Lights, Camera, Action!

3, 4, 5

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

Lesson Rating 
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.


  • 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

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.


  • 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


  1. 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.”

  2. This activity may be extended over two class periods.

  3. Student groups make ten-minute presentations.

  4. 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:

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

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

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

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

Cross Curriculum 

None for this lesson.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark E.2 Discuss why some animal colonies work together.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.5 Give examples of actions students can take to improve the common good and list or describe responsibilities that go with those actions.

Academic Standards

Select categories to search for standards.

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