Plan
| Week 1 |
Day 1
|
|---|---|
| Activities |
Project Launch: Creature Creation Workshop - Students design and build models of imaginary animals with unique adaptations using art supplies. This activity introduces the concept of survival mechanisms in the animal kingdom and encourages students to think creatively about how these adaptations help their creatures survive in their environments. (30 min)
|
| Deliverables |
1. Completed creature models with a list of unique adaptations.
2. A short written reflection on how the creature's adaptations help it survive. 3. Recorded angle measurements from creature models with explanations of their significance. |
| Preparation |
1. Gather art supplies including clay, pipe cleaners, googly eyes, and colored paper for creature models.
2. Prepare expository texts and videos on animal adaptations. 3. Ensure protractors and rulers are available for angle measurement activity. 4. Create discussion prompts and questions to facilitate group discussions. 5. Set up a classroom space dedicated to the Creature Creation Workshop. |
| Week 2 |
Day 2
|
|---|---|
| Activities |
Exploring Animal Adaptations - Read and discuss an expository text about animal adaptations, focusing on how these adaptations help animals survive in their environments. (15 min)
Creating Adaptation Fact Cards - Students work in pairs to create fact cards for different animals, detailing their unique adaptations and how they aid in survival. These cards will be used in upcoming activities. (15 min)
|
| Deliverables |
1. Completed T-chart comparing different animal adaptations.
2. Storyboard outline for each student's short storybook. 3. First draft of the storybook's introduction and initial adaptation section. 4. Initial script or outline for the documentary-style video. |
| Preparation |
1. Gather and set up the English Language Worksheet and relevant images for visual aids.
2. Prepare materials for creating T-charts (e.g., large chart paper, markers). 3. Collect storyboarding templates for students to plan their storybooks. 4. Provide art supplies for illustrations (e.g., colored pencils, paper). 5. Ensure access to basic video recording tools (e.g., tablets or smartphones). 6. Organize any digital resources or apps required for video editing. |
| Week 3 |
Day 3
|
|---|---|
| Activities |
Storybook Planning Session - Students begin outlining their short storybooks about an animal's adaptations. They use their fact cards from Week 2 to brainstorm ideas and develop a story arc, focusing on how the adaptations aid in survival. (30 min)
|
| Deliverables |
1. Revised drafts of short storybooks, incorporating peer feedback.
2. Completed scripts for documentary-style video segments. 3. Filmed and partially edited documentary video segments. 4. Visual Reflection Art Projects representing individual learning about animal adaptations. 5. Mini-exhibition presentations of Reflection Art Projects to classmates. |
| Preparation |
1. Gather art supplies such as paper, markers, paints, and other materials for the Reflection Art Project.
2. Prepare tablets or cameras for filming documentary segments. 3. Create a peer review checklist for storybook feedback, focusing on narrative structure, clarity, and creative illustrations. 4. Set up a simple video editing software on classroom computers or tablets for students to use. 5. Arrange classroom space for the mini-exhibition, ensuring there's enough room for students to present their Reflection Art Projects. |
| Week 4 |
Day 4
|
|---|---|
| Activities |
Final Storybook Revisions - Students use peer feedback and self-reflection to make final edits and illustrations to their storybooks, ensuring their narratives clearly communicate the role of adaptations in animal survival. (20 min)
Illustration Enhancement - Students enhance their storybook illustrations to depict the adaptations vividly. Guidance is provided on techniques to improve illustration clarity and accuracy. (10 min)
|
| Deliverables |
1. Each student completes and presents a short storybook about an animal's adaptations, with illustrations and narrative explaining how these adaptations aid survival.
2. Students create and present a documentary-style video acting as wildlife reporters, explaining various animal adaptations. 3. Each student completes a 'Reflection Art Project', visually representing their learning about animal adaptations and personal growth. 4. Students participate in the 'Wildlife Gallery Walk', presenting their projects and engaging with parents and younger students. 5. Students gather and reflect on feedback from peers, parents, and younger students, documenting insights and areas for future improvement. |
| Preparation |
1. Set up the classroom as a gallery space for the 'Wildlife Gallery Walk', ensuring there is ample space for each student's exhibit.
2. Gather presentation materials such as easels, tables, and display boards for students to showcase their storybooks, reflection art projects, and documentary videos. 3. Prepare a schedule for student presentations, ensuring each student has time to present their work to the audience. 4. Coordinate with parents and younger students to schedule attendance for the 'Wildlife Gallery Walk'. 5. Ensure all technological equipment, such as projectors and speakers, are available and functioning for video presentations. 6. Provide materials for students to create name tags and project labels for their exhibits. 7. Prepare feedback forms for visitors to provide positive and constructive feedback to students. |