RaeKel Helman Lesson 1: Linguistic Learner

Endangered Species Newspaper Article

Curriculum Areas: Science Grade: 4th

Time Required: 30 minutes three times per week over the duration of the unit Instructional Groupings: Individually working on their own project for the duration of the Endangered Species unit. Standards: NYS Science Standard 7: Students apply knowledge and skills in science to address real-life problems and make informed decisions. CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. CCSS.ELA-Literacy.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. NAGC Standard 3: Learning and Development- 3.2, 3.3, 3.4, 3.6 NAGC Standard 4: Learning Environments- 4.1 NAGC Standard 5: Programming- 5.1.4 NAGC Standard 6: Professional Development- 6.1 Materials: Computer Books & Magazines Videos Pencil and paper Newsprint paper Newspaper Article directions The Art of Newspaper Writing handout Newspaper Article grading rubric Overview: (purpose of the lesson) The purpose of this lesson is to allow students to delve deeper into reasons for endangerment and conservation methods for their chosen endangered animal. The students are writing a newspaper article to educate the public and raise awareness about their endangered animal.

RaeKel Helman Lesson 1: Linguistic Learner What will I differentiate? This lesson is differentiated by product. The students who are linguistically talented will be using their learning style to create a product. The students will be using critical thinking skills by researching about their endangered animal in order to raise awareness for that animal. The students will also be using creative thinking skills by creatively writing for their newspaper article. How will I differentiate? This lesson is differentiated for interest and learning profile. This lesson is differentiated for students who are linguistically talented based on the multiple intelligences. As a result of this lesson/unit students will Understand: The students will understand what endangered species are, the reasons they become endangered, and different conservation methods. The students will understand these three big ideas based about their chosen endangered animal. Know: The students will know facts about their chosen endangered animal. The students will know the basic vocabulary for the unit. (endangered, extinct, threatened, habitat, conservation, protect, jungle, forest, ocean, and desert) The student will know the reasons their chosen animal has become endangered. The students will know conservation methods that are used or should be used in order to help save their animal. The students will know how to write an editorial newspaper article. Do: The students will research information about their chosen animal through various methods The students will write an editorial newspaper article including the basic facts on their animal, their animals habitat, the reasons their animal has become endangered, and different conservation methods to help save their animal. The students will draw conclusions and make connections based on their research. Pre-Assessment: The pre-assessment for this lesson was through teacher observation. Every student is studying the endangered species unit in the regular classroom and all of these students have done well on all of the assignments in class and have a high interest in the area. Steps in the Lesson: 1- Students will choose an endangered animal based on what they have learned in class and their prior knowledge on endangered animals. I will also create a list of endangered animals that they can choose from if they would like to choose an animal that they had never heard about before.

RaeKel Helman Lesson 1: Linguistic Learner 2- The students will be using various methods to research their chosen animal. They will be using the internet, books, magazines, videos, interviews, etc. to conduct their research. 3- The students will organize their information in an orderly fashion by using the handouts on article writing. 4- The students will write an editorial newspaper article to raise awareness about their chosen endangered animal. 5- The students will present their project and hand out their newspaper articles to their friends and family at the Endangered Species Gallery walk.

Closure Activity/Wrap-up: At the end of the unit, the students will share their research projects with friends and family by handing out their newspaper articles during our Endangered Species Gallery Walk. Post-Assessment: The students will be assessed based on their projects that they have created. They will be assessed based on a pre-developed rubric that they will work off of for creating their projects.