Literacy Mini-Unit

Courtney Elders
ED 496 Assignment #2
02/12/2016
Instructional Wonder
How does the use of graphic organizers impact first grade students ability to
recall details and key ideas about a variety of animal habitats, as well as
demonstrate understanding of the central message or lesson as evidence by
pre and post results using a card sorting activity?
Rational
ACCRS First Grade Standards for Science includes 1.4 Describing a variety of
habitats and natural homes of animals. Science helps us understand the
world around us. Too often, especially in younger grades, science gets
pushed to the side for reading and math. Understanding animal habitats is a
skill that elementary students need to know. This mini-unit plan includes
strategies to support first grade students in meeting this standard. I chose
this standard because we are currently learning about animals in our
classroom. We are using our reading time to teach this skill through books,
and I can see that the students really enjoy learning about the animals. I
wanted to offer the students a chance to learn more about animals and how
they use their physical characteristics to survive in a variety of habitats. I
also wanted to allow them to do some hands on science experiments. My
goal in writing and implementing this mini-unit is to examine the impact of
the use of graphic organizers to retain and retell information about habitats
and the animals that live in them. My instructional wonder, How does the
use of graphic organizers impact first grade students ability to recall details
and key ideas about a variety of animal habitats, as well as demonstrate
understanding of the central message or lesson as evidence by pre and post
results using a card sorting activity? will be answered using student data
collected through a pre and post assessment card sorting activity. The
students will sort picture cards of animals into five habitats. I will use a
checklist to compare scores from the beginning of the unit to scores at the
end of the unit to draw a conclusion about how my instruction and the use of
graphic organizers has impacted student learning.

Literacy Mini-Unit Outcomes and Related Standards

State Science Standards: 1.4 Describing a variety of habitats and natural
homes of animals.
Content Integration Standards:
Use the illustrations and details in a text to describe its key ideas.
[RI.1.7]

With prompting and support, read informational texts appropriately

complex for Grade 1 [RI.1.10]

Courtney Elders
Instructional Wonder
How does the use of graphic organizers impact first grade students ability to
recall details and key ideas about a variety of animal habitats, as well as
demonstrate understanding of the central message or lesson as evidence by
pre and post results using a card sorting activity?
Objectives:

TSW sort animals in their correct habitats using picture/word cards.

TSW learn about the rainforest habitat by viewing a video, listening to

the teacher read aloud, and completing an anchor chart with the
teacher.

TSW view a science demonstration.

TSW complete a graphic organizer about the Rainforest.

Engage:

TTW briefly discuss what a habitat is and the five habitats that will be
taught throughout the week (artic, rainforest, ocean, grassland, and
dessert) and talk about how specific animals live in each habitat and use
their physical characteristics to survive.

TTW show pictures of each habitat.

As she shows each picture TTW ask questions such as, What do you see

in this picture? and What do you think it feels like in this habitat?
Exploration:

TTW give each of the four tables a large zip lock bag. Each bag will
include a stack of cards and five pages depicting the five habitats the
students will explore throughout the week. Each card will have an
animal on it, which matches one of five habitats.

TTW ask the students to work at their tables for five minutes to sort the
cards by placing the picture of the animal on the picture of the habitat
that they believe the animal would live in.

TTW record the students answers by taking a picture to see where they
are before the unit has begun and compare results to the end of the
week when the activity will be completed again.

TTW ask the students to put away the card sort.

Explanation:

TTW call students to the rug to go over vocabulary words using index
cards.

TTW show the Rainforest portion of the video

https://www.youtube.com/watch?v=0fb8143ndo8&feature=youtu.be

TTW present the anchor chart to the students and inform them that we
will fill in the chart together.

TTW talk about the 4 layers of the Rainforest as she adds them to the
chart.

TTW begin to fill in the anchor chart with the students by asking them
questions from the video they viewed at the start of the lesson.

TTW ask about climate, plants, animals, and humans effect on the
habitat.

TTW read the book Rain Forest Animals by Francine Galko.

TTW fill in the remainder of the anchor chart by asking students to look
at pictures of animals and decide what layer of the Rainforest the animal
would go in. The teacher will tape the animals to the chart in the right
layer.

TTW perform a science demonstration for the students by making a

rainforest in a bottle.

TTW layer the materials explaining each as she goes. Once completed
TTW ask the students to describe what they see.

TTW add water to the soil and tape the top of the bottle back on to the
bottom of the bottle containing the mini Rainforest habitat. TTW ask the
students to predict what will happen within the habitat by the end of the

week.

TTW show the students the graphic organizer. The teacher will explain
to the students what they should do for each part, as well as remind
them to use the anchor chart if they get stuck on a question.

TTW dismiss them to their seats to begin working.

After the students have had time to work on their graphic organizers
TTW use the elmo, mobi, and smart board to go over the assignment
with the students. The teacher will ask for students to share what they
have written or drawn. The teacher will refer back to the engagement
activity to remind students that today we learned about the Rainforest
and its inhabitants.

Expansion:

TTW challenge the students to build their own mini Rainforest at home
using materials that they can find outside or in their homes.

TTW put a list of possible items to look for in their Habitats of the World
folders.

Evaluation:

TTW evaluate the card sort by taking a picture of their answers. TTW ask
herself, Which animals or habitats did the students struggle with? TTW
use this information to guide her instruction throughout the week.

TTW use student responses to fill in the anchor charts. She will be able
to look at this to assess student learning.

TTW evaluate students as they ask and answer questions throughout the
lesson.

TTW view the students graphic organizers.

TTW know learning has taken place during the lesson if the students can
accurately answer questions to create the anchor chart with little
assistance from the teacher, and if they can accurately complete the
graphic organizer.

Adaptations:
SPED: Work with a partner if needed. Extra time to finish assignments.
ELL: Visual aids throughout lesson. Vocabulary cards to present difficult

words.
Gifted/Early finishers: Peer tutoring or learn more about Rainforest animals at
the computer station.
http://pbskids.org/plumlanding/games/explorer/jungle_rangers.html
Reflection:
Materials:

Laptop with internet access

Vocabulary cards
Chart paper
Markers
Rain Forest Animals by Francine Galko
Rainforest animal pictures
Tape
Graphic organizer sheet
Mini Rainforest
Empty 2 liter bottle
Rocks
Soil
Moss
Pistachio shells
Fern

Courtney Elders
Instructional Wonder
How does the use of graphic organizers impact first grade students ability to
recall details and key ideas about a variety of animal habitats, as well as
demonstrate understanding of the central message or lesson as evidence by
pre and post results using a card sorting activity?
Objectives:
TSW view a Prezi about the Artic habitat and the animals that live there.
TSW participate in a science experiment explaining how artic animals
keep warm in icy water.
TSW complete a graphic organizer about the artic habitat using
information they have gained from the lesson.
ENGAGE:
TTW remind students that we are learning about habitats. TTW tell some
facts about the artic. She will point to the picture of the artic habitat and
ask the students if they can remember the name of this habitat.
EXPLORATION:

TSW explore through experimentation using the blubber glove.

TSW dip their fingers in the ice water and describe what they feel.

They will take turns in groups putting their hands in the blubber glove and
discussing how it keeps animals warm.
EXPLANATION:
TTW tell the students that today we are looking at the Artic habitat. TTW
display the Artic Habitat Prezi using a laptop and smart board. TTW use
the mobi to navigate the presentation. Before starting the presentation,
TTW use note cards to go over vocabulary words that will be used
throughout the Prezi.
TTW choral read the first slide with the students. TTW then discuss and
further explain the slide. TTW use a thermometer to compare
temperatures in the Artic to temperatures in our habitat.

TTW show the world map (slide 2). TTW explain that the highlighted areas
are where the artic tundra is. The teacher will use the mobi to circle North
America to show where we are in reference to the Artic.

TTW go through the rest of the Prezi. (slide 3-10) Each slide will contain
information about a different artic animal. TTW stop after each slide to
elaborate on the animals, ask questions, and clarify questions or
misunderstandings.

TTW end the power point by talking about walrus and polar bears. TTW

explain what blubber is and how they use it to keep warm.

TTW present the blubber glove experiment to the students. TTW show the
students the blubber glove and explain that this simulates the blubber of
an artic animal. TTW allow students to feel the bag. TTW ask students to
predict what will happen when we put the blubber glove in the ice and put
our hand inside it.

TTW allow students to make their predictions. Before the teacher allows
students to try out the blubber glove the teacher will explain the Artic
Habitat graphic organizer to the students.

TTW send the students back to their tables to work on the graphic
organizer.

TTW call students to her table a few at a time to try out the blubber glove
and ask if their predictions were correct. Once every student has tested
the blubber glove, TTW use the elmo and the mobi to go over the graphic
organizer with the students.

TTW wrap up the lesson by referring back to the engagement activity.

TTW ask the students if they think they would be able to sort the artic
animals now that they have learned more about the artic habitat.
EXPANSION:

TTW tell the students use their knowledge of artic animals to create an
artic survival suit.
TSW draw a picture and use written words to describe their creation. For
example, students may draw a coat covered in long hair to keep them
warm, and wide shoes to keep them above the snow.

TSW tell how this suit would be efficient in helping them survive in the
Artic.
EVALUATION:
TTW evaluate the card sort by taking a picture of their answers. TTW ask
herself, Which animals or habitats did the students struggle with? TTW
use this information to guide her instruction throughout the week.
TTW evaluate students throughout the lesson by asking questions related
to the Prezi.
TTW evaluate the graphic organizer. TTW look to see if the students were
able to complete the graphic organizer using the knowledge that they
have gained from listening to the lesson and viewing the Prezi.
TTW know that learning has taken place if the students were able to
complete the graphic organizer, and if the students are interacting and
giving correct responses throughout the lesson.

ADAPTATIONS:
SPED: TSW work in groups during the card sort. Visual aids provided
throughout the lesson. Extra time is provided as needed.
ELL: TSW work in groups during the card sort. Visual aids provided throughout
lesson. TSW be allowed to work with a buddy to fill in the graphic organizer if
needed.
Gifted/Early finishers: TSW be allowed to peer tutor if needed. Students may
go to computers to build an online artic habitat.
http://www.playrific.com/z/17688
REFLECTION:
MATERIALS:
Habitat card sort
Habitat pictures
Artic Habitat Prezi https://prezi.com/wlo5cksyguin/polar-animals/
Vocabulary note cards
Equity sticks
Thermometer (paper)
Artic habitat graphic organizer
Pencils
Blubber glove experiment
Zip lock bags
Shortening
Duct tape
Water
Ice
Bucket

Courtney Elders
Instructional Wonder
How does the use of graphic organizers impact first grade students ability to
recall details and key ideas about a variety of animal habitats, as well as
demonstrate understanding of the central message or lesson as evidence by
pre and post results using a card sorting activity?
Objectives:

TSW learn about the ocean habitat by viewing and interacting with a
Prezi.

TSW participate in an experiment to aid their learning about ocean

zones.

TSW complete a graphic organizer about the ocean habitat.

Engage:

TTW engage the students by showing them an apple. TTW tell the
students that the apple represents planet Earth.

TTW cut the apple into quarters. TTW hold up one of the four pieces
and tell the students that this piece represents all of the land on our
planet. TTW hold up the remaining pieces and tell the students that

these pieces represent the water on our planet.

TTW tell the students that today they will be learning about the Earths
largest habitat.

Exploration:

TTW work with students in groups to conduct an experiment about

ocean zones.

Each student will receive a water bottle half filled with water. TSW
share blue food coloring and a squeeze bottle of vegetable oil.

TTW ask the students to predict what will happen. Once they have
created their ocean zone bottle, the teacher will ask them what they
think the bottle resembles.

Explanation:

TTW use index cards to go over vocabulary that will be used during the
lesson.

TTW present the Ocean Habitat Prezi and choral read the first slide with
the students.

TTW use the mobi to circle the five oceans. TSW repeat the names
back to the teacher.

(slide 2) TTW discuss the four zones of the ocean. TSW repeat the
names of the zones.

(slides 4-6) TTW read each slide to the students, elaborating for
clarification. TTW call on students using equity sticks. The student will
be given a note card with a short fact about each animal pictured
throughout the presentation. TSW read the note card aloud to the
class as the teacher points to the picture.

Once the Prezi is complete TTW explain the graphic organizer to the
students.

TTW inform the students that she will be calling them by groups as
they work to participate in an experiment.

After each group has made their ocean zone bottles, TTW use the elmo
to go over the graphic organizer with the class. TTW refer back to the
engagement activity to close the lesson.

Expansion:

TTW include a sheet to take home. TTW tell the students to observe
some live fish. (We have fish in our classroom) The sheet will include a
fish diagram, as well as places to jot down notes or draw observations.

Evaluation:

TTW evaluate students as they ask and answer questions throughout

the lesson.

TTW view the students graphic organizers.

TTW know learning has taken place during the lesson if the students
are accurately answering content related questions and can complete
the graphic organizer with little or no assistance.

Adaptations:
SPED: Work with a partner if needed. Extra time to finish assignments.
ELL: Visual aids throughout lesson. Vocabulary cards to present difficult
words.
Gifted/Early finishers: Peer tutoring or learn more about the ocean habitat at
http://oceanexplorer.noaa.gov/forfun/creatures_flash/start.html
Reflection:
Materials:

Laptop with internet access

Vocabulary cards

Ocean Habitat Prezi https://prezi.com/877vq_bvgkxu/ocean-habitat/

Caption cards

Equity sticks

Graphic organizer

Ocean Zone Bottle materials

Half empty water bottles
Food coloring
Vegetable oil

Courtney Elders
Instructional Wonder
How does the use of graphic organizers impact first grade students ability to
recall details and key ideas about a variety of animal habitats, as well as
demonstrate understanding of the central message or lesson as evidence by
pre and post results using a card sorting activity?
Objectives:

TSW view a piktochart about grasslands.

TSW make a craft to learn about elephants in the savanna.

TSW complete a graphic organizer.

Engage:

TTW inform the students that we will be learning about a new habitat
today.

TTW tell the students a few interesting facts about grasslands to get
them interested in the habitat before she reveals which habitat will be
discuss.

Exploration:

TSW view pictures of grasslands and talk to a partner about what they
see.

TTW remind the students of the habitats we are learning about this
week.

TTW ask students to think about which habitat this might me.

Explanation:

TTW use notecards to teach vocabulary words used throughout the

lesson.

TTW present a piktochart with information about grasslands.

TTW stop after each section to discuss and allow time to ask and
answer questions.

TTW show the students where grasslands are located using a world
map.

TTW use the paper thermometer to explain the drastic temperature

changes in the grasslands.

TTW call on students using equity sticks to read about animals in the
grasslands as she shows pictures. She will talk about predators and
prey.

TTW explain the graphic organizer to the students.

TTW send the students to their tables to work on the graphic organizer
as she calls groups to her table to complete a craft.

TSW make an elephant hat using precut construction paper as the

teacher talks about how elephants use their big ears and trunks to stay
cool in the hot summer months.

Once each group has been called to complete the craft, TTW use the
elmo and mobi to go over the graphic organizer with the students.

TTW refer back to what was discussed during the engagement activity
and close the lesson.

Expansion:

TTW challenge students to choose an animal that lives in the

grasslands to research. TTW put a sheet in their Habitats of the World
folder with a list of grassland animals and questions to ask themselves
for research.

Evaluation:

TTW evaluate students as they ask and answer questions throughout

the lesson.

TTW view the students graphic organizers.

TTW know learning has taken place during the lesson if the students
are accurately answering content related questions and can complete
the graphic organizer with little or no assistance.

Adaptations:
SPED: Work with a partner if needed. Extra time to finish assignments.
ELL: Visual aids throughout lesson. Vocabulary cards to present difficult
words.
Gifted/Early finishers: Peer tutoring or learn more about the grasslands
through a game about animal adaptations.
http://pbskids.org/wildkratts/habitats/african-savannah/
Reflection:
Materials:

Laptop with internet

Elmo

Mobi

Piktochart https://magic.piktochart.com/output/11171174-untitled-

infographic

Vocabulary cards

Graphic organizer

Elephant craft (construction paper and glue)

Courtney Elders
Instructional Wonder
How does the use of graphic organizers impact first grade students ability to
recall details and key ideas about a variety of animal habitats, as well as
demonstrate understanding of the central message or lesson as evidence by
pre and post results using a card sorting activity?
Objectives:

TSW learn information about the desert habitat through the use of
sensory bins, a video, and a book.

TSW create an anchor chart with the teacher.

TSW complete the Desert Habitat graphic organizer.

Engage:

TTW inform the students that today we will be learning about our last
habitat.

TTW give each table a desert sensory bin.

Exploration:

TTW ask the students to describe what they see when they look into
the bin.

TTW allow students a few minutes to explore with the sensory bins.
The teacher will ask the students to describe what they feel.

TTW ask the students if they know what habitat we will be learning
about today.

Explanation:

TTW call students to the rug to go over vocabulary cards for the lesson.

TTW show the students the dessert portion of the habitats video.
https://www.youtube.com/watch?v=0fb8143ndo8&feature=youtu.be

TTW begin to fill in the anchor chart with the students using
information from the video.

TTW read the book Desert Animals by Francine Galko.

TTW call on students using equity sticks. TSW use knowledge they
have gained from the book to place pictures of animals in their
appropriate place on the anchor chart.

TTW show the students the graphic organizer. The teacher will explain
to the students what they should do for each part, as well as remind
them to use the anchor chart if they get stuck on a question.

TTW dismiss students to their seats to begin working.

After an appropriate amount of time, TTW go over the graphic

organizer with the students using the elmo.

TTW refer back to the engagement activity to close the lesson.

TTW quickly review the five habitats we have learned throughout the
week with the class.

TTW pass out the picture sorting activity from day one of the unit. TSW
pull out the materials and begin to work together at their tables to sort
animals in their correct habitats.

The teacher will record the results from each table for assessment
purposes. TTW reveal the answers to the sort. Students will self check
their work and make corrections if necessary.

Expansion:

TTW include a recipe for the sand used in the sensory bins in their
Habitats of the World folders.

TTW challenge the students to make their own desert sensory bins at
home using the sand and any other materials they have at home.

Evaluation:

TTW use student responses to fill in the anchor charts. She will be able
to look at this to assess student learning.

TTW evaluate students as they ask and answer questions throughout

the lesson.

TTW view the students graphic organizers.

TTW know learning has taken place during the lesson if the students
can accurately answer questions to create the anchor chart with little

assistance from the teacher, and if they can accurately complete the
graphic organizer.

TTW evaluate the final card sort. If Students are able to sort animals in
the correct habitat. Learning has taken place throughout the unit.

Adaptations:
SPED: Group work. Work with a partner if needed. Extra time to finish
assignments.
ELL: Group work. Visual aids throughout lesson. Vocabulary cards to present
difficult words.
Gifted/Early finishers: Peer tutoring or use their knowledge of physical
features of desert animals to play a game.
http://pbskids.org/wildkratts/habitats/desert/
Reflection:
Materials:

Laptop with internet access

Vocabulary cards

Chart paper

Markers

Rain Forest Animals by Francine Galko

Rainforest animal pictures

Tape

Desert Habitat Graphic organizer

Habitat sorting activity

Sensory Bins
Clear plastic containers
Sand
Animal and plant toys

Assessment plan
Pre-Assessment- Animal/Habitat card sort.

TTW give each table a bag including all materials.

TTW tell the students to sort the animals by placing them on the
picture of the proper habitat.

Pictures of animal cards are included in lesson plan under day 1 and
day 2.

TTW record the students answers by taking a picture of each tables

sort.

TTW use the checklist to record student answers.

Check list:
Artic
Polar bear
Walrus
Caribou
Toucan
Jaguar
Monkey
Crab
Whale
Scorpion
Camel
Lion
Zebra
Fish
Giraffe

Grasslands

Rainforest

Desert

Ocean

Day 1- Rainforest habitat graphic organizer

Day 2- Artic habitat graphic organizer
Day 3- Ocean habitat graphic organizer
Day 4- Desert habitat graphic organizer
Day 5- Grassland habitat graphic organizer
*Pictures of graphic organizers are noted within the lesson plan. Graphic
organizers were drawn/written by myself. I will take these up each day and
assess them to see how well the students retained the information. They will
be required to write, draw, and read each day to fill in the graphic organizer
using information they have learned from the lesson.
Post-Assessment- Animal/Habitat sort

TTW repeat the animal sort activity used on day 1 of the unit.

TTW take pictures after the sort has been completed.

TTW use the check list (same as pre-assesment) to see the growth
from day 1 to day 5 of the unit.