Tigers

http://shiftingpixel.com/wp-content/uploads/2006/11/amur_tiger.jpg
Section 1 
  
This website is a website that provides lots of basic information on tigers.  It tells about their natural habitats, where they can be found, and what they eat.

Questions
    What are some things you can tell me about tigers?
    What are some words that describe tigers?

Let's click HERE to learn about
   What do tigers do in their homes?



survival
Section 2
Survive! A Tiger Adventure.

This website has a game that teaches you  where tigers live, what they eat and how much they need to eat.
Where do tigers live?

What do tigers eat?
How much do tigers have to eat in a month?




Section 3
National Geographic Bengal Tiger Profile
    
Basic information on Bengal tigers.

How long do Bengal tigers live?
On average how long is a Bengal tiger?
How much do they tend to weigh?






Section 4
cybertiger
Cyber Tiger  
     A Habbitat building game.
About how many Siberian Tigers are there remaining in the wild?
What kind of things do tigers like to do for fun?


Section 5
thead
Tiger facts.  A useful easy to read site that has many useful facts about tigers.
How Big of a territory do tigers usually have?
How do tigers hunt?
Why do tigers have stripes?
Click HERE
Let's make our own Tiger masks for camoflauge.

Topic Page Lesson Plan 1

General Information                                                    

Grade Level:             K
Subject Area(s):       SCIENCE  -  TECHNOLOGY                                                                                   
Total Duration of Lesson:    35 – 40 minutes

Title of Lesson  -  IS IT JUST A BIG CAT?

This lesson integrates science and technology to teach children about animals.  The animal that is the focus of this lesson is the tiger.

Primary Learning Outcome(s) (PLO)

A.  The student will use the computer to find information about tigers.
B.  The student will identify characteristics of tiger and compare them to other big cats.
C.  The student explain what tigers eat, and how it hunts.
D.  The student will use the mouse and point to pictures and words on the web site to find information about the tigers.

CHART REVIEW ACTIVITY As the teacher goes through each section of the web page,  children are asked to recall information they learned about the animal. The teacher records the information on chart paper using colorful markers

HANDS-ON ACTIVITY   The students will make tiger masks.  They will use scissors  glue and elastic bands  to make create the masks.

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

SKL1. Students will sort living organisms and non-living materials into groups by observable
physical attributes.
a. Recognize the difference between living organisms and nonliving materials.
b. Group animals according to their observable features such as appearance, size,
motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit
also hops.)

SKL2. Students will compare the similarities and differences in groups of organisms.
a. Explain the similarities and differences in animals. (color, size, appearance, etc.)

K-Technology Integration  Strand: Basic Skills
Standard: Operates basic technology tools and applications

Materials and Equipment

Access to a computer with Internet connection
Web site http://www.valdosta.edu/~pwbeck/topic.html
Chart paper and colorful markers
Paper Plates
Orange makers or paint
Black construction paper
Elastic Bands
Pencil and Paper for teacher to make notes

List of Web Site Titles and  URLs  used in the web page

Technology Connection (Must be included when appropriate for the lesson and/or required by the course instructor.)

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

 Procedures

 Step One: Introduction
Before showing the children your web site, spark their interest by asking them a riddle about the animal

  Would you rather a tiger attack you or a lion?
  What do you know about Tigers? 

Estimated Time: (1-3 minutes  per section)

Step Two: Teaching the Primary Learning Outcome(s).
Teach the content relevant to the primary learning outcome(s).

Go through each section and review the web sites.  Remember that young children have shorter attention spans, so highlight information from the web sites that relate to the questions you are asking. 

Allow children to take turns using the mouse to point to pictures and clicking on links to find new information.

Section 1

Go to the web site and show the children your page.
   
     http://www.tigerhomes.org/animal/cams.cfm

    What are some things you can tell me about tigers?
    What are some words that describe tigers?

 Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section review the information BRIEFLY with them about what they learned.  As they tell you the information, write it on the chart.

Check for understanding before going on to the next section by doing an informal review.  As they give you the answers, write them on the charts in brief phrases or sentences, i.e. 

Section  2

List web site/s and corresponding questions  here:

http://minnesotazoo.org/education/TICadventures/habitats/a1.htm
Where do tigers live?
What do tigers eat?
How much do tigers have to eat in a month?

 Students will take turns finding information by pointing and clicking on links to find answers to the questions.

 After each section review the information BRIEFLY with them about what they learned.  As they tell you the information, write it on the chart.

Section 3

List web site/s and corresponding questions for each here:

     http://animals.nationalgeographic.com/animals/mammals/bengal-tiger.html
     
How long do Bengal tigers live?
    On average how long is a Bengal tiger?
    How much do they tend to weigh?

 Students will take turns finding information by pointing and clicking on links to find answers to the questions.

 After each section review the information BRIEFLY with them about what they learned.  As they tell you the information, write it on the chart.

Section 4

List web site/s and corresponding questions for each here:

     http://www.nationalgeographic.com/tigers/maina.html?fs=animals.nationalgeographic.com
    About how many Siberian Tigers are there remaining in the wild?
    What kind of things do tigers like to do for fun?

 Students will take turns finding information by pointing and clicking on links to find answers to the questions.

 After each section review the information BRIEFLY with them about what they learned.  As they tell you the information, write it on the chart.

Section 5

List web site/s and corresponding questions for each here:

     http://www.tdscats.com/tiger_facts.html
    How Big of a territory do tigers usually have?
    How do tigers hunt?
    Why do tigers have stripes?

 Students will take turns finding information by pointing and clicking on links to find answers to the questions.

 After each section review the information BRIEFLY with them about what they learned.  As they tell you the information, write it on the chart.

Estimated Time: ( 20 minutes)

Step Three: Closure

After going through the 5 sections of web sites and completing the chart, read the   information about that they dictated.  This will help the children review and remember things that they thought important and interesting about the animal

Estimated Time: (3 minutes.)

 Assessing the Primary Learning Outcome

Describe the hands-on activity you will do with the student:

Use the plate and the constrution papper to make the tiger mask.

ASSESSMENT:  

The RUBRIC will be included here:  You will be evaluating the students by observing them and rating their ability to demonstrate knowledge by their responses or by the hands-on product they completed.  Include a separate rubric for each student in the group.  Complete the rubric as the students are working or after they have completed the assignments.
Plan for Early Finishers

(What activity will you provide for students who finish the practice and/or assessment activities before the rest of the class?  Students who complete their activity will be allowed to go back to the computer and click on the web sites of their choice while the others complete their work. 

Accommodation

This activity is a small group activity; therefore, the teacher will be able to help students with special needs by repeating information several times to clarify information.  The teacher will also be able to assist students in developing fine motor skills by helping students as they use glue, pencils, crayons, scissors, etc.





                                          RUBRIC

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 limite.

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




kids working


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