Running Head: Unit Plan

Unit Plan: Animal Adaptations Research

Rebecca Smoot

Towson University
Unit Plan: Animal Adaptations Research

Name of the instructor(s):

Rebecca Smoot, School Library Media Specialist (SLMS) and Second Grade Classroom
Teachers
Content Area
2nd Grade, Writing to Inform
Grade Level (if available, include preassessment data on the students)
Use TRAILS online test to assess students on their research skills as well as a RUBRIC to
assess their skills on the components of an informative paragraph including but not limited to
an Introductory Topic, Supporting Details and Facts, and ending with a Related Conclusion).
Title of Lesson
Readers Research & Write About Animals
Objectives/ MD Common Core or MD State Curriculum/ Content Standards and
Performance Indicators/ Specific Objectives for Grade PK-8 or Objectives/ Core
Learning Goal for Grades 9-12 OR Relevant Professional Standards
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section.
AASL Standards for 21st Century Learners (for Library Media Candidates to complete
only)
1.14 Find, evaluate, and select appropriate sources to answer questions.
Teacher Preparation/ Equipment & Materials
• Formatives: Create Google Forms "Exit Ticket" for each day's lessons reflecting each daily
objective.
• Day 1: Research Topic (Short Answer)
o 1.) What is your research question?
o 2.) What keywords will you use to find this information?
• Day 2: Resource Features (Drop Down Menu)
o 1.) Identify at least one feature that made your resource user friendly.
o 2.) Which resource will you use your keywords to research animal adaptations?
• Day 3: Information from Resources
o 1.) Choose one question to answer: What does your animal look like in relation
to their habitat? Where does your animal live? What is your animal's life cycle?
What is included in your animal's diet?
o 2.) Which resources did you use today?
• Day 4: Notes
o 1.) Choose one question to answer: What does your animal look like in relation
to their habitat? Where does your animal live? What is your animal's life cycle?
What is included in your animal's diet?
o 2.) Which resources did you use today? (Select Multiple Boxes)
• Day 5: Outline
o Arrange the order of your paragraph.
Unit Plan: Animal Adaptations Research

▪ Topic: Survive
▪ What do they look like?
▪ Where do they live?
▪ When, where, and what do they eat?
▪ How do they grow?
▪ Conclusion: Survive
• Day 6: Evaluate your final product using a rating scale of 1-3 (Dropdown Menu)
o Visual
▪ Images
▪ Font
▪ Color Schemes
o Information
▪ Order
▪ Headings
• Vocabulary Images: Choose and create format to represent a visual model of the selected
vocabulary geared to each day's lessons.
• Day 1: keyword, question
• Day 2: resource, site, link
• Day 3: notes, resource, print, digital
• Day 4: notes, bullet, resource
• Day 5: organize, display
• Day 6: evaluate
• Destiny Resource Lists: SLMS and Classroom teacher collaborate to create Resource Lists
using One Search based questions generated to answer the research of each individual
animal
• _____'s Body
• _____'s Habitat
• _____'s Diet
• _____'s Life Cycle
• Pearl Tree Resources: Evaluation of Kid friendly research engines being analyzed linked for
the Day 2 lessons as well as Day 3 when locating and using resources to answer their
questions generated.
Technology Integration/ Resources (Specific description of how hardware, software and
online resources will be used. Include all directions given to the students)
• Promethean Board: This resource will be used to present daily objectives and expectations.
This will also help when modeling how to
• LanSchool: This tool will be used to guide students in the methods of research as well as a
time management tool allotting appropriate time for each task at hand.
• Google Classroom: This resource will be used as a daily assessment of understanding
pertaining to each component of "The Big Six" is being addressed.
• Computer Hub or Chromebook Cart: These will be used to access online resources used to
research print and non-print media as well as daily "Exit Ticket" formatives checking for
understanding.
• Pearl Tree: Use this as a tool to guide students when analyzing the components of a site
(Day 2).
Unit Plan: Animal Adaptations Research

Instructional Procedures (This should be a very detailed description of the chosen

research model)
Day 1: Task Definition - The Key Words
Students will define and identify key words needed for the information being gathered by
filling in the following research question:

How do _________ survive in the ________ habitat?

(animal) (animal’s habitat)

(7-minute) Activator To ensure student comprehension of the daily objective, use photograph
of a deer (whitetail or local to the school’s location) in the forest habitat using ImageQuest to
activate prior knowledge.

“Turn and Talk” How do deer survive in the forest habitat? Ask students to think privately as
you further explain what that research statement means by stating the question in various
formats.
(1-minute Brainstorm) Give students time to use the self-check strategy before the “Turn and
Talk” discussion where they would privately hold up their hand in front of their chest if they
know what they will say to their partner. This gives students time to rehearse what they will be
saying once to themselves, then to a peer, and finally an opportunity to share their partner’s
ideas by showing they were listening.
• No fingers indicate that they have zero topics to discuss and/ or do not understand the
question
• One finger indicates they have one topic to discuss in relation to their understanding of
the question presented
• Two fingers indicate they fully comprehend the question and have two topics to discuss
in relation to the question presented
• Three being that they have many ideas in relation to question presented
(3-minute Peer Talk) Have students share their ideas and thinking in relation to research
question. Indicate which partner is sharing by assigning a 1 or 2 to each set of partners. Allow
each student about a minute before finishing up their sentences and switching who shares.
(3-minute Class Discourse) During the class discussion, lead students to discuss and create new
questions and answers such as:
• How do deer look?
• Where do deer live?
• What do deer consume or eat?
• What are the stages of a deer’s life cycle?
• How do deer adapt to their habitat?

(2 minute) Mini Discourse on Vocabulary Explain the vocabulary associated with the day’s
objective with connection to the Big Six Model.
(1-minute Explanation) Display an image with definition. Use each word in an example.
(1-minute Student Participation) Have students volunteer to use the word in a sentence or cite
examples.
• Keywords: words used to research topics
Unit Plan: Animal Adaptations Research

• Questions: a sentence that asks for an answer

(8 minutes) Lesson: Help students with generating “Key Words” in association with a
Research Question.
(1-minute Objective) Have students recite the objective for the day’s lesson alongside an image
clarifying the research question. “We will analyze and identify “Key Words” using the research
question presented finding information on how animals adapt to their habitat”.
(4-minute Brainstorm) Guide students to the information that will be needed or desired when
researching a specific animal. Model using a moose as an example. To break apart the research
question, what other questions can we generate? Attempt to generate questions that answer:
What is the animal? Where does the animal live? What does the animal eat? What is the life
cycle of the animal?
(2-minute Highlight) Discuss which "key words" can be used by highlighting them within the
questions generated by the class
(1-minute Strategies) What strategies did we use to identify information need? How did we
determine the “Key Words”? Why are they called “Key Words”? When are “Key Words”
used? How are they used?

(12 minutes) Activity: Have students choose where to explore the various animal habitats and
animals available on PebbleGo and the books displayed and selected showing animal
nonfiction texts by habitat in a specific section reserved for this week in the Big Six model of
research.
(8-minute Exploration) Students will choose either print or nonprint material in the library to
determine the animal and their habitat that they will research. Print material provided will be in
various languages to assist for translating of “Key Terms”. Using both print and nonprint
resources will guide them to generate a research question.
(2-minute Narrow Down) Let students know as their time is ending to begin deciding which
animal and habitat they will be researching.
(2-minute Google Forms) If needed, instruct students in accessing Google Forms where they
will be entering their research question.

(4 minutes) Exit Ticket:

• What is your research question? Have research question displayed within Google Forms
so that they must only need to fill in the animal they have decided to research.
• What keywords will you use to find this information? Here students begin generating a
list of keywords.

Day 2: Information Seeking Strategies - The Right Resources

Students will analyze online sources based on features and access to searching keywords.

(7-minute) Activator:
Display the research question:

How do _________ survive in the ________ habitat?

Turn and Talk What strategies do you use when searching online for answers about a specific
topic? Use the vocabulary from the previous class session to assist in activating prior
Unit Plan: Animal Adaptations Research

knowledge. Further explain displaying the questions and keywords generated and identified in
the previous lesson.
(1-minute Brainstorm) Give students time to use the self-check strategy before the “Turn and
Talk” discussion where they would privately hold up their hand in front of their chest if they
know what they will say to their partner. This gives students time to rehearse what they will be
saying once to themselves, then to a peer, and finally an opportunity to share their partner’s
ideas by showing they were listening.
• No fingers indicate that they have zero strategies to answer their research question
• One finger indicates they have one strategy that will help in finding their answer to the
research question
• Two fingers indicate they fully comprehend the question and have two strategies to find
answers to their research question
• Three fingers indicate have an array of strategies to answer their research question
(3-minute Peer Talk) Have students share their ideas and thinking in relation to strategies to
answer the research question. Indicate which partner is sharing by assigning a 1 or 2 to each set
of partners. Allow each student about a minute before finishing up their sentences and
switching who shares.
(3-minute Class Discourse) During the class discussion, lead students to discuss and generate
strategies to finding answers to the research question:
• Researchers ask questions
• Researchers identify keywords

(2 minutes) Vocabulary: Each vocabulary word will be presented with an image, definition,
and example of use in a sentence.
• Resource
• Site
• Link
(10-minute) Lesson: Help students to identify and evaluate reliable resources where they will
use their keywords identified from the previous lesson.
(1-minute Objective) Have students recite the objective for the day’s lesson alongside an image
clarifying the research question. “We will analyze and identify the features of a safe and
friendly Website”.
(1-minute Model) Show students the route in how to access the pre-made PearlTree with three
Websites embedded from Common Sense Media.
(7-minute Feature Introduction) Lead students to analyze the features of various resources by
citing helpful features. Guide discussion:
• What are the text features of online or digital resources that help you locate and select
sources (e.g., menus, tabs, search bars, images, headers)?
• Explore, model, and discuss using Common Sense Education checklist as a class
and identify the features of an online resource using GoogleSafeSearch as an
example.
• Do you like the subject of the site?
• Do you like the way the site looks?
• What about the colors and the pictures?
• Do you understand the site?
• How does your answer make you feel about the site?
Unit Plan: Animal Adaptations Research

• Discuss why these sites are kid "friendly" and how the features are appropriate to help
kids learn.
• Use both examples and nonexamples when presenting the features of Websites.
• With the results from the Google Forms Exit Ticket, use several student’s research
questions and keywords as ways to access and analyze Websites.

(12 minutes) Activity: In partners have students use PearlTree to access and explore specified
search engines. Then have students explore the three Kid Search engines by analyzing each
based on the features from Common Sense Education's "Choosing a Search Site". Before
discussing "Exit Ticket", remind students that they will use these strategies of finding a valid
and kid friendly features when looking for resources to help them answer their research
question. Display Data gathered from Google Form on Promethean Board so that each student
can use their keywords and questions to continue exploring the sites and model how to use.
Show how using their keywords help to answer the questions using their own keywords.

(3 minutes) Exit Ticket:

• Identify at least one feature that made your resource user friendly.
• Which resource will you use your keywords to research your animal and their habitat?

Day 3: Location and Access - Note Taking

Students will take notes while using various media resources.

(5 minutes) Activator:
Turn and Talk What don't you want to see on a resource? What do you want to see on a
resource?
(1-minute Brainstorm) Give students time to use the self-check strategy before the “Turn and
Talk” discussion where they would privately hold up their hand in front of their chest if they
know what they will say to their partner. This gives students time to rehearse what they will be
saying once to themselves, then to a peer, and finally an opportunity to share their partner’s
ideas by showing they were listening.
• No fingers indicate that they have zero strategies to answer their research question
• One finger indicates they have one strategy that will help in finding their answer to the
research question
• Two fingers indicate they fully comprehend the question and have two strategies to find
answers to their research question
• Three fingers indicate have an array of strategies to answer their research question

(2 minutes) Vocabulary:
• Notes
• Resource
• Print
• Digital

(2 minutes) Lesson:
Unit Plan: Animal Adaptations Research

(1-minute Objective) Have students recite the objective for the day’s lesson alongside an image
clarifying the research question. “We will analyze and identify the features of a safe and
friendly Website”.
•
• Students will use appropriate resources to access information using keywords and
questions generated.
• Brainstorm: What resources can we use today? Where can we access them?
• Destiny Resource Lists: Show students how to access the resource lists created based on
their "Exit Tickets" from the previous two lessons. Show students the difference
between print resources available on the shelves, and the digital online sources through
One Search.

(18 minutes) Activity: Allow time for students to access the resources and answer their guided
research questions. Using various search engines presented

(3 minutes) Exit Ticket:

Present students with a drop-down menu of questions. Students will choose one of the
following and answer in a short response format.
• Choose one question to answer: What does your animal look like in relation to their
habitat? Where does your animal live? What is your animal's life cycle? What is
included in your animal's diet?
• Which resources did you use today?

Day 4: Use of Information - Use of Notes

Students will identify strategies and features on resources when searching for a specific answer.
Students will take notes.

(5 minutes) Activator:
Turn and Talk What are your favorite resources? Why?

(2 minutes) Vocabulary: Using the example from Day 1’s lesson of a Moose, model to students
• Notes
• Bullet
• Resources
• Cite

(10 minutes) Lesson:

• Model to students using an online resource how to take notes to answer one of your sub
questions.
• State importance of stating where the information came from
• Ask: How does this help you as a writer? A researcher?

(10 minutes) Activity: Jot down notes using bullets within each sub question using graphic
organizer. Each section of the graphic organizer should be separated into questions to outline
the heading they can use within their paragraph or essay. These questions will address animal
Unit Plan: Animal Adaptations Research

adaptations and: What does your animal look like in relation to their habitat? Where does your
animal live? What is your animal's life cycle? What is included in your animal's diet?

(5 minutes) Exit Ticket:

• Turn one of your bullets into a sentence.
• What resources did you use today?

Day 5*: Synthesis - Informational Paragraph and Presentation

*Creation of this product will continue during Writing within Second Grade classrooms
Students will use Word and Google Slides to organize the information gathered.

(5 minutes) Activator:
Turn and Talk How can you organize your information to answer the question

How do _________ survive in the ________ habitat?

(2 minutes) Vocabulary:
• Organize
• Display

(10 minutes) Lesson:

• Students will create slides in a Google Slides Presentation using the paragraphs typed
during Writing time.
• Model to students how to create a Google Slides presentation and organize each slide
coinciding to how a paragraph is organized.

(10 minutes) Activity: Have students explore Google Slides by creating headings for their
presentation using the paragraph written during writing.
• Introduction
• What do they look like?
• Where do they live?
• When, where, and what do they eat?
• How do they grow?
• Conclusion: Survive

(3 minutes) Exit Ticket:

Arrange the order of your paragraph.
• Topic: Survive
• What do they look like?
• Where do they live?
• When, where, and what do they eat?
• How do they grow?
• Conclusion: Survive
Unit Plan: Animal Adaptations Research

Day 6: Evaluation - Grade Presentation

Students will review their own presentation and at least one other presentation using helpful
feedback.

(2 minutes) Vocabulary:
• Evaluate
• rate

(5 minutes) Lesson:
• Model to students how to give positive feedback
• Using Rubric, have students check the components of their own final product.

(15 minutes) Activity:

• Have students submit their own evaluation.
If time permits, students may review information gathered by peers in their slides presentation.
Formative Assessment/ Plans for Differentiation (Describes how you will be assessing the
progression of the lesson as it is being delivered)
Each day the "Exit Ticket" will be used to assess the stage of the research model using "The
Big Six" as a guide. This way, both SLMS and Classroom teacher can create small groups as
well as establish appropriate differentiated resources.
Summary and Lesson Closure (Describe how you will close and summarize the activities)
Five minutes before students need to leave, students will discuss and answer the
Assessment Plan (Rubrics, quizzes, student produced work and other methods that will be
used to determine the degree to which the learning objectives were achieved)
Rubric for Daily "Exit Ticket"

Proficient at Grade Level In Progress Towards Not Yet Meeting Grade

Standards "P"
Answers question with
relevance to their research
topic and cites example from
Research Model.
Meeting Grade Level
Standards "I"
Answers question with some
relevance to their research
topic OR cites example from
Research Model.
Level Standards "N"
Does not answer question or is
not relevant to research topic.
Does not cite example from
Research Model.
Unit Plan: Animal Adaptations Research

Rubric for “Final Product”

Proficient “P” In Progress “I” Not Yet (N) 1 N/A (0)

(3) (2)
Images: At least Images: One or Images: No Images: No
one image used more images are image matching image or N/A
for each section used for at least topic or no
relates to one section image used for
individual relates to any section
Visual

topics individual
topics
Font: Size easy Font: Size easy Font: Size hard Font: No Text
to read and font to read or font to read and/ or
clearly visible clearly visible font unclear
Color Scheme: Color Scheme: Color Scheme: Color Scheme:
Font and
backgrounds
complement
each other

Organization: Organization: Organization: Organization:

Each section has Most sections Sections have No sections or
headings and have headings headings with N/A
Information

related bulleted and/ or related unrelated

information bulleted bulleted
information information
Sources: Sources: Sources: Sources:

Bibliography
American Association of School Librarians. (2007). Standards for the 21st-Century Learner.
AASL. Retrieved March 11, 2017, from http://www.ala.org/aasl/standards/learning
Common Sense Education. (2015). Sites I Like Assessment. Common Sense Media. Retrieved
March 12, 2017 from https://d2e111jq13me73.cloudfront.net/sites/default/files/k-2-unit2-
sitesilike.pdf
PebbleGo. (2017). Animals. Capstone. Retrieved from
https://www.pebblego.com/modules/1/categories/0
Smoot, R. G. (2017). Exit Ticket: [Google Form] Retrieved from
www.turtleslearning.weebly.com
Whitetail Deer. [Photography]. Retrieved from Encyclopedia Britannica ImageQuest.
http://quest.eb.com/search/149_2079808/1/149_2079808/cite