Project+2+-+Dawn

=Overview=


 * Title**: Life Cycles
 * Grade Level**: Grade 2
 * Subject Area**: Science
 * Time Frame (when, duration)**: 3rd Quarter

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< || This project is a time to allow the students demonstrate their understanding of the research they have completed over their selected insect. They will not only research the information on computer mobile labs, library books, but also they must create a model using everyday items to show their 3-D version of the insect they have selected. Once they have completed this task the movie maker will be the stage in which they demonstrate their understanding of their insect by creating a video of their model and information. “ALL I KNOW ABOUT MY INSECT” Depending on the level of mastery from prior knowledge of the movie maker program will determine the camera coverage…small group crews creating the videos…or teacher controlled video recording….Only observation of student progress will determine the approach taken. || || //What will guide student inquiry?// ||  ||   ||< I think this is a natural flow of inquiry because I will not teach them the content of their insects life cycle…they need to go out and investigate the topic on their own. I think with some guidelines on the information they need to gather…this will give them a means to start, but the sky is the limit to their imagination! BUGS ARE JUST COOL TO KIDS! || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< *  //__Science__// (S4C2P01); Describe the life cycle of various insects.
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**

 //__* Technology__// (1T-F3); Use developmentally appropriate technology resources to access information and communicate electronically

*  //__Language Arts__// (S3C1PO4); Identify a variety of sources (e.g., trade books, encyclopedias, magazines, electronic sources, textbooks) that may be used to answer specific questions and/or gather information. (Connected to Research Strand in Writing)

 //__* Writing__// (S3C6PO1); Locate and use informational sources to write a simple report that includes: a title ,a main idea ,supporting details || //What will students learn and do?// ||  ||   ||< Students will learn not only about the life cycle of their selected insect, but once they make their video about the research they collected on their insects…they will have a movie day to learn about the whole classes’ research project on insects!!! I think they will gain more insight from their peers then from the book! || //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< doubleClickHereAndType || //(e.g., content, technology, etc.)// ||  ||   || doubleClickHereAndType || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< doubleClickHereAndType || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< doubleClickHereAndType || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< doubleClickHereAndType || //Special Ed, Gifted, ELL// ||  ||   ||< doubleClickHereAndType ||
 * < **Student Outcomes**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**