Teacher Page
Introduction
Internet African Safari is a curriculum web designed to help students with cognitive delays learn about African elephants, zebras, and giraffes. They will experience guided research through informational paragraphs and interactive question and answer pages about the habitat, diet, and adaptations of these animals. These pages are helpful in reinforcing comprehension of the guided research information.
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Aim
This internet safari is designed to allow elementary students with cognitive delays an opportunity to participate in "research" and answer questions about three targeted animals from the African plain.
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Rationale
A curriculum unit based on the study of African Plain animals habitats, diets and adaptive behaviors for lower socioeconomic autistic students in grades 3-5 is a worthwhile endeavor for a variety of reasons. A study that includes classroom activities, internet based activities and culminates in a trip to the North Carolina Zoological Park can provide these targeted students with skills and opportunities they may otherwise go without. Based on the North Carolina Extended Standard Course of Study ( North Carolina Department of Public Instruction, 2009 ) 3rd grade students should explore, observe, and communicate about animal habitats, diets and adaptive behaviors. Through this unit the students will gain a basic understanding of the habitats, diets and adaptive behaviors of three African plains animals; the elephant, zebra and giraffe. The hope is to further expand this experience into deeper investigation and appreciation for the animals studied.
A unit on the animals of the African Plain is effective use of time and resources because it is important to introduce to students of a lower socioeconomic status, ideas that they may otherwise never have the opportunity to explore. Often students who live in poor urban areas do not have the life experiences that other students may have. The unique opportunity to introduce African animals on an Internet based curriculum allows teachers to include pictures or videos of the subject. By providing these real life representations to these students the students then make a real connection to the animals. They are no longer abstract but concrete. Providing the students with opportunities to participate in guided research on the Internet that leads to successful communication about the units animals helps to motivate the students to learn more about the subject. Communication is a major deficit for AU students and the computer-based programs can allow the students tools for communication that pencil and paper tasks cannot. The Internet based program also helps to bring to life the more abstract ideas in the state standard . Habitat is a complex idea. Unless a student with cognitive disabilities is able to see and have more real world experience with a habitat there is little chance to make a real connection. Without making a real connection with the students the state standard will never truly be met.
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Learners
This internet safari is designed for elementary students with significant cognitive delays.
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Prerequisites
The students should be able to use the mouse, keyboard or other input device. *Read aloud is an option for non-readers.
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Subject Matter
The diet, habitat, and adaptations of African elephants, zebras, and giraffes.
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Goals and Objectives
The users will gain knowledge of the habitats, diet, and adaptations of three African animals by 1.) reading provided (guided) research on the animals, 2.) answering literal questions about this information and 3.) completing a written assessment.
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Instructional Plan
1. Introduce your students to the three target animals to ensure background knowledge of the animals.
a. Provide pictures of the animals to be discussed in a small group.
b. Use descriptive words to develop further understanding of the physical features of the animals.
2. Do a KWL chart to document prior knowledge of the animals. Suggest that they will learn about the diet, habitat, and adaptations of the animals.
a. Give definitions of diet, habitat, and adaptations and make illustrations of the students' diet, habitat, and adaptations (glasses, wheelchair, etc.).
3. In a one-on-one situation, help the students access the web and explore the curriculum web. For non-readers, read aloud is appropriate. Help or allow students to navigate through the web and answer the interactive questions. This can be repeated as many times as necessary.
4. When the student appears to have an understanding of the subject matter, print a copy of the assessment for completion.
5. The links to the coloring pages can be used as prompts for sentence writing or brain mapping of the newly aquired knowledge.
6. As a group, complete the KWL chart and celebrate.
7. Extend these activities when possible to include student chosen animals and one-on-one research to find the diet, habitat, and adaptations of other animals.
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Materials
The materials needed are a computer with an internet connection,an appropriate input device, and a printed copy of the assessment for each participating student.
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Assessment
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