EDUC 329 Fall 2013

5E Science Lesson Plan

Kayla Chrisley 3rd Date: 10/27/2013

Name: Grade Level:

Type of Lesson: Science/ Environmental Size of Group: 19 students

Subject: Science

Concept: Recall the characteristic of an organisms habitat SC Science Academic Standards: 3-2.3 Recall the characteristics of an organisms habitat that allow the organism to survive there. Additional Academic Standards: Fine Arts: MI 4-6. The student will make connections between music and other art disciplines, other content areas, and the world. EEDA: Students will show good work ethic SSCA: Students will know the description of bullying and understand why not to do it.

Conceptual Science Background: In kindergarten (K-2.1), students identified the specific needs of all living things. In 1st grade, students identified needs specific to plants (1-2.1) and explained how the distinct environments support different types of plants (1-2.5). In 2nd grade, students identified needs specific to animals (2-2.1) and explained how the distinct environments support different types of animals (2-2.3). Learning Objective and Evaluation: Lesson Objective Students will observe different animals in their habitat to determine if they have the necessary resources for survival. Evaluation of the Objective Students will be evaluated throughout the lesson. At the beginning of the lesson students will be asked what resources are. Also if they know what animals need in order to survive in their habitat. As students are observing different animals in the schoolyard I will be walking around to see what students are checking off. Also their chart/diagram will be based off of their data collected during the observation. Students writing in their journals will be assessed by me collecting the journals and reading what each student wrote. Throughout the lesson class discussion will be on going. I will listen to what students say and the questions they ask. This is let me see if students are grasping the material. Feedback will be given to students on material they did throughout the lesson.

EDUC 329 Fall 2013

5E Science Lesson Plan

Productive Questions: What probing questions will you ask during the lesson? Engagement: What is a resource? What type of resources do we need in order to survive? What resources to animals need in their habitat in order to survive? Exploration: What resources did your animal have that you noticed? Did your animal have the correct number of resources in their habitat? Explanation: why do animals need the four resources in order to survive? What would happen if the animals didnt have to correct resources in their habitat? Elaboration: What does your diagram or chart show? What can you predict from your groups diagram or chart? Which animals are suitable to live in the schoolyard? Which animals should maybe find another habitat? Evaluation: Which animals will be able to stay in the schoolyard and survive? Which ones will not? Why are they able to stay? Why arent they able to stay in the schoolyard and survive? Materials: SmartBoard, chart paper, markers, crayons, checklist, science journal Safety Precautions for Lesson: Students will be told not to approach any animals. Also not to disrupt any of the animals habitats. PROCEDURES: Engagement: I will bring the students to the front rug and have them watch a music video on animals and there habitat. The video also covers what resources animals need to survive in their habitat. The video will repeat several times that animals need four major resources in order to survive, food water, shelter and space. I will ask what they think it means to need resources? What are some of our resources? Students will then have the chance to discuss what the animals need in order to survive with their peers. We will discuss what animals in their schoolyard need in order to survive. I will write what the students say on chart paper. Exploration: After we have discussed the animals and resources on our chart, we will then proceed outside to observe the animals in our school yard. Students will be able to walk around and look for different animals in their schoolyard. They will pick a specific animal and use the check list that I have supplied and use the checklist to see if that animal has the proper resources. Students will jot down reasons why that specific animal chose their schoolyard to live in. Also what are some resources that the animals have in order to survive? Some students may pick an animal that doesnt have the proper resources. They will need to list what resources were missing Some animals the students may encounter may be birds, squirrels, geese, rabbits, and deer. There all also a variety of insects that they will see. Students will use what they learned from the music video in order to check and make sure the animals are living in a suitable habitat. Explanation: We will then head back to our classroom to discuss what we saw. I will then proceed and explain to the students that all living things need resources to live. Some animals may be in a habitat that they do not have the proper resources to live. Students will have a chance to talk about the animals they observed about and what they needed to survive. I will make the connection that even though animals have different type of resources to service they

EDUC 329 Fall 2013 5E Science Lesson Plan all have the same purpose. Students will be asked questions during the discussion such as, why do animals need all four resources in order to survive? What if animals do not have all four resources in the habitat they are living in? what could these animals do? Elaboration: Students will work inside their pods to construct a chart or diagram that shows the data they collected. They will include the animals they observed. Students will be given directions before they start that states the purpose of this assignments is to display their observations. Students will know that the chart or diagram should show if their animals has the four proper resources in order to survive or not. We will then display the data around the classroom. This is a way students can see the different animals in our own schoolyard and see which animals have the proper resources to survive. I also can see which students are developing a understanding for the lesson. Evaluation (Assessment): Students will need to write in their science journals about one of the animals in our schoolyard. They will use the data collected and presented in the classroom to make a prediction on whether the animal will stay and make our schoolyard a home or if they will not. Students will need to give reasons for why or why not the animal will stay. I will take up the notebooks and read the reasons. I will look to make sure students listed reasons that show a relationship to what we learned about animals and the proper resources they need to survive. Accommodations for Students with Special Needs: : I will follow data listed on my TWS 1 throughout this lesson. Students who have ADHD in my classroom have a hard time sitting still during lesson. Having the class go outdoors and move around is a way to keep these students engaged in the lesson. Students who have trouble illustrating their thoughts will be working with their pods. This is will give them someone who can help throughout the elaborating step. I will be walking around throughout the lesson to give students help when they need it. My ESOL students do not need any special accommodations in order to achieve this lesson. After I read what the students wrote in their science notebooks I will be able to see which students References for Lesson Plan: Music video from YouTube, This is my Habitat.

Grade Level: 3RD organisms habitat

Concept: Recall the characteristic of an

EDUC 329 Fall 2013 What We Will Do Engage:

5E Science Lesson Plan

Time/Materials/Group Size

I will bring the students to the front rug and have them watch a music video on animals and there habitat. The video also covers what resources animals need to survive in their habitat. The video will repeat several times that animals need four major resources in order to survive, food water, shelter and space. I will ask what they think it means to need resources? What are some of our resources? Students will then have the chance to discuss what the animals need in order to survive with their peers. We will discuss what animals in their schoolyard need in order to survive. I will write what the students say on chart paper.

10 minutes/ SmartBoard, music video, chart paper/whole class Explore: After we have discussed the animals and resources on our chart, we will then proceed outside to observe the animals in our school yard. Students will be able to walk around and look for different animals in their schoolyard. They will pick a specific animal and use the check list that I have supplied and use the checklist to see if that animal has the proper resources. Students will jot down reasons why that specific animal chose their schoolyard to live in. Also what are some resources that the animals have in order to survive? Some students may pick an animal that doesnt have the proper resources. They will need to list what resources were missing Some animals the students may encounter may be birds, squirrels, geese, rabbits, and deer. There all also a variety of insects that they will see. Students will use what they learned from the music video in order to check and make sure the animals are living in a suitable habitat.

15 minutes/ schoolyard, checklist, pencils/ individual student. Explain: We will then head back to our classroom to discuss what we saw. I will then proceed and explain to the students that all living things need resources to live. Some animals may be in a habitat that they do not have the proper resources to live. Students will have a chance to talk about the animals they observed about and what they needed to survive. I will make the connection that even though animals have different type of resources to service they all have the same purpose. Students will be asked questions during the discussion such as, why do animals need all four resources in order to survive? What if animals do not have all four resources in the habitat they are living in? what could these animals do? 10 minutes/whole class Elaborate: Students will work inside their pods to construct a chart or diagram that shows the data they collected. They will include the animals they observed. Students will be given directions before

EDUC 329 Fall 2013 5E Science Lesson Plan they start that states the purpose of this assignments is to display their observations. Students will know that the chart or diagram should show if their animals has the four proper resources in order to survive or not. We will then display the data around the classroom. This is a way students can see the different animals in our own schoolyard and see which animals have the proper resources to survive. I also can see which students are developing a understanding for the lesson.

20 minutes/ paper, markers, pencils/ pods Evaluation: Students will need to write in their science journals about one of the animals in our schoolyard. They will use the data collected and presented in the classroom to make a prediction on whether the animal will stay and make our schoolyard a home or if they will not. Students will need to give reasons for why or why not the animal will stay. I will take up the notebooks and read the reasons. I will look to make sure students listed reasons that show a relationship to what we learned about animals and the proper resources they need to survive.

5 minutes/ science journals/ individual student. Accommodations/Modifications: I will follow data listed on my TWS 1 throughout this lesson. Students who have ADHD in my classroom have a hard time sitting still during lesson. Having the class go outdoors and move around is a way to keep these students engaged in the lesson. Students who have trouble illustrating their thoughts will be working with their pods. This is will give them someone who can help throughout the elaborating step. I will be walking around throughout the lesson to give students help when they need it. My ESOL students do not need any special accommodations in order to achieve this lesson. After I read what the students wrote in their science notebooks I will be able to see which students grasped the subject and who didnt. The students I think needed further instruction will get that.