Date submitted: 8/6/2009 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Students will be able to read and comprehend a narrative fiction story.	Students decode new vocabulary Students can retell the action of the story Students define the difference between "fact" and "fiction"
Students will be able to describe adaptations and their role in the survival of sea turtles throughout their life cycle.	Group oral discussion defines "adaptation" Group oral discussion correctly identifies the life cycle of a sea turtle
Students will be able to create poetry about sea turtles	Students follow the rules of Haiku in creating an original poem
Students will be able to create a visual collage about sea turttles that shows a light source.	Students' riginal work identifies characteristics of sea turtles and shows a light source

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
What did the characters in the story do outdoors?	Why did Taro's sister think that Jiro-San was strange? How did Taro's feelings about Jiro-San change? Why?
What are the steps in the life cycle of a sea turtle? What limiting factors must sea turtles face in order to survive?	How do the turtles' adaptations help them survive? Why do sea turtles lay 50-100 eggs in each clutch?
How can you show light coming from above in a collage of an underwater scene?	Can you describe ideas using only 17 syllables?
3. Interpret	4. Evaluate
Will Taro continue to sweep the beach and care for sea turtles when he grows up?	What challenges do wildlife in Idaho face? How can people help?
Which limiting factors are natural, which are man-made? What would happen if all the eggs that are laid survived?	What are three things you like about your poem and collage? If you were to do them again, what is one thing you would work on or change? ("Three Stars and a Wish")

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Read and discuss Turtle Bay by Saviour Pirotta. List characters' actions that helped the sea turtles survive. reread story to summarize what stages of the sea turtle life cycle are given or implied by the author. Start Sea Turtle Word Bank with columns for   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools  Students create an original work of art that indicates a light source from above.
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Mount watercolor paper and paint underwater background using wet-on-wet watercolor wash. Lighter colors used at the top of paper will indicate light source from above. Add salt crystals if desired, tilt to dry. On smaller scraps of watercolor paper, use wet-o  Check for understanding by: Students can act out the seven basic stages of a sea turtle's life cycle. Students brainstorm and add new words to Sea Turtle Word Bank
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Project WILD Aquatic "Turtle Hurdles." Preteach the details of sea turtle life-cycle. Explain basic activity using all students as turtles. In activity area, students dramatically simulate the life cycle of a sea turtle by: hatching from a beach nest, crawlin  Check for understanding by: Students can act out the meaning of "limiting factors" Students can identify the differences that appear with limiting factors Students br
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Repeat "Turtle Hurdles" with the addition of the limiting factors. Choose one half of the class to be turtles and the other half to be limiting factors. Switch roles and repeat so all students have the chance to be turtles as well as limiting factors.  Check for understanding by: Publish one poem to go with collage. Mount poem and collage together on background paper. Exhibit, share collages and poems, read aloud, i
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students can correctly identify stages of sea turtle life Check for understanding by: Teach basic haiku format using ocean aminals from Turtle Bay other than sea turtles as examples. Use Sea Turtle Word Bank to write 3-4 haikus about sea turtles.
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson?