My Peculiar Animal

By: Kelsey Haggerty and Carleigh Duiker

Body Parts of Animals Research Reports

By: Kelsey Haggerty

Summary 

This lesson is being completed over the course of a couple of weeks but could be completed in a couple of days based on technology access. To gain a better understanding of animals and what makes them unique, students began by completing research on an animal of their choosing. The only parameter given is that the animal could not be a make believe animal. 

Grade 2 students are just beginning to use Chromebooks,  through speech  to text, students were able to complete the research. Each student had to research a fact about their animals head, legs, tail, ears, and eyes along with a special feature or fun fact. 

To further extend this lesson, students will complete research on an animal that is in our barnyard. As a class, we will then go outside and each student will complete a presentation on their research. 

Reflection

This lesson effectively taught parts of an animal. Students were engaged first through choice of animal, and then excitement of researching animals in the barnyard. Interestingly enough, many students chose to research cows, and cats. It will be interesting to see how students confidence grows through presenting as the year progresses. 

Resources

• Animal Research Sheet

• Chromebook 

Curriculum Outcomes

Language Arts

• Students explain how the organization of ideas and information within texts can support the purpose or meaning of messages. 

• Students examine and adjust listening and speaking to communicate effectively. 

• Students examine and apply a variety of processes to comprehend texts. 

• Students create and enhance ideas and information by applying a variety of writing processes. 

Agriculture Outcomes

• I can describe characteristics and features of animals in our farmyard

• I can label the body parts of animals in our farmyard 

• I can identify animals in our farmyard roles in society 

Charter Methods

• Educational Workshops

• Individualized Program Plans

• Independent Student Research Projects

• Tiered Lesson Planning

• Sensory, graphic and interactive scaffold learning

• Hybrid style of learning

• STEM

Charter Goals

• students will demonstrate problem solving through adaptability, resilience and critical thinking

• students will recognize and understand agricultural literacy

• Students will understand the value of goals and outcomes

Take Me Outside Day

by: Kelsey Haggerty

Summary

Students were introduced to our squashtastic day first thing in the morning. We started out our day learning about the squash "Patty Pan", students were split into groups and challenged to count the number of seeds in each of their squash. In groups they dug out the seeds and placed them into containers to later be used for seed preservation. For some students this was their first time counting higher than 100, the largest number of seeds in a Patty Pan was 138 seeds. 

Later in the day, we compared various seeds from different vegetables. Starting off, we cut up a tomato, cucumber, zucchini, and pumpkin. Once again working in groups, students harvested seeds from the vegetables. After all the seeds had been taken out, we compared the seeds from the different vegetables. Some were round, others flat, and the color varied depending on the vegetable. Students identified the "best" seeds to use for planting next year. 

We then discussed seed preservation and the importance of the seed bank in preserving variety of fruits and vegetables. Students learned that there are multiple ways of preserving seeds, but that they will be using the dry method. Students rotated to the various vegetables and picked "the best" seeds and placed them on a piece of paper towel to dry. Once the seeds are completely dry they were placed in a plastic bag for planting next year. 

Curriculum Outcomes

Language Arts

• Students examine and adjust listening and speaking to communicate effectively. 

• Students create and enhance ideas and information by applying a variety of writing processes. 

Math 

• Students analyze quantity to 1000. 

• Students communicate length using units. 

Science

• Students investigate the growth and development of plants and animals and consider their relationship to humans.  

• Students examine investigation and explain how it is influenced by purpose.  

Agriculture Outcomes 

• I can identify practices of sustainable agriculture.

• I can identify negative and positive impacts of human agriculture on the environment 

• I can identify my plant 

  • I can identify natural cycles involved in the needs of my plant (water cycle, seasonal changes, etc.) 

• I can identify my crop’s use in society 

  • I can identify where to get seeds and materials for growing a crop 

Charter Methods

Experiential Learning

Individualized Program Plans

Tiered Lesson Planning

Learning Journals

Sensory, graphic & interactive scaffold learning

Teacher-centered instruction

Hybrid style of learning

STEM