Lesson Plan: Egg Walk

Goals/Objectives 1. Students will be able to spot similarities and differences between the animal eggs based on their size and color (emu, ostrich, chicken and duck) using their senses and observation skills 2. Students will be able to distinguish an oviparous animal from a non-oviparous animal 3. Students will begin thinking about eggs and the importance of them in the life cycles of oviparous animals.

Standards/Assessment Anchors PDE SAS 3.1.1.A9: Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known Materials and Preparation -Empty eggshells of an ostrich, emu, goose, duck and chicken -Pictures of different animal eggs (platypus, echidna, blue robin, salmon, water spiders) -Labels for each of these eggs (numbers on the side facing up and the name and picture of the animal on the back so that students can take a guess from their observations) -Observation charts for students to record down similarities and differences between the eggs (size, color, smell) -4 clear Tupperware boxes -pencils -clipboards - Chickens aren't the only ones: world of nature by Ruth Heller Classroom Arrangement and management issues Place the 5 eggs on 2 tables in the classroom as well as 5 pictures of eggs on the other 2 tables (including the writing table and counter) so that students can take turns looking at the egg up close. They will be in groups of 3 and theyll rotate every 2 minutes. Students will be observing and writing down their observations so that they will have something to refer back to when they finish the entire egg walk. Students will be prone to talk to each other while observing the egg (this is productive noise to me so I will just remind them to keep their voices low) and especially when they are transitioning to the next table so I will have to reiterate the rules about putting a bubble inside

their mouths when transitioning (Ill get them to practice this before we do the egg walk. The condition I will pose to them is that if they cant transition quietly, I will not let them do the egg walk and well just look at photographs of the eggs instead of looking at the actual eggs). I will remind them that the eggshells are fragile so they need to be very careful when they touch it (they will not be allowed to pick it up from the box in fear of them dropping it) and that the egg collection does not belong to me (its Nancylees), that it is a Penn professors egg collection. Plan 1) The Hook: The actual eggs as well as pictures of eggs will be placed on each of the 4 tables (2 on each) with number labels (their job is to guess what each egg is) as well as the writing table and the counter (10 different eggs in total). This will draw them in instantly once they see the eggs. 2) The Body: 1. Students will gather on the carpet for instructions. Ill tell them that there are 10 different eggs on their tables and that their job is to observe these eggs carefully and infer what animals the eggs belong to. I will give them a worksheet for them to record their observations and hypotheses about the eggs. Ill ask them what we have to use to make an observation (in this activity, only sight, smell and touch will be allowed) and what an inference is (give some examples). (5 minutes) 2. I will tell the boys to get 2 clipboards each for the person who sits across from them. Table captains will be asked to get bridges (pencils, erasers). Then I will assign students in groups of 3 and tell them which egg they will start with. Students will go to their assigned stations. (3 minutes) 3. Each group will have 2 minutes to observe each egg (I will signal them to rotate by the use of a timer and bell), write down characteristics on their recording sheet, and make a guess as to what egg that is (there will be a list of all the eggs on their recording sheets so theyll have a better idea of what eggs these are). (20 minutes) 4. I will signal the end of the activity once every group has seen each egg (10 total) and tell students to place their worksheets on their table. Students will then be asked to return to the carpet for the read aloud Chickens aren't the only ones: world of nature by Ruth Heller. (10 minutes) 3) Closure: Students will go back to their desks to get their worksheets and well go through each egg and discuss their answers. First they will share their answers with the person sitting next to them. Then I will get a few volunteers to share their guesses and inferences. (15 minutes)

Assessment of goals/objectives listed above -Recording worksheets they used- Ill be looking for their reasoning as to why they thought each egg was a certain animal -Informal assessment during the activity- Ill walk around and listen to their discussions in their groups as well as when theyre on the carpet sharing with the person sitting next to them -Students input during read aloud and discussion (during closure) -See how students use their prior knowledge on animals and observations skills Anticipating students response and your possible responses -Student: I already know what that egg is Me: then you will write down your reasons for why you think it is that particular animal. That will be your inference. -Student: how many observations do you need to write? Me: at least three make sure you make a note on the color, size and texture (how it feels) -Student: what do I do when I am finished looking at the egg before the 2 minutes is up? Me: share your guesses and inferences with your group members Accommodations For those who may need more support: -Groups will contain students who may struggle more with writing and making inferences with students who are stronger in those skills. I will also place myself closer to students who may need more support. I will be monitoring each group to make sure they know what to do and can ask clarifying questions more easily. For those who may need more of a challenge: -They will be asked to add more observations, inferences and a detailed illustration of the egg (compare the relative sizes put them in order). Lesson Plan: Life Cycles Introducing Timelines Goals/Objectives 1. Have students be able to visually sequence their own life 2. Students will compare their own timeline with the oviparous animals life cycles they have been learning about. Standards/Assessment Anchors

CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Materials and Preparation -Construction paper (variety of colors) -Students pictures brought in from home (6-8 pictures send parents letter a week before to get the pictures in on time) -Glue, markers, pencils -Writing paper (with a box to put the picture and lines underneath for captions) -Videos (short snippets probably use scholastic brain pop videos as they are 1st grade-friendly) and photos of life cycles - Shy the Platypus by Leslie Rees Classroom Arrangement and management issues Students may be more inclined to talk while they work on their timelines since this is more of an art project than a writing assignment (the only writing theyll be doing is the captions for their pictures) so I will put students in a different seating arrangement so that they will be more ontask. I will give them the option of sharing with each other after they have finished their captions and placing their pictures on. This can be an opportunity for them to practice verbally sharing their work with others so that they will be comfortable sharing Plan The Hook: Share with them my personal timeline that I will have made beforehand as an introduction to what theyll be doing. The Body: 1. Gather students on the carpet and ask them if theyve ever seen a timeline before either in a book, at home, or in a museum. (1 minute) 2. Show them my own personal timeline as an example in the template I prepared for them to use and explain to them step by step how I decided to sequence it. (5 minutes) 3. Read Shy the Platypus by Leslie Rees (10 minutes) 4. Show a timeline of a platypus and ask students to compare it with my timeline. (3 minutes) 5. Tell them their job for today: students will make a timeline of their life (starting from birth till now) so they can make a visual autobiography. Include a section on dreams about what they want to be when they grow up, what they want to do, and where they see themselves (this part will be hand-drawn since they wont have pictures for this). 6. Ask table captains to get thin markers, crayons and bridges 7. Send students back table by table to prevent traffic and chaos

8. Students will work on their personal timelines (20 minutes) 9. Students will come back to the carpet and a couple of volunteers will share their timelines. (5 minutes) Closure: Ill show them videos of animal life cycles and have students pair and share about how animal life cycles are different from ours (as humans) and have a couple of volunteers share. Assessment of goals/objectives listed above -Look at how they sequenced their pictures (chronologically from when they were younger to now or in a different way) Anticipating students response and your possible responses Student: I am finished. Me: you can add details to your timeline by framing the pictures so they look like they have picture frames or tracing your captions with a thin black marker so it is more visible when seen far away. Accommodations For those who may need more support: -Have students line up their pictures in order first before gluing them onto the page -Have students tell me verbally what each picture represents For those who may need more of a challenge: -Make another oviparous animals timeline with the use of nonfiction books that I will have available for them to look through

Lesson Plan: Personal Narratives (Writing Workshop) Goals/Objectives 1. Have students be able to capture a small moment in their lives and describe it in detail in writing so that the story comes to life for their audience Standards/Assessment Anchors Common Core Writing 1st grade

CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Materials and Preparation -Writing paper (classroom already has this make sure there are enough pages) -Graphic organizers to help students organize their thoughts Classroom Arrangement and management issues I will mix up the students from their normal seating to prevent excessive talking and off-task behavior. I have noticed that when students get too comfortable with the people at their table, they have more trouble working independently because they are too busy talking. I will be rotating from one table to the next every 6-7 minutes or so to help support the students and check-in with them. Plan The Hook: Take a quick vote. Give an example of a very boring story that tells them everything I did today. Give another example of story that takes a small moment and builds on from it. Which one did you enjoy listening to more? Show them a diagram of an egg emphasize that the yolk is the small moment/core they should try to capture first. The egg white is the details. The Body: 1. Teach a mini-lesson on how to tell stories using 5 fingers and how they should put each part of the story into a separate box on a graphic organizer. 2. Help distinguish stories that are worth telling and what is more mundane (i.e. I woke up, brushed my teeth, went to school, came home, went to bed). Demonstrate how to capture a small moment and make it interesting. 3. Mention how change in character or a surprise in the event may be good to include in stories. Give examples from books that they have read so they know what that looks like. 4. Have students practice one together in pairs. Have a couple of students share. Have students practice together as a group. Send them back to their seats so they can begin organizing their stories. Closure: -Bring students back to the carpet and have students who are finished (or close to being finished) to share what they have written so far. This will help give students who are having trouble

writing their personal narratives an extra model of what it is should look like and give them more direction for the next days writing workshop. Assessment of goals/objectives listed above -Students writing process how they figure out how to sequence the events in a orderly manner -How they convey their ideas on the graphic organizer see if they have difficulties organizing their thoughts, see if they are using the 5-finger method and whether or not it is helpful for them Anticipating students response and your possible responses Students response: I have more than 5 things I want to say in my story Me: If you could only tell me 5 things about your story, what would they be? Put all the things you want to say about the story in a list and circle the 5 most important parts you want me and the rest of your class to know. Students response: I cant think of anything interesting from my personal life. Me: Try writing a fictional story, where you make up the events that happen in your life. You could write about your future instead of your past so you can write about what you would like to happen. Accommodations For students who need more support: They will switch seats with other students so that I can physically sit next to them at their tables. I will work with them individually to a point where they can try it themselves. For students who need more of a challenge: I will ask them to add details and correct grammatical errors. They can spend more time working on their illustrations and possibly writing a sequel to their story or beginning a new one.