA Standard
Activity: Balanced Literacy focus: Conduct small research project - using web, T charts, paragraph
writing
K, Pero 2014 edited by S. Benson Eye gaze at the
lesson on the
Smart Board
Identify the nouns
when requested
(animals, trees,
etc.)
Point to and
respond when
asked a question
Help create with support Help create with
a web
support a T chart
Complete sentences
with pictures or words 2
to 3 choices given
Session 1: (Group Speech Lesson)
Read aloud: The Bear Snores On by Jan Brett. Discuss what wild animals were in the story. Chart them
on the Smartboard
Session 2: What is a web? Introduce- a writing web Create a class web on 1 wildlife animal
**Spelling practice for H. Wild Animal words. Smartboard
Session 3: What is a lifecycle? As a class, read a non-fiction text about the butterfly life cycle. On paper
label the parts of the butterfly life cycle using the web as the story is being read and in the text flag
each stage of the life cycle using sticky notes and wiki stix.
Session 4: Merge life cycles with writing webs Use pictures and sample non-fiction texts to create
animal specific life cycle webs.
Pre/Post-Assessment
q Work sample-with √ list, rubric
or notes
q Captioned photo(s)
q Observation w/notes
q Video tape – with
documentation
q Audio tape – with
documentation
q Test/Quiz
q √ list
q Rubric
q Other
K, Pero 2014 edited by S. Benson J
Most Support
L&A
Hands on materials are
best for learning.
Student needs to be
kept engaged. While
waiting, student can be
exploring science books.
Student needs AAC
programed for
vocabulary and
expressive talk as we do
Hand on
Animated teaching
Review with pictures
Core phrases are best
K&H
Least Support
A visual schedule of
what we are going to
do at the table to keep
KH focused on the task
and moving through the
steps as independently
as possible
experiments
Differentiated Materials/
Technology
ELA-
Gotalk OVERLAYS
MATHSCIENCE-
Instructional Strategies/
Learning Styles
Materials are picture based,
set routines
Use Alphasmart to type
sentences
(give to OT)
1) Ecosystems are all
over Ohio.
2) A deer lives in a forest.
3) A fox is a predator to
a rabbit
4) When water is scarce,
birds fly to another
land.
5) A plant is a producer.
,
Materials have pictures and
words- set routines are good
Other:
IEP GOALSL.
J.
H.
A.
K.
Request sensory supports with communication notebook
Stay in his seat for more than 60% of the time.
Calculator skills, stay in seat for 60% of the lesson
Type on adapted keyboard
Calculator, deliver notes to other classrooms in the building as needed for movement
K, Pero 2014 edited by S. Benson Use Informational Texts to
draw facts
Ohio wildlife
Ohio history
Multiplication
Materials are text basedroutines and expectations
are clear
breaks
Differentiation-(communication mode) for each student
J
Choices of 2
only
BIG MACK
L
Choice of 3
Repeat if
needed
K, Pero 2014 edited by S. Benson K
Check off list
Written word
H
Quiet voice
Written word
A
Choices of 2
No going to
mouth