Reflective Narrative Science Lesson Plan INTASC Principles INTASC Principle 3: Learning Styles/ Diversity The teacher understands

how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. NAEYC Standards: 1. Promoting child development and learning 4b. Using developmentally effective approaches This artifact is a science lesson plan implemented at Sussex Elementary in a kindergarten classroom. The objective was for students to learn about different attributes of deciduous leaves and make a leaf rubbing. This lesson was designed to gain a better understanding of different attributes of deciduous leaves. The book that was read gave the students a background knowledge about different types of deciduous trees and their leaves. To make this lesson more authentic, the instruction took place outdoor in the environment where leaves are found. The students spent valuable time examining the leaves and their surroundings. The children were so proud of their findings that they needed to share information about their leaves. This was a great teaching opportunity to discuss how each leaf was a different size, shape, color or texture. The rubbing portion of the lesson helped give the students hands on experience to see the differences in each leaf. This artifact aligns with INTASC principle 3 and NAEYC standard 1, because the lesson plan takes into consideration the different learning styles of each student. Using different approaches to learning helps diverse learner grasp concepts in a manner that is comfortable to them. Providing a range of approaches helps promote child development and learning. I learned how important it is to make learning as authentic as possible. The students were able to understand the difference of leaves by being able to touch and see the leaves. It made learning more concrete. Another important aspect of learning is to provide time for students to share their findings. The students were really engaged and passionate about learning when they were able to share their knowledge. The students were impacted positively by this lesson plan. The students learned the different characteristics of leaves and the types of trees that they came from. We review the difference between deciduous and coniferous trees. The students also learned the skill of crayon rubbings.

Denyse Fiero ECED 343 November 21, 2011

Lesson Plan
Science-Identification of leaves Implemented: 11/10/11

Background
This lesson will be implemented in a kindergarten classroom at Sussex Elementary. Sussex is a Title 1 school located on 515 S Woodward Drive, Baltimore, Maryland. There are approximately 414 students and approximately 26 teachers. There are eighteen students in the class, their ages range from five to seven. There are three students with who have Individualize Education Plans. There are two students who are provided ELL services. Fifteen students were present during emergent writing lesson. The students have been discussing the season of Fall. The class has knowledge of Coniferous and Deciduous trees.

Planning and Teaching Participants/Grouping: This lesson is a whole group setting of 18 students. The lesson will be implemented on the carpet and writing portion at the tables. VSC Standard: Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Introduction Topic A. Diversity of Life Indicator 1. Observe a variety of familiar animals and plants (perhaps on the school grounds, in the neighborhood, and at home) to discover patterns of similarity and difference among them. Objectives Identify and describe features (observable parts) of animals and plants that make some of them alike in the way they look and the things they do. Lesson Objectives: We will write items that we are thankful for by listing ideas on our giving hand. Responsiveness for All Children: To promote student interest I related the idea of being thankful to their life.

I will ask open ended questions during each activity to ensure the comprehension of all children. I will position students that are easily distracted in a close proximity to me.

Materials: We Are Going on a Leaf Hunt by Steve Metzger 18 Leaf bags 18 My Fall Leaf paper 18 Crayons without paper labels 18 Pencils

Procedures: 1. Introduction and Motivation: (10 minutes) The students will listen to We Are Going on a Leaf Hunt by Steve Metzger. This book discusses the different types of trees and a description of the type of leaves found on the trees. 2. Teaching Steps and Procedures: Step 1: We will take a leaf hunt and the students will gather different types of leaves in their bags. (10 minutes) Step 2: Each student will discuss one of their leaves with the class. We will note the different colors, shapes and sizes of deciduous leaves. We will also talk about the texture and veins found on the leaves. Step 3: I will demonstrate how to make a leaf rubbing to the class Step 4: The students will use their leaves to make leaf rubbings The student will select a leaf and place it underneath their paper facing vein side up. Next, each student will take a crayon gripping it so the crayon is wide. The student will rub the crayon against the leaf to show the texture and veins of the leaf. The Student will choose a variety of leaves to do their rubbings. I will frame leaf rubbings when all students have completed their projects. Students will share their findings about their findings about leaves.

Assessment: The students will be assessed on the final product of their Fall Leaf Rubbing. I will check their work to see if they followed the directions and included at least two leafs. I will see if each student was successful in rubbing the leaf texture and veins in their project. I will also verbally check to see if all the students understand that leaves are different and have veins.

Analysis/Evaluation: The students were able to complete the lesson and understand the concept of leaves. The students were able to rub the leaves onto the paper. One student initially had difficulty holding the crayon. Reflection: This lesson plan was successful and the students benefitted from the experience. Next lesson, I will add to my demonstration of a leaf rubbing more direction about how to hold the crayon. An additional extension to the lesson for next lesson would be to sort the leaves by different classifications and identify what type of tree the leaves are from.