Scribd Logo
Upload

Welcome to Scribd!

  • 83 views

    Lesson Plan: Learning Goal: Understand

    Uploaded by

    api-317479882
    The lesson plan summarizes a kindergarten science lesson about what living things need to survive using penguins as an example. The lesson uses three penguin storybooks to have students identify through observations the patterns of what penguins need, including air, food, water, and habitat. Students will draw a picture of a penguin in its habitat showing these needs. Formative and summative assessments are used to check student understanding of penguin needs and what defines living things.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Lesson Plan: Learning Goal: Understand

    Uploaded by

    api-317479882
    83 views4 pages
    The lesson plan summarizes a kindergarten science lesson about what living things need to survive using penguins as an example. The lesson uses three penguin storybooks to have students identify through observations the patterns of what penguins need, including air, food, water, and habitat. Students will draw a picture of a penguin in its habitat showing these needs. Formative and summative assessments are used to check student understanding of penguin needs and what defines living things.

    Original Title

    living things penguins and their habitats

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The lesson plan summarizes a kindergarten science lesson about what living things need to survive using penguins as an example. The lesson uses three penguin storybooks to have students identify through observations the patterns of what penguins need, including air, food, water, and habitat. Students will draw a picture of a penguin in its habitat showing these needs. Formative and summative assessments are used to check student understanding of penguin needs and what defines living things.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    83 views4 pages

    Lesson Plan: Learning Goal: Understand

    Uploaded by

    api-317479882
    The lesson plan summarizes a kindergarten science lesson about what living things need to survive using penguins as an example. The lesson uses three penguin storybooks to have students identify through observations the patterns of what penguins need, including air, food, water, and habitat. Students will draw a picture of a penguin in its habitat showing these needs. Formative and summative assessments are used to check student understanding of penguin needs and what defines living things.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 4

    Lesson Plan

    Candidate: Hannah Bostic

    Course: T&L 1

    Date: 4-23-16

    Location: MidAmerica Nazarene


    University

    Subject:
    Science and
    Literacy

    Grade level: K

    Standards:

    (Highlight content-nouns and skills-verbs)

    Concepts:

    Living things and their habitats

    Learning
    Goal:
    Understand

    Students will be able to use observations to describe the patterns between the
    books of what penguins need to survive.

    science) K-LS1-1. Use observations to describe patterns of what plants and


    animals (including humans) need to survive. [Clarification Statement: Examples
    of patterns could include that animals need to take in food but plants do not; the
    different kinds of food needed by different types of animals; the requirement of
    plants to have light; and that all living things need water.]

    (Big Idea, title,


    enduring
    understanding,
    generalization)

    Critical
    Content:
    Know

    How to make inferences


    using data from stories.

    Critical Skills:
    Do

    How to compare the different


    stories

    Essential
    Question:

    Students must be able to fill out


    a Have, can, are chart
    together as a class.
    Students must be able to
    identify what penguins need to
    survive: air, food, water, and a
    place to live.

    What do living things need to survive?

    Objectives/Target/I can statement:


    1.
    Identify the verb, is it measurable?
    2.
    The condition (if any) under which it
    will occur
    3.
    The criterion of acceptable
    performance.

    The learner will identify different


    needs of a penguins survival.

    Assessment Plan
    Sentence Stem:
    Formative/Summative: Students will... Teacher will...

    Formative: The students will each give me answers


    verbally about what they think penguins need to survive.
    Summative: Students will draw a penguin in its habitat
    with all the things it needs to survive. ( its food, water, air,
    and a place to live)

    The learner will know what it


    means for something to be living.

    Formative: we will discuss as a class and make a chart


    about penguins and how we know that they are living.

    Integration of
    Literacy:
    (Reading, Writing,
    Listening,
    Speaking,
    Viewing, Visual
    Representation)

    The NotSo-Perfect
    Penguin by
    Steve
    Smallman

    Key
    vocabulary:

    Tacky the
    Penguin by
    Helen
    Lester
    If you were
    a penguin
    by Wendell
    and
    Florence
    Minor

    Survive
    Habitat :
    where
    something
    lives

    Language
    Objectives:
    Includes either the
    academic language you
    will be teaching or the
    language processes you
    will expect the students
    to use during the lesson.
    Ex: Ask and answer
    questions. Orally defend
    a position.

    The learner will


    compare
    different stories
    to find
    similarities.
    The learner will
    use
    observations to
    describe
    patterns of
    repeating
    information in a
    story.
    The learner will
    identify what it
    means to be a
    living thing.

    Technology Standards (NETS)

    ITSE: creativity and innovation- apply existing knowledge


    to generate new ideas, products, or processes. Use
    models and simulations to explore complex systems and
    issues.

    Innovative Materials &


    Technology Tools:

    Ex: Google Docs: Modification, Teacher will have students use a google doc to
    sign up for performance projects.
    https://www.zaption.com/lessons
    https://www.youtube.com/watch?v=6HTu3qspiYQ

    (Tool: Label SAMR Level, Describe)

    Use Penguin watch app on ipads to achieve a global connection.

    Responsive
    Teaching/Differentiation:

    What will I do if they dont get it?


    How will you remediate?

    What will I do if they get it? How


    will you extend?

    How will you include all learners?

    Introduction:
    (Includes: Hook the learner increase interest,
    activate prior knowledge, review, preview content
    and vocabulary, essential questions posed, and
    relevance established)

    Sentence stem: Differentiated the (process, product, content, environment) by


    _(name the strategy)_ based on student (ability, interest, readiness).

    Kinesthetic/ tactile learners: Have whole class get up and


    waddle like a penguin. Ask if anyone has ever been on a
    slip n slide and talk about how some penguins get around
    that way.
    Auditory and visual: Watch and answer questions on the
    Zaption about living things. We will also read a few
    penguin books together as a class to see if they can
    compare them all and see what penguins need to survive.
    For all learners: IM A PENGUIN! rap song and dance
    with the kids for a brain break
    Good morning class! This morning we are going to do a
    little riddle. Who can guess what animal I am? Ill give you
    a few hints: I am black and white in color, I like to swim,

    Im a bird but I cant fly, I eat fish, I live where it is really


    cold. WHAT AM I?
    Have them do a think pair share with their table partner to
    try to figure out what I am.
    Lesson Procedure (The following three categories occur simultaneously)
    Instruction

    Modeling

    Checking for Understanding

    (Specific & Scripted)

    (Specific & Scripted)

    (Include blooms level, question, strategy)


    Ex: Application question: How does ___
    apply to you?-Think-Pair-Share

    1. Discuss what the


    vocabulary is for the
    section.
    2. Engage students
    background
    knowledge by asking
    what makes
    something living
    3. Prepare students for
    reading the 3
    penguin books by
    telling them to look
    for things that are
    the same in all of
    them.
    4. After reading the
    books, have students
    do a think pair share
    about what they think
    is similar in all of the
    books.
    5. Have students draw
    on a blank piece of
    paper what a
    penguin habitat
    looks like and what
    they need to survive.

    1. Have words written up


    on board but read
    them multiple times.
    2. Watch zaption video
    about living things
    and answer the
    questions to help
    refresh their memory
    3. Give instructions to
    make sure students
    look for what helps
    keep penguins alive.
    4. As a class we will all
    talk about what we
    think penguins need to
    survive based on what
    we read in these
    books.
    5. Have one already
    drawn up to use as an
    example for the
    students. Project it on
    to the board using the
    Doc Cam

    1. Read them all together


    as a class with echo
    reading
    2. Have students answer
    questions in the
    zaption with partners
    and then I will call on
    one group to answer.
    3. We will create a class
    Penguins need
    chart on the board with
    the answers that the
    students come up with
    from reading the
    stories.
    4. Students will draw their
    version of a penguin
    habitat with all the
    things in it that
    penguins need to
    survive
    5. Collect the drawings at
    the end of the class
    and hang them up on
    the wall or out in the
    hallway.

    Guided Practice:

    Read books together and discuss with students what was


    similar in all of the stories. Ask if they could figure out anything
    that penguins need to survive. Make a list on the board but
    read over them many times so the students can learn it. Use
    echo and choral reading skills to read through them.

    Independent Practice:

    Have students draw a picture of a penguin in its penguin


    habitat using all the things we talked about that penguins need
    to survive. Only prompt them with the questions of what
    penguins need to survive.

    Closure:
    (Review Objective, Student Reflection,
    Relevance)

    Self Reflection:
    What went well?
    What will I change?

    Ask the students to think about what makes something a living


    thing. Talk about what penguins need to stay alive. Review
    what we discovered from the books about how penguins live.
    I need to make sure to not speak over the students level of
    vocabulary. If I find myself saying big words that I know but
    they might not I could have them add it to the vocabulary list. I
    want to get the kids engaged and

    You might also like