Heather Creamer, Ashley Hamlin, Lori McKnight, Brittany Tremblett

 Teacher Hat  Pre-Planning & Background Research  Activity Preparation  Teaching Strategies  Differentiation  Student Hat  The Process of Hatching Eggs for Ourselves!

 Driving Question: How do baby ducks develop?

 How to Hatch Duck Eggs  Materials Needed  Caring for Newborn Ducks  How to Help Children “Let Go” – helping children ‘let go’ is just where the ducks will go after they hatch because obviously we won’t keep them forever.

 Outcomes  You & Your World Describe growth and development of familiar animals during their life cycle Identify a variety of sources and ideas to investigate and illustrate key concepts in animal development Describe changes in humans as they grow, and contrast human growth with that of other organisms

 Outcomes  Language Arts SWBAT use writing and other forms of representing for a variety of functions; to ask questions, to generate and organize ideas, to express feelings, opinions, and imaginative ideas, etc  Visual Arts Students will create images from experiences, ideas, and imagination

 Farm Babies  Students will gather on the reading mat and listen to the teacher read the children’s book, Farm Babies, to them. Once the book is finished, the teacher will direct the students’ attention to a word wall with the names of adult and baby animals on it from the book to remind students of what we just learned

 Matching Game  Students will be intentionally grouped and each group will receive a bag with cardboard cut-outs of different kinds of mother and baby animals. After the teacher models how to match them up, students will work together in their teams to correctly match the adult animal with its baby (ex. horse and foal)

 I Have, Who Has?  Students will be in groups. Each group will be given a piece of paper that says a key word as well as a definition for another word (ex. When students hear another group say, “Who has a baby cow?” the group with the word “calf” will indicate that they do. Then they will proceed to read the definition for the next animal on their paper). The game will continue until every group has had a chance to participate with their animals. This will assess their understanding of the new terminology.

 Timeline Exercise  Each student will be asked to draw a timeline of the natural course of a person’s life. The teacher should model this exercise by beginning the timeline on the whiteboard (baby is born, learns to walk, preschool, etc.) A couple of students may share their timeline with the class after ample time to work. Next, students will be placed in their intentional groupings and together, come up with a timeline for the life of a duck. Class will discuss their ideas in a grand conversation and with the help of the teacher, construct a larger, communal version of the duckling timeline on a piece of chart paper that will be put up on the wall for the remainder of the unit.

 Creating Duck Homes  Students will work in intentional groups to construct a “home” for a duckling. They may use craft supplies that are provided and their imagination to create the kind of home that they think would be perfect for a baby duck. Once finished, groups will rotate around the tables to see the “homes” that the other groups created. This activity allows students to be creative, use their imaginations, and think critically about what kind of home would be safe and comfortable for the baby ducks that will soon be in their classroom!

 Hatching Game  This game allows students to see factors that can cause poor hatching and development as well as how to care for the eggs. Each student starts with 12 eggs. Students can cut egg shapes out of given paper. The student then flips a coin to determine how many spaces they move. Heads moves 2 spaces, tails moves 1. The student keeps track of their eggs throughout the game placing lost eggs to one side. The student or team with the most eggs at the end of the game is declared the winner.

 Candling  Candling is a method used in embryology to study the growth and development of an embryo inside an egg. The method uses a bright light source behind the egg to show details through the shell, and is so called because the original sources of light used were candles. In the case of a classroom, if an actual Candler could not be obtained, flash lights in a dark room work well too!

 Individual/group work  Graphic organizers  Shared Reading  Class Discussion/Grand conversation  Intentional Grouping  Modeling  Shared Technology

 In the course of a school day Andrew slaps, punches and generally annoys the other children in the room. He reads at a grade 1 level but is embarrassed to be seen with “baby books” and reacts by throwing his reading book across the room and using foul language. On any number of occasions, he has thrown other objects, including pencils and trashcans. When restrained, a tirade of cursing, often followed by a violent temper tantrum ensues.