All Penguins Are Not the Same!

Subject Area(s):

• K-12: Science
• K-12: Technology
• K-12: Language Arts

Grade Level(s):

• 3rd-4th Grade

Description:

In this lesson, third and fourth grade students will activate their prior knowledge in order to discuss what they already know about penguins. They will then work in groups using the internet to find out new information about several different types of penguins. A handout will guide them in their learning about each penguin's various characteristics.

Goals & Objectives:

Instructional Goals:

·        Students will be able to use the internet to retrieve information.

·        Students will understand the difference between various types of penguins.

·        Students will learn in what areas of the world penguins live.

·        Students will present their finding orally.

Learning Objectives: 

• Students will successfully access the suggested websites that address their assigned topics.
• Students will list the habitat, diet, physical characteristics, and nesting habits of different types of penguins.
• Students will correctly shade in the areas of the world on the world map handout in which their assigned penguins live.
• Students will state in their own words the information that they learned about four different types of penguins.

Motivational Goals:

• Generate student interest in the research process.
• Build students’ confidence in their ability to locate resources.
• Promote students’ confidence in their ability to use information skills.
• Motivate students to continue to use information skills after the lesson.

Materials:

Large Map of the World

Poster of a Penguin

Chart Paper

Markers

Computers

Penguin Handout

World Map Worksheet

Web Sites 

http://www.penguin.net.nz/species/index.html

http://www.cdli.ca/CITE/penguins_rockhopper.htm

http://www.cdli.ca/CITE/penguins_royal.htm

http://www.cdli.ca/CITE/penguins_gentoo.htm

http://www.cdli.ca/CITE/penguins_adelie.htm

http://www.cdli.ca/CITE/penguins_chinstrap.htm

http://www.cdli.ca/CITE/penguins_king.htm

http://www.cdli.ca/CITE/penguins_emperor.htm

http://www.penguins.cl/penguins-species.htm

http://www.kidzone.ws/animals/penguins/facts10.htm

http://www.siec.k12.in.us/~west/proj/penguins/species.html

Procedures:

 Introduction

1. When students enter the library, a large map of the world

will already be displayed for all to see. A large poster of a

penguin will be displayed beside it.

2. They will be asked to share what they know about

penguins besides where they live.

3.  Their responses will be written on chart paper.

4. Using the map they will be asked to point out where they

believe penguins live.

5.  The parts of the world will be reviewed in this process.

6.  Finally the focus question will be written, “Are all penguins

Body

1.  Students will be told that in order to determine the answer

to that question, we will have to do some research.

2.  Students in groups of four will be identified from an

already established name list.

3. Each group of four students will be given a handout with

four different names of penguins on it.  Each group will have

a different combination of penguins.

4.  A world map worksheet will be distributed as well.

5.  It will be explained to students that they will work in

groups using the internet to find information about each

type of penguin on their sheet.  They will identify each

penguin’s habitat, physical characteristics, diet, and

nesting habits.

6.  They will then shade in the areas on the world map that

each penguin lives.

7. They will have the remainder of the 90 minute block to

complete their handouts.

Conclusion

1.  When time is up, students will be brought back together

and asked the focus question again.

2.  Each group will share their findings about their specific

penguins.

3.  As we discuss the area of the world that each penguin

lives, we will shade in that area on the class map.

4. When all the groups have gone, we will focus on the parts

of the world that are shaded.

5.  Students will be asked to write a statement about the area

of the world that all penguins live.  They should be able to

determine that they all live below the equator, and that they

do not all live where it is cold and icy. 

6. Finally, the LMS will summarize the lesson making it

clear that all penguins are not the same.

Assessment:

-Observations will be made showing students ability to access the suggested internet resources.

-Students' completed worksheet will demonstrate their understanding of the differences between various types of penguins.

-The world map correctly shaded in will show students knowledge of where each penguin lives.

-Observations will show students' ability to work in a group.

-Oral presentations will demonstrate students' understanding of the lesson's focus question.

-Students' participation and excitement will demonstrate their confidence in learning research skills.

Supporting Files:

• Lesson_6_Handout.doc
  
• Lesson_6_Rubric.doc
  

Standards:

National Information Literacy Standards (K-12)

Accesses information efficiently and effectively.

• Develops and uses successful strategies for locating information.

Evaluates information critically and competently.

• Identifies inaccurate and misleading information.

Uses information accurately and creatively

• Integrates new information into one's own knowledge.

Participates effectively in groups to pursue and generate information.

• Shares knowledge and information with others.
• Subject: K-12: Technology

National Content Standards (K-12)

• Understands the nature and operation of systems
• Subject: K-12: Science

Life Sciences

• Understands relationships among organisms and their physical environment
• Subject: K-12: Language Arts

Writing

• Gathers and uses information for research purposes

Reading

• Uses reading skills and strategies to understand and interpret a variety of informational texts