Science: Standard 3:   Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Learning Context/Purpose/Objective/Focus
The Internet video conferencing experience will fit into the first grade science curriculum on habitats, environments and classifications.  The experience also fits into the social studies curriculum pertaining to "needs" for survival.

The experience will provide the students with an opportunity to establish connections outside the classroom to communicate with experts from the Cincinnati Zoo.

The students will need to have the background knowledge of habitats so they can associate the animals with their living environment.

The students will need to have the background knowledge of classification so they can interpret commonalities among animals (frogs, snakes, bats, and bugs).

Students will also need experience using the microphone.  We will set up a "simulated" microphone where students practice walking up to the microphone and speaking into it instead of from their seats.

Procedure:
This learning experience will provide the students with the opportunity to gain knowledge on the characteristics of animals and their habitats.

This learning experience will allow the students to ask questions about the different animals and their habitats via telenet.

This learning experience will allow the students to organize their thoughts and ideas, in cooperative groups, and create and "adopt and animal ad." (art)

The Best Classroom Practice:
The environment will include two first grade classes (approximately 40 students) in a medium-sized room.  The students who need to sit up front to avoid distractions will be seated up front.  The presentation supports a multi-sensory approach to learning, which adheres to most learning styles including visual, auditory and interpersonal.

Instructional/Environmental Modifications:
For students who are below grade level due to disabilities of IEP issues, the presentation offers a multi-sensory approach to learning.  These students can learn by seeing, hearing and participating in addition to reading and writing.

Time Required
The planning for this learning experience will take approximately one month's time.  This will include time the teacher needs to discuss the presentation with the project VIEW provider.  Also, the teacher will need time to discuss the program with the teachers involved.  This gives the teacher ample time to complete the science unit that is connected to the videoconferencing presentation.

The assessment will take approximately one week (30 minutes each day).  The assessment includes using a rubric to score a student-created flip book.  Follow up activities will run for a week.

Logistical Planning
Video conferencing equipment will be transported to an elementary classroom.  We will make sure all outlets are working and that we have enough lighting in the room.  We will assemble a backdrop.  We will make sure that the area is secure from distractions.  We will have appropriate seating arrangements so that all students can see and can be seen.  There will be a designated area where students will come to ask their questions.  We will pre-check with the content provider to see if any materials are needed.  We will make sure students have questions prepared before hand.

Resources Needed
None

Assessment Plan
The assessment will take approximately one week (30 minutes each day).  The assessment includes using a rubric to score student created flip books.  Follow up activities will run for a week.

The students' assessment will be based on group discussions and journal writing.  The teachers will use checklists/rubrics to monitor student participation.

With this kit, the students actually built their own ecosystems building aquariums and terrariums and then connecting them to form an ecosystem.  This videoconference would be an extension of what the students have already learned.  A mini unit on invertebrates and vertebrates will be covered to prepare students for the discussion of arthropods, as well as a review of ecosystems.  Two other members of the team are doing a videoconference with the Cincinnati Zoo.  Each team has selected a different one.  Once the videoconferences are complete, each class will present the information to the other classes within the team.

Student will need to have background information on ecosystems and how all of the living and nonliving things depend on one another in an ecosystem. They will also need to have an understanding of what happens to an ecosystem if one organism is effected.  The students will need to understand the difference between invertebrates and vertebrates as well as the groups of invertebrates.

English Language Arts - Standard 1
Students will read, write, listen and speak for information & understanding.

Standard 2
Students will read, write, listen and speak for literary response and expression

Standard 3
Students will read, write, listen and speak for critical analysis and evaluation.

Standard 4
Students will read, write, listen and speak for social interaction

Math Science Technology Standard 4
Students will understand & apply scientific concepts, principles and theories pertaining to the physical setting & living environment  & recognize the historical development of ideas in science.

Time Required:

Planning - 3rd Training Day - Estimated:  2 additional days to prep unit

Pre Lesson Activity - 8 Lessons

Implementation - Estimated 4 Weeks

Post Lesson & Activities - Estimated 4 Lesons

Assessment - Estimated 1 Week

Logistical Planning:

Planning:  Direct teaching of concepts with the mini-unit on vertebrates and invertebrates, as well as a review of ecosystems.  Appropriate etiquette during teleconferences.

Modifications:  Students will be strategically placed in order to maximize learning during the teleconference.

Assessment: 
Building aquariums and terrariums, creating an ecosystem

Class discussions

Quiz/Test

Cooperative Group Work

Presentations on PowerPoint

Rubric for PowerPoint presentations