All About Goats
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Great Web Sites

Website 1   icon 
Here is some interesting background information about goats.
Question:
Do all goats have horns?
Click HERE to find out!


Website 2      icon      
Here are some basic facts about goats that might be useful!
Question:

Do goats REALLY eat garbage?
Find out HERE!



Website 3     icon
Here is a diagram of the parts of a goat.
Question:
How tall are goats?
Click HERE!


Website 4     icon
Here are some fun facts about goats.
Question:
What are baby goats called?
Can goats swim?
Find out!



Website 5     icon
You can make your own goat mask!
Question:
How does your goat look?
Click HERE to get started!



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Ethan and Erin working on their goat masks
  mask  mask 
                                                         Ethan with his completed mask
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Is It Really a Goat?

General Information                                          

Name:  Abbey Stuart                                                             

School/Mentor Teacher:  Lake Park Elementary/Ms. Jacquie Thigpen

Grade Level:   PreK                                                                           

Subject Area(s):  Science/Technology                                                                                   

Date Taught:   October 2005                                                 

Total Duration of Lesson:  35-40 minutes

 

Title of Lesson

IS IT REALLY A GOAT?

Primary Learning Outcome(s)

A.    The student will use the computer to find information about goats.

B.     The student will identify characteristics of goats and compare them to other farm animals.

C.     The student will use the mouse and point to pictures and words on the web site to find information about goats.

Related Georgia Performance Standard(s) or QCC Standard(s)

GEORGIA’S BRIGHT FROM THE START PREK STANDARDS:

SD1 Children will use processes of science to actively explore and increase understanding of environment.

           a. Ask questions about objects, organisms, or events in the environment.

Materials and Equipment

-Access to a computer and internet connection

-Web site http://www.valdosta.edu/~alstuart/

-3 white paper plates

-3 pieces of string

-1 hole-punch

-1 glue stick

-1 pair of scissors

-cotton balls

-markers

-1 pre-made goat mask

-Carpenter, S. (1998). Three billy goats gruff.  HarperCollins Publishers, Inc.

Technology Connection  Basic Skills

Standard:  Operates basic technology tools and applications.

 

Procedures

Step One: Introduction

-Capture students’ attention by putting on the goat mask and asking if anyone knows what animal I am.

-Tell the students that today they will learn all about goats.

-Ask if anyone has ever seen a real goat.

Estimated Time:  3-5 minutes

Step Two: Teaching the Primary Learning Outcome(s).

Teach the content relevant to the primary learning outcome(s).

-This is a computer-based activity.  Children will work in a small group with the teacher who will show them the web page that she has developed on goats.  The children will find information based on questions developed by the teacher that are related to each of the web sites.

-Read The Three Billy Goats Gruff to the children.  While reading, point to the pictures of goats and ask simple questions.  (Ex. What animal is this?)

-After reading the story, move to the computer and review all of the websites.  Remember that young children have shorter attention spans, so highlight the information from the websites that relate to the questions you are asking.

-Allow children to take turns using the mouse to point to pictures and click on the links.

Section 1

-Go to the first web site:  http://www.biggoat.com/boer_goats_animal_pictures.html

-Review the important information

-Ask these two questions:

                =Do all goats have horns?

                =What kinds of goats do have horns?

Section 2

-Go to the second web site:  http://home.earthlink.net/~lureynolds/

-Review the important information

-Ask these questions:

                =Do goats really eat garbage?

                =What are some things that goats eat?

Section 3

-Go to the third web site:  http://www.enchantedlearning.com/subjects/mammals/goat/Goatprintout.shtml

-Review the important information

-Ask these questions:

                =How tall are goats?

                =What is a female goat called?

Section 4

-Go to the fourth web site:  http://home.comcast.net/~edelweissacres/ewacres4.htm

-Review all these facts about goats

-Ask these questions:

                =What are baby goats called?

                =Can goats swim?

Section 5

-Go to the fifth web site:  http://books.google.com/books?id=fXT7sPDDjRMC&pg=PA160&lpg=PA160&dq=goat+activities+for+children&source=web&ots=QIIY3C0Ft4&sig=BOH3wAx8ab6QeEgUL3ATBnQr3OU

-Tell the students that we will be doing this activity today

-Ask these questions:

                =What did you learn today about goats?

                =Can someone tell me their favorite goat fact?

Check for understanding before going on.

Provide practice and feedback related to the primary learning outcome(s).

Estimated Time: 25 minutes

Step Three: Closure

Estimated Time: 3 minutes

-Pass out the paper plates to the students

-Instruct them to cut out the eye circles that have been drawn on them already

-Let them glue cotton balls onto the plate

-Allow them to color their cotton balls

-Punch holes into the sides of the plate and tie a piece of string through the holes.

Assessing the Primary Learning Outcome(s)

RUBRIC IS ATTATCHED

Plan for Early Finishers

Early finishers will be given an assortment of fun books to read about goats.







Level 3 - (5 -4 points)

Level 2   (3- 2 points)

Level 1    (1-0 points)

Student is able to use the mouse to point to directed items on the page,  and  can click on links with little assistance.  Student is interested in the information and is attentive

Student is requires assitance to use the mouse find information, and has difficulty in following directions to find links.
Student's attention span on the computer is limited.

Student requires considerable assistance in using the  mouse and/or cannot follow directions to find links.
Student's attention span on the computer is limited.


After finding information on the web sites as guided by the teacher, the student was able to respond accurately to the questions from the all sections, and contributed to responding to the chart with accuracy.


After finding information on the web sites, as guided by the teacher, the student was able to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.

 After finding information on the web sites, as guided by the teacher, the student was unable to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.
Student's attention span on the computer is limit

Student demonstrated ability in all 3 areas:
-working  collaboratively with others in the group
- demonstrating an
- understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

Student demonstrated difficulty in one of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

 Student demonstrated difficulty in 2 or more of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson.
- completing the task







My Hub Page

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Resources for Parents and
 Their Students


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Topic Page-Learning about GOATS
"All About Goats"
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Topic Literature Page
"Three Billy Goats"
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