Learning to Give, Philanthropy education resources that teach giving and civic engagement

Lights, Camera, Action!
Lesson 5
Academic Standards
Philanthropy Framework


Using various means of communication, students will demonstrate their knowledge of City Wildlife and present the findings of their inquiry teams.


One or Two Fifty-Minute Class Periods (or more depending on class size and presentation length)


The learner will:

  • gain a deeper understanding of issues related to city wildlife.

  • compare and contrast how animals coexist with humans.

  • explain industrial changes and how they affect animal life.

  • discuss strategies that will enhance the coexistence of animals and humans.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
Learn more about the stages of service-learning.

None for this lesson.


  • Computer/Projection Screen
  • PowerPoint (if needed)
  • Student copies of Attachment One : Rate Your Team
  • Student copies of Attachment Two: Grading Rubric for Research Project
  • Camera or Video Recorder
Handout 1
Rate Your Team
Handout 2
Grading Rubric for Research Project

Instructional Procedure(s):

Anticipatory Set:
Introduce the presentations: “After several weeks of investigation, good detective work and exploration we have reached the day of final presentations. Take five minutes to assemble and make final preparations, and then we will begin. Each group is allowed ten minutes to make their presentations (poem, rap, presentation software, role play, posters/charts, art work, etc.). After your presentation you will hand in your City Wildlife Folder for assessment.”

  • This activity may be extended over two class periods.

  • Student groups make ten-minute presentations.

  • Students complete their team assessment (Attachment One: Rate Your Team).


  • Use Attachment Two: Grading Rubric for Research Project to evaluate the performance of the team members in their research and presentation.

  • Use the following rubric for the journals:

  1. Needs Improvement: Few entries, sparse information, little observation, no specimens cited.

  2. Satisfactory: Evidence was limited, some observations, few plant or animal specimens cited.

  3. Good: Consistent observation, sufficient evidence, some plant and animal specimens cited.

  4. Excellent: Several daily entries, abundant information/clues, evidence of perceptions, many plant and animal specimens cited.


School/Home Connection:

  • Interactive Parent / Student Homework:
    Students take home their City Wildlife Folders to share with their families. Optional: have a family member sign a note that says they looked at the folder together and discussed the concepts.

Cross-Curriculum Extensions:

None for this lesson.

Bibliographical References:

  • McGraw-Hill. SRA – Open Court Reading. Vol. 2, Level 3. Columbus: SRA/McGraw-Hill, 2002. ISBN: 0075696525

  • McGraw-Hill. SRA –Open Court Reading Inquiry Journal. Level 3:28-41. Columbus: SRA/McGraw, 2002. ISBN: 0075695715

Lesson Developed By:

Greta Hendricks Johnson
Detroit Public Schools
Van Zile Elementary School
Detroit, MI 48234


Handout 1Print Handout 1

Rate Your Team


Team Name: ____________________________

Name: _________________________________

Circle the letter grade you feel your team deserves:

A          B          C          D          E


In our group we:

*listened to each other using active listening.

          Never          Sometimes          Always

*respected each other's opinions.

          Never          Sometimes          Always

*made an effort to ensure that everyone understood all of the material.

          Never          Sometimes          Always

*made an effort to ensure that everyone felt comfortable and confident contributing their thoughts.

          Never          Sometimes          Always


Describe one thing your group could have done better.



Describe one thing your group did well together.



What was your favorite part about this lesson?




Handout 2Print Handout 2

Grading Rubric for Research Project


High Success

Medium Success

Low Success

Determined Cause and Effect Relationships

Categorized, Classified, Compared and Contrasted Ideas

Made Conjectures Based on Pertinent Information

Selected Pertinent Information, Separated Fact from Opinion

Compared Analogies, Made Associations and Generated Alternatives

Philanthropy Framework:


Lynda, Teacher – Saranac, MI9/20/2007 2:46:38 PM

My students enjoyed giving presentations - assessment rubric was very helpful.

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