This lesson plan introduces kindergarten students to the properties of wood. Students will observe and describe samples of different types of wood. They will then work together to identify objects around the classroom that are made of wood. The goal is for students to understand that wood comes from trees and is an important natural resource that humans use for many everyday items. Students will discuss their observations with partners and as a group to practice using academic vocabulary words related to wood, trees, and scientific observation. They will complete a worksheet to demonstrate their understanding of where wood comes from and what it is used for.
This lesson plan introduces kindergarten students to the properties of wood. Students will observe and describe samples of different types of wood. They will then work together to identify objects around the classroom that are made of wood. The goal is for students to understand that wood comes from trees and is an important natural resource that humans use for many everyday items. Students will discuss their observations with partners and as a group to practice using academic vocabulary words related to wood, trees, and scientific observation. They will complete a worksheet to demonstrate their understanding of where wood comes from and what it is used for.
This lesson plan introduces kindergarten students to the properties of wood. Students will observe and describe samples of different types of wood. They will then work together to identify objects around the classroom that are made of wood. The goal is for students to understand that wood comes from trees and is an important natural resource that humans use for many everyday items. Students will discuss their observations with partners and as a group to practice using academic vocabulary words related to wood, trees, and scientific observation. They will complete a worksheet to demonstrate their understanding of where wood comes from and what it is used for.
This lesson plan introduces kindergarten students to the properties of wood. Students will observe and describe samples of different types of wood. They will then work together to identify objects around the classroom that are made of wood. The goal is for students to understand that wood comes from trees and is an important natural resource that humans use for many everyday items. Students will discuss their observations with partners and as a group to practice using academic vocabulary words related to wood, trees, and scientific observation. They will complete a worksheet to demonstrate their understanding of where wood comes from and what it is used for.
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Lesson Plan: Science
Wood Hunt Name: Andrea Davis Subject: Science
Grade: K Topic: Wood
Date: 12/9/14 Time: 40 minutes
California State Standards:
Life Sciences 2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept: c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).
Earth Sciences 3. Earth is composed of land, air, and water. As a basis for understanding this concept: c. Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.
Investigation and Experimentation
4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Observe common objects by using the five senses. b. Describe the properties of common objects. English Language Development Standards (California Department of Education): A. Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics (Common Core State Standards for English Language Arts: SL.K.1,6; L.K.1,6) 3. Offering and supporting opinions and negotiating with others in
communicative exchanges (Common Core State Standards for English
Language Arts: SL.K.1,6; L.K.1,6) B. Interpretive 4. Listening actively to spoken English in a range of social and academic contexts (Common Core State Standards for English Language Arts: SL.K.1-3) C. Productive 11. Supporting own opinions and evaluating others opinions in speaking and writing (Common Core State Standards for English Language Arts: W.K.1; SL.K.4,6; L.K.1-2,6) Objective: Students will understand that wood comes from trees and has observable properties and can be investigated using the senses by reviewing multiple wood samples. Students will understand the importance of trees to humans by collaboratively labeling parts of the room that are made from this resource. Academic Language Objective: Students will discuss many of the topics with a partner, allowing for greater language development. This practice will allow them to describe their thinking within a safe environment and feed off peer input (stemming from Vygotskys theory of the more capable peer). Students will also gain practice of academic language through whole group response tactics and small group discussions. Academic Vocabulary: - Branch - Trunk - Roots - Oxygen - Observe - Senses - Wood - Redwood - Pine - Basswood - Plywood - Particleboard - Texture Materials: We Are Friends to Trees Chart; Chart Paper; Markers; Samples of redwood, pine, basswood, plywood, and particleboard; This is made of WOOD labels; Tape; We are all made of wood worksheet I.
ANTICIPATORY SET
Motivation/ Purpose Students will understand that wood has observable properties ad can be described by those properties. Students will understand wood is a resource that comes from trees.
Students will understand that many objects are made of wood.
Activate Prior Knowledge
Students have already been exposed to the different parts of the tree (roots, trunk, branches, leaves) through previous lessons. Students have created visual representations of trees utilizing labeling systems to heighten their understanding of academic vocabulary. This lesson builds upon the knowledge gained in these activities. Students understand that trees serve many purposes for humans as well as wildlife distinguished by four categories: shelter, food, oxygen, and wood. Focusing on the wood section, students will make the connection that wood comes from trees. II.
INSTRUCTION
List Procedure Review the We are Friends to Trees chart with the whole class. Focus on the category labeled wood. Ask students to comment on facts that we learned from reading about trees and creating our chart. Explain that as scientists, we use our many senses for observations. Go over the different senses and the visual depiction associated to help scaffold all students understanding. Read the first section of Wood and Paper that describes how a chair is made from a tree. This helps bridge the gap of natural resource transformation into goods of everyday use. Have students make observations regarding the wood samples (Pine, redwood, plywood, basswood, and particleboard.) Students will speak to their peers about their observations they make when they use their senses to describe the wood. Their observations will be depicted on a collective chart. Once all of the wood samples have been examined, students will label a part of the room that is made of wood. This movement activity allows students a prominent real-world example of how important this natural resource is to us. Taking a tour of the room, I will then give examples of correct and any incorrect labels that I see and we will discuss the justification for these labels. Students will then receive a board and a worksheet to document their collective observations of wood in the classroom. Students will draw and attempt to write the objects that have been labeled around the room. This demonstrates an important scientific practice: recording results. III.
GUIDED PRACTICE Students will be introduced to this concept through multiple facets. Student participation will be key to engaging the students and helping them gain confidence to work through some challenging academic language. Students will be guided through practice and discussion. After reviewing the vocabulary, students will apply this language when describing properties of the samples and exploring the room for wooden materials. Setting this foundation will solidify their
understanding of how to properly use this academic language. Students will be
guided through the charting activity that allows students to further explore techniques to organize attributes and make sense of the text and scientific research. Students will all have a chance to speak using partner talk/group talk as well as other methods of discourse like whole group responses. IV.
CLOSURE Students will orally answer vocabulary questions for academic language practice. These terms will help these students understand how to effectively use this terminology in future lessons as well as review their true meaning. After learning how important these trees are, students can transfer this knowledge into proactive behaviors to help use these resources wisely. This gives real-life meaning to the lesson, allowing students to see how they can be change-makers within their communities.
V.
INDEPENDENT PRACTICE/ SUMMATIVE ASSESSMENT
Students will be assessed on their understanding of the central focus of the lesson both informally and formally. Informal assessments will occur throughout the lesson using a student list grid to help keep track of student responses and any concerns I may have regarding student comprehension. Summative assessment will be conducted as the final worksheet where students demonstrate their understanding of wood as a real-life material found in objects used daily. This helps bridge the understanding of how the natural resource, trees provide us with so many of the things we use daily. This reinforces why we should be a friend to trees.
