Cross-Curricular Springtail Thematic Unit
TnT Lesson Plans
58 Followers
Resource Type
Standards
CCSSRI.6.1
CCSSRI.6.4
CCSSRI.6.10
CCSSRI.7.1
CCSSRI.7.4
Formats Included
- Zip
Pages
40 pages
TnT Lesson Plans
58 Followers
Description
Are you getting bored of teaching the typical spring units?
I have a unique one for you! A whole unit of cross-curricular resources to teach your students about the microscopic world of Springtails. Springtails (aka snow fleas) are beginning to emerge in the Northern areas in the springtime. Little specs of dots in the snow could actually be a species called Hypogastrura nivicola.
Introduce your students to the wonderful world of Springtails using this complete thematic unit. My students LOVED this unit! It definitely sparked their inquiry! I even bought little vials and supplied them with their own personal samples of Springtails to study.
In this set you will be purchasing:
A full page reading passage with multiple choice and open response questions. An excellent reading comprehension activity.
A powerpoint document that has 28 Word Wall words (you can add your own as you teach the unit as well).
A science lab field study (to try and find the Springtails in your area). This lab will link to the systems unit, and classification of living things. There are also applications to go with this science lab.
You will get a photograph of a couple of Springtails (from my personal collection) and a small .wmv video file showing the herding and jumping patterns of live Springtails (again from my own personal collection).
To incorporate cross-curriculum teaching, there is also a blank page for students to do a Science Lab Title Page with a rubric for assessment from the Visual Arts curriculum.
In this set, you will also be getting a graphic organizer so students can gather research from the internet so they can write an informational paragraph for the writing strand of the language arts curriculum.
There is an outline for students to follow to write an informational paragraph. Students are encouraged to write the body of their paragraph first, and then the introduction and conclusion.
This unit has the capacity to have students do further research on a variety of topics (ex: how the antifreeze protein in Springtails is being used to reduce the ice-crystal growth in organs and how that improves organ transplant for animals and humans).
Students could also examine the environmental links to the relationship of the Springtail life cycle and the food chain, or how impacting the environment of a Springtail could affect all living things.
The oral communication strand in the language curriculum can be met by having your students complete an oral presentation/speech/debate about these fascinating organisms.
The preview is a sample of the quality (and only 4 of the pages) you will be getting in the package (note: the copyright words will be removed in the purchased product).
An excellent cross-curricular package!
Terms of Use:
For your personal use in your classroom.
© Tnt Lesson Plans 2017
I have a unique one for you! A whole unit of cross-curricular resources to teach your students about the microscopic world of Springtails. Springtails (aka snow fleas) are beginning to emerge in the Northern areas in the springtime. Little specs of dots in the snow could actually be a species called Hypogastrura nivicola.
Introduce your students to the wonderful world of Springtails using this complete thematic unit. My students LOVED this unit! It definitely sparked their inquiry! I even bought little vials and supplied them with their own personal samples of Springtails to study.
In this set you will be purchasing:
A full page reading passage with multiple choice and open response questions. An excellent reading comprehension activity.
A powerpoint document that has 28 Word Wall words (you can add your own as you teach the unit as well).
A science lab field study (to try and find the Springtails in your area). This lab will link to the systems unit, and classification of living things. There are also applications to go with this science lab.
You will get a photograph of a couple of Springtails (from my personal collection) and a small .wmv video file showing the herding and jumping patterns of live Springtails (again from my own personal collection).
To incorporate cross-curriculum teaching, there is also a blank page for students to do a Science Lab Title Page with a rubric for assessment from the Visual Arts curriculum.
In this set, you will also be getting a graphic organizer so students can gather research from the internet so they can write an informational paragraph for the writing strand of the language arts curriculum.
There is an outline for students to follow to write an informational paragraph. Students are encouraged to write the body of their paragraph first, and then the introduction and conclusion.
This unit has the capacity to have students do further research on a variety of topics (ex: how the antifreeze protein in Springtails is being used to reduce the ice-crystal growth in organs and how that improves organ transplant for animals and humans).
Students could also examine the environmental links to the relationship of the Springtail life cycle and the food chain, or how impacting the environment of a Springtail could affect all living things.
The oral communication strand in the language curriculum can be met by having your students complete an oral presentation/speech/debate about these fascinating organisms.
The preview is a sample of the quality (and only 4 of the pages) you will be getting in the package (note: the copyright words will be removed in the purchased product).
An excellent cross-curricular package!
Terms of Use:
For your personal use in your classroom.
© Tnt Lesson Plans 2017
Total Pages
40 pages
Answer Key
Rubric only
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSSRI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSSRI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
CCSSRI.6.10
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSSRI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSSRI.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Reviews
Questions & Answers
58 Followers
