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(1) How can connect students! lives to this topic" #e will co$pare our houses to the relationship a wor$ and plant has with the soil% &iscussion will be ' (ur ho$es protect us fro$ the rain and )eep us safe* war$* and dry% +ut what would happen if we did not ta)e care of our ho$e and we ended up with a hole in our roof and chose not to fix it" #ould we get wet" (r what if a window was bro)en" ,ould it )eep the wind out" (r what if we did not turn our heat on or put wood in our stove in the winter ti$e" #ould we stay war$" (ur house protects us* but we have to ta)e care of it% Si$ilarly* soil is a ho$e to bugs and wor$s and lots of other creatures* but they ta)e care of it so that it stays healthy% n turn* it helps plants grows% ---.his discussion will ta)e place after the bell wor) ----see /discussion0 in action section---% (1) ,ross-curricular 2in)s% #e will be discussing geology% +efore we get into it* we will cross with our language arts progra$ and discuss the origin of the words /geologist0 and /geology0 using the tools we are learning in 2anguage 3rts --4eneral ,urricular (utco$e 56' 7eading and 8iewing .ransitional 3-69 students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. Predict on the basis of what would make sense, what would sound right, and what the print suggests (semantic, syntactic, and graphophonics. #e will also be $easuring* as a $ath co$ponent - -4,(' Shape and Space (SS)' Use direct or indirect measurement to solve problems. SS3 !emonstrate an understanding of measuring length (cm, m" by#..measuring and recording length. (3) #hat current event(s) (2ocal* :ational* and nternational) or other real-life connections $ight spar) further interest in the topic" .he house connection is also the /real-life0 connection%
(ifferentiated Instruction) Modifications and Acco&&odations $hat accommodations and modifications (for students with exceptionalities" will you make to support students with special needs or %nglish &anguage &earners, etc. (see suggestions below". 'ame two exceptionalities. (ou will need to demonstrate that you are knowledgeable of your students) needs. *n cases where you are preparing a series of lessons refer to the same exceptionalities.
ncrease ti$e* space* a$ount Scribe Gse $anipulatives &ecrease ti$e* space* a$ount (ral explanation nclude visuals* $odels* cueing* organiHers ,hange seating* groupings Ieer tutor>Iartner 3pplying or Bxtending the activity (ther' JJJJJJJJJJJJJJJJJJJJ
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Specifically* na$e the exceptionality and how will you differentiate the (cite one exa$ple for each exceptionality na$ed above)' +ecause we are not aware of any exceptionality in the classroo$* we will focus on the $ultiple intelligences for differentiated instruction% <or the interpersonal intelligences in the classroo$* we will be doing two different types of group discussions* where the students can share their ideas and collect observations (the wor) sheets are attached and the =uestions are detailed in the assess$ent portion of the lesson plan)% <or the naturalists* we will be doing /hands on0 wor)* digging in the dirt% (.his should be a hit with the$* as it is all about nature and how it affects>is affected by living things)% .his should also appeal to the )inesthetic intelligences% .he content of the lesson will include discussion on soil* how wor$s and plants affect it (what their purpose is) and how the soil in turn affects these living things (specific proFector infor$ation sheets attached)% 3 /wor$ poop0 song will appeal to the $usical intelligence% .he logical-$athe$atical intelligences will be influenced by the scientific in=uiries that will be $ade during the bell wor) observations* along with the soil observations% (ur ho$ewor) assign$ent will be giving opportunities for other intelligences to shine through% Students will be as)ed to either draw a picture (spatial intelligence)* write a short poe$ or write a few facts (verbal-linguistic)* or sub$it a short reflection on what they thin) they could do to help )eep our soil healthy (intrapersonal)%
3ssess$ent" #e will do a K#2 throughout the lesson% 3fter we do the observation>group discussion>note ta)ing during the bell wor)* we will begin the /)now0 and /wonder0 portion of the assess$ent% 3fter we conduct the lesson* we will follow up with the /learn0 portion% #hen doing our /wonder0 section* we will be pro$pting and steering the students towards the =uestions relating to our outco$e L how are the wor$s affecting the soil and how does the soil affect the wor$ and other living things% #hen we close out the lesson* we will be pro$pting the students for what they have learned* as)ing =uestions li)e /,an you na$e two ways wor$s help soil"0 /,an you na$e two ways plants help soil"0 /,an you na$e two ways soil helps living things"0 /&o we thin) that the soil and living things wor) as a good tea$0"
'ritical Thinking * kee$ in &ind +loo&,s Ta%ono&- * higher order thinking and .uestions * (o not co&$lete this as a se$arate section in -our final $lan/ These should e ke$t in &ind throughout the lesson"s#/ #hat critical thin)ing activities will you use to explore the topic" e%g% &ecode a puHHle -&esign to specifications -Ierfor$ to specifications -Mudge the better or best -7ewor) the wor) - ,riti=ue the wor) - Nuestioning* tas)s;%% - 7efer to a ,urriculu$ &ocu$ent for suggestions Assess&ent Possi le Assess&ent Strategies: o &iscussion o nterview>,onference o K#2 o Ire .est o (bservation o #or) Sa$ple o ,hec)list o 2earning 2og>Mournal Eay 1* 1013 1 Students 0ill e e%$ected to investigate and descri e ho0 living things affect and are affected - soils "122345# 3ssess$ent for 2earning (&iagnostic) How will you )now what the students already )now and can do related to this topic" .he bell wor) will involve observing* discussing* and ta)ing notes on what the students already )now about wor$s>soil* along with what they wonder about the$% .his will be recorded on the board% (<or$ative) #hat evidence will you obtain to help you in your instruction" #e will watch a video* we will listen to a song* we will observe>discuss>loo) at soil up close and personal* we will view six
o o o o o o o o o o
Self-3ssess$ent Ieer 3ssess$ent Iersonal 7eflection IroFect 3chieve$ent ,hart NuiH (ral 7eport Iresentation>Ierfor$ance 3udio>8ideo>.echnological 7ubrics
proFector sheets on facts about soil% 3ssess$ent as 2earning' (<or$ative) #hat opportunities will you provide for peer and>or selfassess$ent* setting>revisiting learning goals" #hen we review the K#2 at the end (learning part)* we will get an understanding of what points were not re$e$bered% (Su$$ative) How will you )now how well they understand )ey idea(s) and what )nowledge and s)ills have been gained" .his could be assessed through a cul$inating tas)% (ur ho$ewor) assign$ent will be giving opportunities for other intelligences to shine through% Students will be as)ed to either draw a picture (spatial intelligence)* write a short poe$ or write a few facts (verbal-linguistic)* or sub$it a short reflection on what they thin) they could do to help )eep our soil healthy (intrapersonal)* based on what we learned today% Students will be as)ed to thin) about this at ho$e and either start it at ho$e or wor) on it during bell wor)* next class%
6hat are the students doing7 8888Pre$ efore the students enter the classroo& 0ill include: S$reading ne0s$a$ers across the 0ork stations of all five ta les) setting out the 0or& and soil containers at each ta le) along 0ith ell 0ork 90orksheet la eled 9The dirt on 6or&s: and setting the askets of &aterials at each ta le "each containing 1 s$oon) 1 &agnif-ing glass) 1 ruler) ; $airs of gloves) and 1 0ork sheet la eled 96hat,s u$ 0ith Soil:#/ Pre$are the oard for outside of the classroo&) 0elco&ing the students and instructing the& to get a nu& er 0hen theenter the classroo& and sit at the ta le nu& er that corres$onds to theirs) the outco&e 9investigate and descri e ho0 living things affect and are affected - soils: 0ritten on the front 0hite oard) the ell 0ork "detailed in the AP< elo0# noted on the side oard) the si% $ro!ector sheets read- for the SMA=T oard and the 90or& $oo$: song) along 0ith soil intro cli$ " oth locations detailed elo0# read- to e $la-ed on co&$uter/8888
(n the flip chart Fust outside of the classroo$* we will welco$e our grade three class and give direct the students to collect a nu$ber as they enter the classroo$% Gpon entering the classroo$* the students will be given a paper wor$ by a tea$ $e$ber with a nu$ber fro$ 1 to 5 on it% Students will be as)ed to sit at the table with the corresponding nu$ber it and co$plete their bell wor) for the first five $inutes of class% .he bell wor) will be written on the side white board* reading as follows'
The Instructional Process This is a ste$3 -3ste$ $rocedure for the lesson/ Make sure -ou include transitions throughout/
(4etting no
.hese should be the awareness and engage$ent activities around the topic% .hey can be whole class or s$all group activities%
#e will introduce the outco$e for the day* the bell wor) and do a chec) for understanding% #e will be wal)ing around the classroo$* helping as needed* answering any
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Looks like: brainstor$ing * $ind $apping* setting a $ini-tas)* discussion* reviewing previous $aterial* before reading strategy* other;
/Ilease ta)e the first five $inutes of class to observe the wor$s in their soil that we put together in our last class% Gsing the wor)sheet provided* please discuss as a group the =uestions on the wor)sheet% .he students will be brainstor$ing about what they thin) the wor$s are doing* why* and how it affects the soil (interpersonal intelligence)% .he wor)sheet (attached and labeled /.he dirt on wor$s0) includes a review of the facts we have already learned in class* (we )now that soil needs water to stay healthy and that it is $ade up of $any layers)% #e will be loo)ing at the relationship that the wor$ and the soil have% 3re they helping each other" f so* how does the wor$ help the soil" #hat do you thin) the purpose of the wor$ is" &oes he have a Fob" #hy does he tunnel through the dirt" &oes he eat" f so* what do you thin) he eats"
=uestions* and )eeping everyone on tas)% .he goal is to )eep the students focused on what the wor$ is doing and its relationship to the soil)% #e will notify the students at the one $inute $ar)%
Action
"This should e the longest section of the lesson# and should e detailed>
.hese are all of the activities (e%g%* creating* reflecting* and revising) that the student would engage in to build the understanding and s)ills to $eet the expectations and learning outco$es%
Looks like: investigation* s$all groups of
students wor)ing together* students $a)ing su$$aries and generaliHations* use of $anipulatives* use of technologies* teacher circulating e%g%to )eep students $oving forward* (.his $ay include probing for $isconceptions* providing hints* as)ing students to generaliHe or hypothesiHe e%g% as)ing #hat if" =uestions% Iro$pts should
Please look at what +ultiple *ntelligences you plan to address. 'ame the *ntelligence and then make sure it is identified and clearly utili,ed in the activity. -or literacy lesson plans ./&/'0%! &*1%2/0( components need to be identified throughout the lesson.
After the students have co&$leted their ell 0ork) 0e 0ill $la- a .uick intro video on soil "link to -outu e through: htt$://000/-outu e/co&/0atch7 vAB;uC=T.=4TM# and then do a revie0 as a grou$/ +- conducting a <6L) 0e 0ill discover 0hat the- alread- kno0 and 0hat .uestions the- &a- have/ Once 0e have this infor&ation on the oard) 0e 0ill &ove into a .uick co&$arison of our ho&es to soil/ The follo0ing is the discussion: 9Our ho&es $rotect us fro& the rain and kee$ us safe) 0ar&) and dr-/ +ut 0hat 0ould ha$$en if 0e did not take care of our ho&e and 0e ended u$ 0ith a hole in our roof and chose not to fi% it7 6ould 0e get 0et7 Or 0hat if a 0indo0 0as roken7 'ould it kee$ the 0ind out7 Or 0hat if 0e did not turn our heat on or $ut 0ood in our stove in the 0inter ti&e7 6ould 0e sta- 0ar&7 Our house $rotects us) ut 0e have to take care of it/ Si&ilarl-) soil is a ho&e to ugs and 0or&s and lots of other creatures) ut the- take care of it so that it sta-s health-/ In turn) it hel$s $lants gro0s/: 6e 0ill then $la- the 90or& $oo$: song "&usical intelligence# on the SMA=T oard "link to -ou tu e through: htt$://000/-outu e/co&/0atch7 vABDs5cdlTBEc#/ I&&ediatel- after that) 0e 0ill sho0 three infor&ation slides through the $ro!ector on the SMA=T oard "la eled 1 to 4 and attached to the lesson $lan#/ These 0ill revie0 ho0 0or&s and $lants affect soil/
3fter viewing the intro video* #e will be recording their K#2 info on the front board (what do they already )now* what do we wonder about* what )ind of relationship does the wor$ and soil have)% 3fter the /wor$ poop song0 and the three slides* we will be doing our language arts cross curricular wor) on the front board as well (geology)% 3fter the exploratory wor) has been detailed to the students* we will do a chec) for understanding% &uring the
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Moving onto ho0 soil affects living things) 0e 0ill start - telling the students that todathe- get to e geologists/ 6e 0ill have a s&all discussion on 0hat a geologist does and 0here the 0ord geolog- co&es fro& "cross3curricular for language arts as noted in the connections section#/ 6e 0ill reak do0n the 0ord geolog- on the 0hite oard) and see if the students can deci$her its &eaning/ She 0ill then ask the students to take the kits fro& their ta les and have each student $ut on a $air of gloves/ Grou$s can then scoo$ several scoo$s of dirt onto their ne0s$a$er covered ta les and sort through it "naturalist and kinesthetic intelligences#/ The- 0ill e asked to look at the soil closeland record all o servations and 0hat thefind in it/ The- 0ill e asked to use the 0ork sheet included in the kit "la eled 96hat,s u$ 0ith soil:#) to hel$ kee$ the& on task/ It is asking the& to o serve and discuss 0hat the- have found in the soil) along 0ith ho0 it affects living things "inter$ersonal intelligence#/ It is also asking the& to &easure the de$th of the soil "logical3 &athe&atical intelligence# in their container "cross3curricular for &ath as noted in the connections section#/ The- 0ill e given five &inutes to e%$lore the soil and deter&ine 0hat the- have found/ At the t0o &inute &ark) students 0ill e notified/ After the students have had the o$$ortunit- to e%$lore 0ith the soil) 0e 0ill ask the& to share 0hat the- discovered in each of their grou$s/ 6e 0ill then discuss the last three $ro!ector slides "nu& ered 4 to ; and attached to lesson $lan# 0ith infor&ation on ho0 soil affects $lants "and other living things#/
exploratory wor) with the soil* we will be circulating the roo$* answering =uestions and helping students (and $a)ing sure the wor$s stay in their containers)% 3fter the /geologist0 wor) is finished* we will record any new K#2 infor$ation the students $ay discovered by wor)ing with the soil%
3fter the presentation on how soils affect living things* we will pro$pt the class to recite what has been /learned0 today* as the final part of the K#2% .he answers we are loo)ing for $ust reflect the outco$e /Students will be expected to investigate and describe how
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living things affect and are affected by soils (100-35)0% 3fter the review* we will discuss the ho$ewor) assign$ent and do a chec) for understanding on it% .hen* we will pass out treats to the class% 'onsolidation/'losure: 7eview your outco$es% 7evisit the learning% &ebrief etc% 7eflecting on the outco$e' students will be expected to investigate and describe how living things affect and are affected by soils (10035)* we will end the class with a review of what we learned today* by filling out the /2earn0 portion of the K#2 on the board% .he review will include as)ing =uestions li)e' /,an you na$e two ways wor$s help soil"0 /,an you na$e two ways plants help soil"0 /,an you na$e two ways soil helps living things"0 /&o we thin) that the soil and living things wor) as a good tea$0" #e will discuss the ho$ewor) for the next day* which will include doing one of the following* during bell wor) to$orrow' Students will be as)ed to either draw a picture (spatial intelligence)* write a short poe$ or write a few facts (verbal-linguistic)* or sub$it a short reflection on what they thin) they could do to help )eep our soil healthy (intrapersonal)% #e will also be passing out a little treat* at the end (chocolate pudding>graha$ cru$bs>gu$$y wor$s layered li)e dirt)%
---+efore considering the treat to be passed out* it will be necessary to chec) student infor$ation sheets on allergies>$edical conditions in the classroo$% .i$e of day will also be i$portant to consider* due to the pea) in sugar--=eflection of Lesson Plan Pre$aration:
#hat did learn fro$ planning this lesson" How $ight it be enhanced in subse=uent lessons" (ther learnings* frustrations* difficulties"
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2esson Ilan> ,ategory .itle of 2esson>.as)>Strand>4rade>SubFect; Specific 2earning (utco$es L clear* concise* directly connected to the lesson ,onnections Eaterials and Eedia &ifferentiated nstruction* Eodifications and 3cco$$odations in the 2esson &elivery (How have you planned to address the various student needs") ,ritical .hin)ing L evidence of and in the lesson(s) 3ssess$ent Ilans L clearly connected to the outco$es* well-described <or* 3s and (f 2earning Einds (n (3IK) L 4etting 7eady L getting the class into the lesson 3ction L the instructional process L how you develop the outco$es in clear and precise $ethods 4uided Iractice L seeing that the students learn the desired content ndependent Iractice L on their own in consolidating the learning ,onsolidation>,losure L pulling the lesson together ,onventions and 4ra$$ar 7eflection of the 2esson Ilan Ireparation &e$onstration of ,reativity within the lesson 2esson &evelop$ent L ,larity and depth of develop$ent of the outco$es 3sse Eay 1* 1013 D
,o$$ents
0-10 0-15 0-5 0-10 0-5 0-5 0-5 0-5 0-5 0-5 0-5
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