Mathematics    
(Data Analysis, Statistics and Probability Strand)

Standard: # 2.D.2.

Based on the information learned, students design a chart showing
endangered animals vs. non-endangered animals

English Language Arts
(Language Strand)

#2 - Students will pose questions, listen to the ideas of others,
and contribute their own information or ideas in group discussions and
interviews in order to acquire new knowledge.

After reading story “Toot and Puddle”, students contribute to a
list of animals that inhabit the seven continents

#3 - Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be
conveyed.

Students read postcards about the continents and animals to class
using eye contact, proper pace, volume and clear enunciation

 # 5 - Students will identify, describe, and apply knowledge of the structure of the English language and standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling.

When writing postcards to friends about their travel adventures
around the seven continents, students edit for correct punctuation,
capitalization, usage, and spelling.

(Literature Strand)

#8 -Students will decode accurately and understand new words
encountered in their reading materials, drawing on a variety of strategies as needed, and then use these words accurately in speaking and writing

When reading information about the seven continents and the animals that inhabit those continents, students use their knowledge of
phonics, context clues and dictionary skills to read and understand new words and use these words accurately in their own writing and classroom discussions

#9 - Students will identify the basic facts and essential ideas in what they have read, heard, or viewed

After completing “Where in the World?” Web Quest, students name
the seven continents of the world and identify the animals living in the
different habitats

#10 - Students will identify, analyze, and apply knowledge of the
characteristics of different genres

Using a Venn diagram, students compare and contrast the story
“Toot and Puddle” with that of the information gained on the Web Quest “Where in the World?” in relation to fiction vs. non-fiction

# 13 - Students will identify, analyze, and apply knowledge of the
structure, elements, and meaning of nonfiction or informational material and provide evidence from the text to support their understanding

(1)After researching the information about animals of the seven
continents on the Web Quest “Where in the World?”, students write, label and illustrate their own informational postcards about the animals

(2) Students write riddles describing the continents and/or animals to be read and answered in class during a morning meeting session

(Composition Strand)

#19 - Students will write

compositions with a clear focus, logically related ideas to develop it and adequate detail

Students write postcards to friends with well-organized information about the animals and the continents using letter writing format (date, greeting, body, closing). Students address postcards using proper
name, address and zip code

#22 - Students use knowledge of standard English conventions to
edit their writing

Students keep lists of editing conventions, such as using capitals, periods, name, when composing information on postcards

#23 - Students will use self-generated questions, note-taking,
summarizing, précis writing, and outlining to enhance learning when reading or writing

While reading about animals on the seven continents, students use library to research information about other amphibians, arachnids, birds,
fish, insects, mammals, invertebrates, reptiles

(Media Strand)

#26 - Students will obtain information by using a variety of media and evaluate the quality of material they obtain

Students complete Web Quest “Where in the World?”

# 28 - Students will design and create coherent media productions
with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium

Students create a slide-show when presenting their postcards to
their class using KidPix

History and Social Science
(Geography Strand)

# 7 - Physical Spaces of the Earth: Students will describe earth’s natural features and their physical and biological characteristics; they will
be able to visualize and map oceans and continents; mountain chains and
rivers; forest, plain, and desert; resources both above and below ground; and conditions of climate and seasons

(1) - After completing Web Quest, “Where in the World?” students
locate and name continents, oceans, north and south poles on classroom map.
(1) - Students create a paper Marché model of earth with continents,
oceans, north and south poles.

#9 - The Effects of Geography: Students will learn how physical
environments have influenced particular cultures, economics, and political systems, and how geographic factors have affected population distribution, human migration, and other prehistoric and historical development, such as
agriculture, manufacturing, trade, and transportation

After comparing and contrasting animals found on continents,
students develop a graphic organizer illustrating animals and their habitats
(rain forest, mountain range, desert, plain, ocean, river, lake, woodland,
arctic region) making connections with climate vs. adaptation

# 10 - Human Alteration of Environments: Students will describe the ways in which human activity has changed the world, such as removing natural barriers; transplanting some animal and plant species, and eliminating others; increasing or decreasing natural fertility of land; and the mining of
resources. They explain how science, technology and institutions of many kinds have affected human capacity to alter environments.

After completing Web Quest, “Where in the World?”, students
further research other extinct animals or animals facing extinction and develop a cause and effect diagram for classroom display

Science and Technology
Strand #2 - Domains of Science (Life Sciences)

Characteristics of Organisms

Students classify animals studied on Web Quest, “Where in the World?”, on the basis of similarity in appearance and habitat

Diversity and Adaptation of Organisms

Students discuss, by giving examples, how animals have features that help them thrive in different places around the world

Organisms and Environments

Students examine ways in which the different features of each
animal enable it to live in a particular habitat

Strand #3 - Technology

The tools and machines of Technology

Upon completion of “Where in the World?” unit, students
participate in classroom discussion of the advantages and disadvantages of learning through a Web Quest vs. traditional library research