Embedded Files
Be a Zoologist!
Be a Zoologist!
In this unit,
In this unit,
you will get to research an endangered animals by
you will get to research an endangered animals by
reading articles and books,
reading articles and books,
viewing videos,
viewing videos,
exploring a museum,
exploring a museum,
and asking and answering many different questions
and asking and answering many different questions
You will record in your zoologist notebook your questions and answers. Then you will create and present information about your endangered animal to the class.
You will record in your zoologist notebook your questions and answers. Then you will create and present information about your endangered animal to the class.
Like any good scientist, we will record our findings in our zoologist notebook. Use this notebook to record the answers to the questions and information learned. What you write down will help you create your presentation about an endangered animal.
Click here for your journal.
You may type on the journal
or you may download it to print it off to write with pencil.
For Educators
For Educators
Endangered Animals of Our World is created by a teacher-librarian for third graders studying various animal species who are at high risk of survival. Following Kuhlthau et al's Guided Inquiry Design, students will be encouraged to use particular databases with accurate links and examples of how to use each database to inquiry about endangered animals. A graphic organizer which will help them document new learned facts and the usefulness of said information from various AEA and non-AEA resources. As a small group, students will be actively and equally participating. Finally, students will be expected to select a specific species to gain further information about and present to the class.
Guided Inquiry Design has eight phrases for students to journey through; for this project, the emphasis is on the first five: open, immerse, explore, identify and gather (Kuhlthau et al, 2010, p. 2). Throughout this inquiry, students will develop information literacy skills, such as understanding how to search successfully and evaluating information, which will benefit future academic and career readiness.
Students will meet the American Association for School Libraries shared domains and competencies of think, create, share and grow while inquiring, including, collaborating, curating, exploring, and engaging. Click here for the AASL Information Literacy Standards.
Students will meet the American Association for School Libraries shared domains and competencies of think, create, share and grow while inquiring, including, collaborating, curating, exploring, and engaging. Click here for the AASL Information Literacy Standards.
Click here for the entire Iowa Core Standards for Third Grade. Below are the standards met using the inquiry guide.
Click here for the entire Iowa Core Standards for Third Grade. Below are the standards met using the inquiry guide.
Reading Standards for Informational Text
Reading Standards for Informational Text
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain–specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.4 Determine the meaning of general academic and domain–specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Writing Standards
Writing Standards
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Life Science
Life Science
3–LS4–3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3–LS4–3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Technology Literacy
Technology Literacy
21.3–5.TL.3 Essential Concept and/or Skill: Utilize digital tools and resources to investigate real–world issues, answer questions, or solve problems.
21.3–5.TL.3 Essential Concept and/or Skill: Utilize digital tools and resources to investigate real–world issues, answer questions, or solve problems.
Reference
Reference
Fun Frog (clip art). (no date). Retrieved from https://schools.iclipart.com/.
Grade 3. (2010, June). Iowa Core. Retrieved April 22, 2020, from https://iowacore.gov/iowa-core/grade/3.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: a framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.
National School Library Standards for Learners, School Librarians, and School Libraries (2018). American Library Association. Retrieved April 22, 2020, from https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf.
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