Introduction
This module was inspired by the book Tiger Math:Learning to Graph from a Baby Tiger by A. W. Nagda and C. Bickel. My students were entranced by the pictures, stories and charts in the book. Throughout the year they related seeing anything about tigers to T.J., the cub featured in the story. This module centers on using real life information and pictures to peek student interest in animals and the abstract concepts in math and science.

Aim
This module is designed for a diverse population of students to learn about animal species, charting, and researching.

Audience
This module is designed for primary and intermediate students with diverse learning abilities.

Pre-requisites
Students should be able to read and have basic concepts of numbers and measurement.

Rationale
Students have difficulties in understanding science and math concepts in abstract. By using real world data, an interdisciplinary approach, and a problem-solving instruction base, students are able to link abstract concepts with their experiences.

Goals
The goal of this module is for students to understand animal classifications and behaviors, interpret and generalize information, and publish their findings.

Objectives
Students will be able to create and interpret a variety of charts and graphs. Students will be able to classify animals and make generalizations about animals based on behavior, habitat, and classification. Students will be able to use a variety of research media to create documents that adhere to standard English conventions.

Subject Matter
This module crosses over several subject areas. Science is the main subject area in that animal classifications, growth and behavior patterns, and habitats are being explored. Math is a secondary subject area because charts and graphs are used to track information. English and Social Sciences play a small part in the project in researching and reporting findings about the animals and their habitats.

Instructional Plan
This module will be centered around a project that is problem-solving based. Students will receive some direct instruction from the teacher, but will also be expected to present information to their peers.

Materials

• A computer with Internet access
• Worksheets
• A notebook to keep a log of findings
• Reference media
• Art supplies

Assessment

• Make predictions about subjects growth pattern.
• Present to class information learned about their animal and its genus and classification.
• Create a book of charts and graphs with a written log of their animals experiences.
• Student self-evaluation.