Assignment 11: Pathfinder

Animal ClassificationPathfinder

How to Research

Collaborative planning

Introduction

Just like Jane Goodall, who we've read studies chimpanzees, you are going to pick an animal to study. Choose 1 vertebrate from the groups below. You will use at least 3 sources to research characteristics about your animal and write a paragraph or create a diagram to explain why it is classified in the group that it is. Click this graphic organizer to help you plan your project:

Mammals

Reptiles

Amphibians

Fish

Birds

Eliza FosterISTC653Fall 2024

DiversityConsiderations

1 2 3 4 5 6 7 8

click each + to navigate!

Mammal examples:

• dolphin
• whale
• bear
• lion
• tiger
• primates (monkey, ape)
• elephant

Reptile examples:

• snake
• lizard
• alligator
• crocodile
• turtle

Amphibian examples:

• frog
• toad
• salamander
• axolotl

Fish examples

• shark
• stingray
• clownfish
• seahorse
• salmon

Bird examples:

• toucan
• flamingo
• heron
• oriole
• raven
• owl

Other MARC FieldsAside from titles, you can search by series or author

SeriesNational Geographic Kids ReadersMARC tag: 490 1# $a National geographic kids readers

AuthorChristopher Blazeman MARC tag: 100 1# Blazeman, ChristopherSeymour SimonMARC tag: 100 1# Simon, Seymour

*This series has books on a variety of topics. Use advanced searching (next page) to limit results to only animals.

*This author has written books on multiple animals

*This author has written books on multiple animals

Dewey DecimalLook for the number that matches your topic:

BroadSpecific

Subject Headings Get more specific in your search!Broad: Vertebrates

• Mammals
• Bears
• Wild cats
• Marine Mammals
• Dolphins
• Whales
• Seals
• Primates
• Elephant

• Reptiles
• Snakes
• Lizards
• Alligators
• Turtles
• Crocodiles
• Amphibians
• Frogs
• Birds
• Fish

Interlibrary LoansAfter searching, check the location and availability of your book:

Available!

Find the shelf for 597.9 LEV

Not available Option 1: Place hold and wait

Option 2: Check AACPL instead of your school

advanced search with title and author

available!

Using Databases

Want a source that is not a book? Try PebbleGo!

1. Click Online Databases2. ClickPebbleGo3. Click Animals4. Click the classification group(example: mammals)5. Click your animal group(example: primates)6. Find your animal (examples: orangutans)7. Investigate the tabs. The page will read aloud!

In this pathfinder, students will align what they are learning in their 3rd grade literacy curriculum about animal classification and conduct research in the media center to complete an informational project. With their classroom teacher, they will first participate in read alouds about vertebrate groups. On their own, they will select an animal to research. Next, students will use print and digital resources in the school library to research their selected animal to gather information on its characteristics and classification. Using their information, they will write an informational paragraph or create a diagram to explain why the animal is classified into the vertebrate group that it is.

Introduction

RDABooks to help you get started:

Animal EncyclopediaBy: Lucy Spelman

MARC Tag: 245 10 $a Animal encyclopedia :$b 2,500 animals with photos, maps, and more! /$c Lucy Spelman

The World Encyclopedia of Animals By: Tom Jackson

MARC Tag: 245 10 $a The world encyclopedia of animals : $b a reference and identification guide to 840 of the most significant amphibians, reptiles and mammals / $c Tom Jackson

Vertebrates and Invertebrates Explained By: Shirley Smith Duke

MARC Tag: 245 10 $a Vertebrates and invertebrates explained / $c Shirley Smith Duke

The following UDL checkpoints were incorporated into the pathfinder to benefit all students while embedding supports frequently needed by students who are multi-lingual learners and those with disabilities.UDL Checkpoints:1.1 Support opportunities to customize the display of information: Layout of the pathfinder elements were intended to be easily clickable with a concept or skill per window. This was intended to reduce extraneous information. There is also the zoom feature, allowing students to expand the view of the windows if needed. Color was used for emphasis when highlighting key steps and using arrows to point out key images.1.2 Support multiple ways to perceive information: resources were shared in writing, through images, and auditory presentation (audio book options, read aloud feature on PebbleGO)2.3 Cultivate understanding and respect across languages and dialects: resources were included from AACPS' OPAC which has a languge option at the bottom, offering options other than English. Visuals also convey information to facilitate comprehension of more complex ideas and multi-step research processes. 2.5 Illustrate through multiple media: Key concepts were conveyed in wiritng and through annotated images. 3.1 Connect prior knowledge to new learning: Explicit cross-curricular connections with media as a cultural arts class supported the research for a language arts assignment on a scientific topic.4.1 Vary and honor the methods for response, navigation, and movement: Housing the pathfinder in Genially allowed for a simple, interactive format that limited the need for navigation and tracking through multiple pages. The expandable windows are easily clickable and easy to collapse and return to the home page. 5.2 Use multiple tools for construction, composition, and creativity: A graphic organizer was provided as an outlining tool to facilitate students' planning and guide their attention to relevant details they needed to look out for in their research. For example, listing the types of coverings (fur, scales, etc...) for them to check off.7.1 Optimize choice and autonomy- Students had the choice of any vertebrate to research, as well as choice in the format of their final informational presentation- writing a paragraph or drawing a diagram to explain the classification of their animal.7.2 Optimize relevance, value, and authenticity- By collaborating with the 3rd grade teachers, students were able to experience the relevance of research in a cross-curricular context. The project allowed for active participation and exploration.checkpoitns retrieved from: https://udlguidelines.cast.org/

Diversity

Using OPACsOption 1: https://aacps.tlcdelivers.com/#section=homeGeneral search: Type your animal hereAdvanced search:

More specific? Click here

Type your animal + keywords

KEYWORD examples:

• habitat
• covering
• classification
• babies

Option 2: https://aacps.tlcdelivers.com/kids#/categories?__presentation=dogHouse Type your animal hereOR click through to find your animal

click here for another language

• Implement CKLA Unit 2 lessons about animal classifications
• teach and review vocabulary (classification, vertebrates, informational)
• Introduce the project
• Collaborate with media specialist to create a graphic organizer
• Provide scoring rubric, grade alongside media specialist

Roles of classroom teachers

Roles of media specialist

• Compile relevant sources
• Create a developmentally appropriate and accessible pathfinder
• Collaborate with teacher to create the graphic organizer
• Provide cultural arts time to introduce research aspect of the project
• Model and monitor the navigation and use of media resources
• Give feedback on relevance of student-selected resources
• Grade alongside teacher

Common Core State StandardsThird GradeCCSS.ELA-LITERACY.RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.CCSS.ELA-LITERACY.RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.CCSS.ELA-LITERACY.W.3.2bDevelop the topic with facts, definitions, and details.Retrieved from https://marylandpublicschools.org/programs/Documents/ELA/Standards/Grades_3-4-5_MCCR_RELA_Standards.pdfAASL Standards Framework for LearnersA.I.2Learners display curiosity and initiative by :1.Formulating questions about a personal interest or a curricular topic 2. Recalling prior and background knowledge as a context for new meaningB.I.1-3Learners engage with new knowledge by following a process that includes:1. Using evidence to investigate questions.2. Devising and implementing a plan to fill knowledge gaps.3. Generating products that illustrate learningB.IV.1Learners gather information appropriate to the task by seeking a variety of sourcesB.IV.4Learners gather information appropriate to the task by organizing information by priority, topic, or other systematic scheme.retrieved from: https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf

The media specialist and 3rd grade teachers will collaborate to carry out the informational research project included in the CKLA curriculum.

Community Resources

Visit these places or their websites to learn more about your animal. Click the pictures to open the website links.

Smithsonian Zoo

1. Using your book and databse research, click the exhibit that best matches your animal
2. Find your animal's page, watch the live cam, and gather more details!

National Aquarium (use for sea animals!)

Option 1: Use the search feature to filter."Any type" = animal classification

Option 2: Scroll through the pictures and click your animal