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Which type of pet would be best for you?

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Presentation on theme: "Which type of pet would be best for you?"— Presentation transcript:

1 Which type of pet would be best for you?
Next 1 2 3 4 5 6 Pets 1. Question Pets are creatures that have wants and needs, just like you. Each animal has different needs. Image Source: subscription to Which type of pet would be best for you?

2 Next 2. Information Sources 1 2 3 4 5 6 Let’s find out how to take care of different pets so you can decide which pet is best for you. Image Source: Brain Pop Jr. Click on the image to play the video. *NOTE: Go to the BCPS Database page and click on BrainPOP Jr., then return to this slide and click on the video link above.

3 3. Student Activity Next 1 2 3 4 5 6 Information Resources
Image Source: Image Source: Subscription to Image Source: Information Resources Introduction Notes Chart

4 4. Assessment Activity Summative Assessment:
Next 4. Assessment Activity 1 2 3 4 5 6 Summative Assessment: Scenario: You would like to have a pet at your house but your parents say no. You need to convince your parents and tell them what pet would be best for you and your family. Assignment: Create a poster that demonstrates two reasons that the pet you chose would be the best for you.

5 5. Enrichment Activities
Next 5. Enrichment Activities 1 2 3 4 5 6 Image Source: Brain Pop Jr. Image Source: Brain Pop Jr. Image Source: Brain Pop Jr. Reading Rainbow Pet Stories You Don’t Have to Walk Image Source: subscription to Image Source: subscription to Image Source: subscription to

6 6. Teacher Support Materials
1 2 3 4 5 6 Kindergarten and Library Media Maryland State Curriculum K.3.E.1. Develop an awareness of the relationship of features of living things and their ability to satisfy basic needs that support their growth and survival. a. Make observations of the features and behaviors of many different kinds of animals within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, air, etc. Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21st Century Learner Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Connect understanding to the real world. ISTE - National Educational Technology Standards for Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. d. Process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions. Time Frame: minute lessons Differentiation strategies for this lesson: Direct instruction will be needed in the beginning of each lesson to review with students how to manipulate the websites and how to take proper notes. Most students will then be able to work independently once the review is given and they can begin taking notes. Notes may be written from copying from the text, developmental spelling and/or illustrations. Learning Styles addressed in this lesson: Visual, Auditory, Kinesthetic, Reflective Notes to the teacher: Designed for teacher instruction on the first slide, as well as modeling how to log on to and navigate through the website. The note taking worksheet should be copied ahead of time for the students to use. When logging onto and search pets. The students will be able to research various pets on this site. It is recommended that the teacher model how to use the note taking form after viewing pet information from It is suggested that all children complete one pet section together with the teacher modeling. Use the log in information to navigate to the Wixie page for the final poster project. If there is not ample time to share their finished product, they could be displayed around the media center for all to see. Last updated: July Created by Brenda Chamberlain, Library Media Specialist Intern BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.

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