Nocturnal LESSON PLAN - Weebly



Nocturnal LESSON PLAN TITLE OF LESSON – Nocturnal Night SceneCONTEXT OF LESSON The students are beginning their learning block on nocturnal animals. This creative art activity is an interactive way for the students to understand that when they go to sleep at night, other animals stay awake. The students will have the opportunity to express themselves, and afterward each product will be unique in their own way. The students have the needed fine motor skills to make this on their own with little guidance needed from adults. The students enjoy hands on activities and this art activity allows the students to be creative and imaginative to create their own unique scene while learning something new. OBJECTIVES AND ASSESSMENTDevelopmental ObjectivesPlan for Assessment1. The students will expand vocabulary and will be able to verbally explain what “nocturnal animals” are.Before the art activity, I will explain and give examples of the word nocturnal. I will ask the student to define nocturnal animals. If the child is not expressive, I will ask, “What do they do during the day?” and/or, “What do they do during the night?” If necessary, I will ask, “Do they sleep during the daytime or night time?” 2. The students will investigate that nocturnal animals have certain characteristics and will be able to list different examples of nocturnal animalsI will explain the different life style nocturnal animals live and how they use different senses. I will give several examples of nocturnal animals. 3. The student will be able to create unique night scene out of paper, googly eyes, twigs, cotton balls, scissors, glue, and twigsDuring activity, I will walk around and ask students to explain what they are doing for their night scene with the given materials. COLLECTION OF ASSESSMENT DATAChild could define nocturnalChild could give one example of a nocturnal animalChild could create art scene using given materials and motor skills (yes or no)A COPY OF THE ACTUAL DATA COLLECTION INSTRUMENT IS ATTACHED IN THIS FOLDERRELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)Reading 1.8 The student will expand vocabularyDevelop vocabulary by listening to and reading a variety of textsAsk for the meaning of unknown words and make connections to familiar wordsUse vocabulary from other content areasScience 1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts includeBasic needs include adequate air, food, water, shelter, and space (habitat);animals, including humans, have many different physical characteristics; andanimals can be classified according to a variety of characteristics Visual Communication and Production 1.5 The student will create art from real and imaginary sources of inspirationVisual Communication and Production 1.10 The student will use motor skills to weave, tear, and otherwise manipulate art materialsVisual Communication and Production K.10 the student will use motor skills to create two-dimensional and three-dimensional works of art. MATERIALS NEEDEDBlack, green, and yellow construction paper – I will supply thisGoogly eye – I will supply thisTwigs – I will supply thisCotton balls – I will supply thisScissors – Cooperating classroom will supply thisGlue bottles and sticks – Cooperating classroom will supply thisA small power point including definition of nocturnal animals, pictures of different nocturnal animals in their habitats – I will supply thisInstruction cards on how to create art scene – I will supply thisPROCEDUREPREPARATION OF THE LEARNING ENVIRONMENTThere are four table groups in the classroom that are categorized by colors. The teacher has four different colored bins that correspond with their table. I will have all the supplies needed for the creative art activity separated and organized in the bins; that way, after I finish going over the PowerPoint and explain what is expected of them, I will be able to efficiently hand out the materials. I will have the short PowerPoint ready to go on the overhead. The students will sit at their desks while I go over the PowerPoint and instruct what is needed for the activity. INTRODUCTION AND ORGANIZATIONA few weeks ago I read a book about bats to the class. I will hold up the book to the class asking them to think back to the book about bats. I will ask, “Does anyone remember any fact about bats?” I will call on three students to share what they remember about bats. I will then say, “Another fact about bats is that they are nocturnal. Does anyone remember what nocturnal means?” If anyone raises their hands, I will call on one student to explain what nocturnal means. If the student is correct I will repeat what they said and say my definition of it, or if the student is not correct, I will say, “Not exactly, nocturnal means animals that rest by day and come out at night to search for food.” I will then turn on my PowerPoint presentation that has the word “Nocturnal Animals” in a big font, the definition is listed underneath. I will restate the definition again. The students also have been working on their five senses. I will ask the students if they could name the five senses. I will call on one student per sense. IMPLEMENTATIONI will start the presentation by saying “Nocturnal animals rely on their senses just as much as we do, but nocturnal animals use their senses in special ways because they’re awake when it is dark outside.” I will flip to the second slide. “Nocturnal animals have very sensitive ears that help to protect them from predators. Bats have excellent hearing that helps them hunt moths for food.” I flip to the next slide. “Some nocturnal animals rely on taste to find food. Snakes, stick out their tongues to find their way and to catch their food.” I flip to the next slide. “Some nocturnal animals even depend on their sense of smell to find their way. Just like this porcupine. They can smell the scent of their pray and track it.” I flip to the next slide. “Some animals still require the sense of vision even though it is dark outside. These animals have much larger eyes that work to gather any night time light in a more effective manner. Owls have big powerful eyes that help them see at night, but some animals cannot rely on their eyes to see and move around. They have to use their other senses.” I will flip to the last slide. “Here are a few more examples of nocturnal animals. Raccoons, moths, opossums, fireflies – some of you might like to go around in the summer time at night to collect them – and even house cats are nocturnal. My brother used to have a pet cat who would sleep all day, but when night rolled around she would be wide awake, running all over the place.” At the end of the PowerPoint I am sure I will have a few questions and comments. I will call on any student who has a thought to share or a question to ask. The PowerPoint and explanations should take ten to fifteen minutes to implement. 1765300-13335PowerPoint020000PowerPoint2641602353310Slide One4000020000Slide One2432052362200Slide Two4000020000Slide Two2641602350135Slide Three4000020000Slide Three2908302350135Slide Four4000020000Slide Four2641602412365Slide Five4000020000Slide Five3441702412365Slide Six4000020000Slide SixI will gather the students’ attention again and say, “Now that we know that nocturnal animals are active during the night, we are going to create our very own night scene. In a few moments, I will pass out the table buckets that have all that you need to create your night scene, but first I am going to tell you how you make it.” While I go through the next few instructions, I will raise up the instruction cards that match it. “First, you are going to get one sheet of black paper, one small sheet of yellow paper, and one small sheet of green paper. The black paper is going to be the background of your scene because it is dark during the night. You are going to use the yellow paper to cut a moon out. The green paper is for the grass. You can cut them however you want, after you cut out your moon, and grass, you are going to take a glue stick and glue them to your black paper. I am also going to be passing out twigs and little sticks from outside. We are going to use these to represent trees in a forest for our night scene. You can use the glue bottles to glue them up and down on your black sheet of paper. You will also get two cotton balls, you can use these to stretch out and glue on top of your black paper to be clouds. Finally, you will get eight googly eyes. You can glue them where ever on your night scene to show different animals that are awake at night. You may want to put some in the trees to represent birds, or near the grass to show an animal scavenging the ground. I am going to place these instruction cards on the floor by the board here, so if you forget what you have to do next, you can come see what the next step is. Is there any questions?” I will call on students and answer their questions. I will pass out and place the bucket of supplies at each table group and allow students to begin creating their night scene. I will walk around and monitor what they are doing, and answer any questions that they may ask. I will ask three different children to define the word nocturnal, and to give one example of a nocturnal animal. As I walk around, I will ask students to describe to me how they are making their night scene. The students will have about twenty minutes to create their scene.CLOSUREAs I see students are finishing their night scenes. I will bring the class back together and ask if anyone would like to share and explain their night scenes. As time permits, I will allow whoever wants to show their night scene to do so. I will pull up the slide with the definition and restate, “Nocturnal animals are animals that rest by day and come out at night to search for food. Can someone give me an example of a nocturnal animal?” I will call on three students to give an example of a nocturnal animal. I will then instruct the students to put their night scene in the classwork bin, so they could be hung up in the classroom. CLEAN-UPThis is the last subject of the day for the students. I will ask the student to, “As you finish, pick up all your scraps and put it in the recycling bin. Put all glue bottles and left over sticks back in the bins, and I will come around to collect them. After you cleaned up your desk, you can go get your backpacks to get ready to leave.” Then I will walk around and make sure all trash is taken care of and put the glue away.DIFFERENTIATIONThis lesson plan meets the needs of all learning styles. The PowerPoint provides pictures to help students remember facts about different nocturnal animals. I will give verbal instructions for the auditory learners, and the instruction cards will reach out to the visual learners. The project is very hands-on and students can use their own imagination. The class has a handful of English Learners. The PowerPoint has one word on each of the six slides, except for the one with the definition, so there is not a lot of vocab for the students to read. Each slide has big pictures, for the students to use as context. If students need additional help or have trouble getting started, I could give them a push by giving them examples of what they could do for their night scene. The instruction cards will provide pictures of what to do and students can gain ideas of what they may want to do from them. The background information and instruction is at most fifteen minutes long (depending on the number of questions and comments); then students will be able to move from their desks to the floor to look at the instruction cards and talk to one another during the project. This will benefit the students who have a hard time sitting still for long periods of time. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?One possible thing that could go wrong is while I am explaining what a nocturnal animal is, I will not be able to hold the attention of the students while they are sitting at their desks. Even though the presentation is not very long, the students could become distracted sitting at their desks. If this happens, I will call the students to come sit on the floor in front of the board. There are already designated lines drawn on the floor where they sit throughout the day, so it will not be a surprise for them to sit there. The proximity to me and the limited distractions will help them stay focused. If I see that I am still struggling to hold their attention while doing the presentation, I will have the students mock the different senses as we go through them. For example, for vision they will make goggles with their hands over their eyes to examine the room. Many of the students do not speak English as a first language. Even with my explicit instruction and instruction cards the students may not fully understand what they are supposed to create for creative art activity. If this becomes the case, I will have a backup hard copy example of a night scene that I made to show the students. Although this may cause the students to be less original with their designs, at least they will comprehend what they need to do. I will also ask the students that speak both Spanish and English if they could try and help their neighbor and translate. ................
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