unit integrates Maine Studies with the Science Standard, Ecology-
the connection between living and non-living components of an
and the Standard: Scientific Reasoning- “to practice, and apply logic,
and brainstorming” as students report the affects beaver-bogs have on
and decide what to do with the dams.
research the historical importance of beavers on the success of early
- Students read the book Sign of the Beaver keeping a
reflections' journal and vocabulary list.
- A visit to a beaver-bog gathers video and
digital pictures for
- Guest speakers are invited,
e.g. Maine Audubon Society.
select who to role play (turtles, raccoons, town manager, forester,
farmer etc.), and then investigate the point of view of that role. They
sending e-mails to people like; Gray Animal Farm Experts, Audubon
Society, USM biologists, the town manager, farmers, lumbermen, game
wardens, and animal control officers. They conduct on-line
research which includes
exploration of web sites and primary
articles. They then create and perform puppet shows about the beaver bog demonstrating the
various points of
- Students write reports and share learnings by creating Hyperstudio presentations, and help
with iMovie videos and webpages. Brochures about beavers are
created and sent to the town manager.
engage in video conferencing using a view cam to share knowledge
of beavers with other students.
- Students learn about ways
people and beavers can co-exist. The students from both classes
into two groups to debate the pro's and con's of beaver bogs.
- Students showcase
the project at the annual Manchester
Community Day Celebration by having a display table in the gym for the
students, parents and community to see. The project is placed in local
newspapers. A CD of the project is placed in the public library
and copies sent home to parents.
- Digital still and movie cameras
- View Cam or iSight for video conferencing.
- Computer with iMovie or Movie Maker
- Sign of the Beaver Books
here for worksheets, a list of books and contact information
- Internet Connection- Click here for a large list of web sites on beavers.
- Students are given a
"Pretest" to assess current knowledge.
- Students' Sign of the Beaver
journal is assessed for comprehension, accuracy of vocabulary and
quality of reflections.
- Students' observation sheets
of their trips to the beaver bogs are assessed for quality.
and multimedia projects are assessed for information and quality using rubrics.
- Informal oservations of
collaborations are made.
- Students prepare for a
debate. Solutions require clear evidence, including resources sited,
conclusions convincing others to take action.
- Brochures are
assessed for visual display and accuracy.
- Presentations are assessed
on knowledge and evidence of appreciation of nature and the importance
of being good
project builds productive citizens as
students understand the interrelationships in the world around
them. Multi-sensory learning actively involves students
developing higher level thinking.
- Brochures are sent to the
- A newspaper article is sent
to the local paper.
- Student share multi-media
presentations with other students and parent.
- Students help edit imovies
and information that is added to the web page.
- Students share knowledge at
their information table at the Community Day Celebration.
Top of Page
Reading Sign of the Beaver.
A field trip to a real beaver
Performing a puppetshow about
Audubon Society Demonstration
Students broke into two groups and debated the pro's and con's of the
impact of the beaver bog.
Sharing beaver bog knowledge at our
Community Day Celebration.
Students share knowledge with other students by using the view cam to
do a video conference.