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Contents : To Table of Contents BASIC INFORMATION Author of activity: Curriculum unit title: Activity title: Integrated subjects: Children s ages/grades: Implementation time frame: Predominant teaching approach: Jennifer In-Albon Primates of the World Endangered Primate PSA Science Technology Language Arts 7-10 years of age/2-3 grade Two hours over a period of a week Initially teacher directed student directed small group A. Briefly describe the activity purpose: To promote awareness and understanding of endangered primates. B. List the learning center/location of the activity: The students will initially use the technology center to access the Internet using the launch page. Once the information is gathered they will move to their assigned tables to work on the poster. They will use materials from the art center. During the presentation of the PSA (public service announcement) the students will be in front of the classroom IDENTIFY THE DESIRED RESULTS C. Identify Main Concepts/ideas: What is a primate Where do primates live What causes their endangerment D. Identify the specific learning goals: As a result of researching an endangered primate the student will understand its characteristics and the dangers that have contributed to its decline. (cognitive) As a result of working in a small heterogeneous group the student will engage in social discussion and group decision making to create the PSA regarding their primate. (language social/emotional) As a result of using the computer to access information on websites the student will use fine motor skills and become aware of how the Internet can be used for research. (physical cognitive) Arizona State Standards 4SC-F1. Describe and explain cause-and-effect relationships in living systems PO 1. Identify cause-and-effect relationships in living systems PO 2. Explain cause-and-effect relationships in living systems W-F5. Locate acknowledge and use several sources to write an informational report in their own words To Table of Contents To Table of Contents PO 1. Use resources and report information in their own words LS-F3. Use effective vocabulary and logical organization to relate or summarize ideas events and other information 5T-F1. Recognize electronic information sources PO 2. Locate information in a resource selected by the teacher IDENTIFY ACCEPTABLE EVIDENCE E. Identify the evidence: The students will show evidence of learning through the creation of an endangered primate brochure or poster and the presentation of their PSA to the class. This will be evidenced with a rubric (see attached) and photo journaling. The rubric relates directly to the learning goals. DETERMINE DEVELOPMENTAL APPROPRIATENESS F. Identify how this plan is child centered: This plan is child-centered because it allows for guided exploration of the Internet and collaboration using creativity of a poster. It allows the opportunity for students to use their decision-making skills work in a self-directed situation and share their creation with the class. G. Identify the pre-requisite knowledge and define adaptations: The student must have grade level reading and writing abilities. They must also be capable of operating a computer and moving around the system. They must have previous experience in moving around on Internet web pages. The need to be able to convey the information on the poster using effective vocabulary. IEP Adaptations: Since Tyler is functioning at kindergarten grade equivalent level he will have to be paired with a more skilled peer. The peer can read the information to Tyler from the Internet web pages and ask Tyler s opinion on what they should write down. When designing the poster Tyler will need an opportunity to contribute therefore the teacher will need to tell the group that everyone needs to contribute to the poster by writing or illustrating a portion. H. Describe any management and organization issues: An issue that could effect the management of this project is having technical difficulties with the computer or designated websites. This can be handled by reassigning the group to another center for the day or until the technical difficulties are worked out. Additionally the groups may have difficulty collaborating on the design on their poster. The teacher will need to be aware of any difficulties the groups may be having and intervene if necessary and provide guidance. IDENTIFY LEARNING MATERIALS AND INSTRUCTIONAL PROCEDURES I. List of Activity Materials: To Table of Contents To Table of Contents Roberts Russell. Endangered Species. San Diego: Lucent Books 1999. computers with Internet access paper markers colored pencils pens poster board launch page with website links (see attached) Black Howler Monkey. Belize Zoo. 14 Nov. 2001. http://www.belizezoo.org/zoo/zoo/mammals/how/how1.html . Chimpanzee. Lincoln Park Zoo. 14 Nov. 2001. http://www.lpzoo.com/tour/factsheets/mammals/chimp.html . Chimpanzees. St. Louis Zoo. 14

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