Lesson Plan 2- Education 316-02 Page 1

WVSU LESSON PLAN FORMAT (Updated 8/12)

Teacher Candidate ____Wendy Lemon_____ Date ___November 12, 2012____
School ___ Elk Elementary School_______________ Grade/Subject __Kindergarten__
Lesson Topic: Hibernation/ Sequencing__________

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES:
Students will learn the meaning of hibernation.
Students will learn the names of several animals that hibernate.
Students will be able to sequence the order of a hedgehogs hibernation.

WV CSOS/ Next Generation CSOs
SC.O.K.2.3: observe and describe the movement, growth, and changes in plants and animals.
SC.O.K.3.2: observe and point out that change occurs gradually, repetitively, or randomly within the
environment.
RLA.O.K.1.9 establish a purpose for reading (e.g. for information, for pleasure).
WV 21
st
Century Technology Tools-
21C.O.PK-2.1.LS.3 Students articulates thoughts and ideas. Representative of real and imaginary
experiences, clearly and effectively through oral, written, or multimedia communications.
21C.O.PK-2.3.TT.5 Students demonstrates positive social and ethical behaviors when using technology.
Student identifies appropriate and inappropriate use of computers and describes how to work
collaboratively with others when using technology at home or in school.
NATIONAL STANDARDS- ACEI
Stamdard 1. Development, Learning and Motivation
Standard 2.1 English language arts
Standard 2.2 Science
Standard 3.4 Active engagement learning

ISTE- 3.d Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning.

MANAGEMENT FRAMEWORK
Overall Time- 50 minutes
Time Framework- 5 minute- Teacher introduction
10 minutes- Activity #1- Read and Discussion of Bear Snores On.
10 minutes- Activity #2- Presentation on Hibernation on BrainPop Jr
10 minutes- Activity #3- Interactive sequencing activity
10 minutes- Activity #4- Interactive matching activity
Lesson Plan 2- Education 316-02 Page 2

5 minutes- Closure

STRATEGIES:
Teacher/Student led discussion
Interactive Technology used in whole group/independently
Defining theme concept

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS (see attached document)

PROCEDURES:
Introduction-
Discussion forum will be opened on the rug area by asking the students questions such as; Who can tell
me something about the topic of hibernation?, Which animals might hibernate and which may not?,
and other questions based on the students responses. This information will provide diagnostic
assessment prior to the lesson. Students will be given the opportunity to interact within the discussion
group.
Body and Transitions of the Lesson/ Activities-
Read to the students Bear Snores On by Karma Wilson. Special notice will be given when the
story validates an answer that had been given during the discussion group.
Transition from the rug area to the desks at this time.
Use the the Smartboard and go to
http://www.brainpopjr.com/science/animals/hibernation/preview.weml click on the play
movie link for Hibernation.
Students will then choose the ACTIVITY icon to play the hedgehog sequencing game. Name
sticks will be pulled during this activity to rotate turns. Students will be encouraged to help and
support each other by providing clues or offering praises.
Next access www.apples4theteacher.com/java/concentration-games/animals-that-hibernate/
students will be introduced to more animals that hibernate through this interactive matching
game. Continue to pull name sticks as needed.
Closure-
Students will be given opportunity to share new information they had learned during the lesson. Time
will also be given to entertain any questions that the students may have about the information and
activities presented in the lesson. A final Brief review of important information not reviewed in the
student closing discussion will be covered by the teacher.
Lesson Plan 2- Education 316-02 Page 3




ASSESSMENT:
Diagnostic- Student knowledge will be assessed during the opening discussion of hibernation. This open
discussion will allow for open ended question and student led focus.
Formative- Students will be observed through the Brainpop Jr. interactive game to determine if the
students are able to sequence the process of hibernation.
Summative- Final student led discussion will verify content understanding levels and will reveal areas
that may still pose confusion or problems to the students.

MATERIALS:
Bear Snores On by Karma Wilson (book)
Smartboard:
Brainpop Jr- http://www.brainpopjr.com/science/animals/hibernation/preview.weml (movie
and interactive sequencing game)
www.apples4theteacher.com/java/concentration-games/animals-that-hibernate/ (interactive
matching game)

EXTENDED ACTIVITIES:
Since the activities are performed as whole group activities, students will not be permitted to finish and
leave the group early.
If the Lesson finishes early the class will be given paper and coloring tools and will be asked to illustrate
their favorite hibernating animal or animals.

POST-TEACHING:
Continuation of the weekly theme of hibernation will continue for one week. During this time the focus
will be determined based on information received from the assessments and observations.


Lesson Plan 2- Education 316-02 Page 4



Adaption to Students Special Needs for
Differentiating Instruction
Please describe all that apply:


Needs- Based Planning
Learning Differences- Sensory Differences-
Attention Differences-
Seating on the activity rug and during
large group activities have been
developed to minimize distractions and
encourage engagement.
Behavioral Differences-
Motivational Differences-
Students are permitted to assist each
other during activities by providing
suggestion, asking each other questions,
and by offering encouragement and
praise.
Ability Differences-
Physical Differences-
Smartboard offers an adjustable height
to meet various physical needs and can
be calibrated to different sensitivities as
needed.
Cultural differences-
Areas of Hibernation and various animals
from around the world was discussed
during this lesson.
Multiple Intelligence addressed (check all that apply)

_X__ Verbal/linguistic
____ Spatial
_X__ Logical/ mathematical
_X__ Bodily-kinesthetic
____ Musical
__X_ Naturalist
____ Interpersonal
__X__ Intrapersonal
_____ Existential
_____ Others (explain)