Common Core or State Standards and/or Unpacked Skills

and Concepts
Living things have characteristics and basic needs

Living things develop in predictable patterns

Predict, explain, and infer patterns based on observations and

representations of living things, their needs, and life cycles

Visual Fluency Within the Technological Pedagogical

Content Knowledge (TPACK) Framework Including a link
to Technology Tool Used.
As a part of our science curriculum, my class attends the zoo
every two months. Our zoo visits focus on one to two animals
each visit. One of my favorite lessons to teach is on the penguin.
In order to integrate visual fluency, I will use the following
website:
http://seaworldparks.com/en/seaworldorlando/animalvision/viewanimals/penguins/
This site shows a live view of penguins at Sea World. While
watching the video, I will give the students the vocabulary
words needed such as flubber, waddle, carnivore, repel and so
on. These vocabulary words have so much more meaning when
the students can see what I am describing first hand.
Next week, I am going to teach a lesson on hibernation. In order
to do so, I will introduce this lesson with the following video
https://jr.brainpop.com/science/animals/hibernation/
This video is great at describing what hibernation is and which
animals hibernate. It is very kid friendly and can spark a lot of
discussion. After the video, I will do the following activity with
a small group
https://jr.brainpop.com/science/animals/hibernation/activity/
In this activity, students are asked to draw animals that hibernate
in a cave, in a tree, and in water. This will serve as another visual
reminder.
During our insect unit, I really love to teach the life cycle of a
butterfly. The following video is a great introduction to the life
cycle of a butterfly offering visuals for students to really grasp
the concept of each stage

http://www.turtlediary.com/kindergarten-games/sciencegames/butterfly-life-cycle.html
After the video, the site also offers an interactive quiz which
goes over each stage as well as important vocabulary words.
Events such as night, day, the movement of objects in the sky,
weather, and seasons have patterns

Investigate and communicate findings about what happens when

the Suns light is blocked (DOK 1-2)

Shapes can be observed in the world and described in relation to

one another

As a part of our end of year assessment, my students are

expected to identify specific vocabulary pertaining to the four
seasons. The following video does a great job incorporating
those vocabulary words.
https://jr.brainpop.com/science/weather/seasons/
As an extension, I would also pull up the following weather site
which allows for a close up view of the weather in our
neighborhood. This is a great way to personalize their learning
while keeping it visual.
In order to teach about the Sun, I will show the students the
following video https://jr.brainpop.com/science/space/sun/
This video explains the sun and its properties in a kid friendly
very visual manner. As an extension of the lesson, the following
site describes how to make a sun dial which would be a very
visual way for students to see how the sun moves and creates
shadows. https://jr.brainpop.com/science/space/sun/activity/
This is a concept that I teach throughout the year, every time we
are walk out of our classroom I discuss the shapes I see with my
students. In order to integrate technology into this lesson, I
found a great tangram game. Students will be able to manipulate
a variety of shapes into many different objects. This will give
them a better understanding of how shapes make up the world
we live in. http://pbskids.org/cyberchase/math-games/tanagramgame/