Minn of the Mississippi Unit Plan - Weebly
Minn of the Mississippi Lesson PlanName: Ms. Diederich School: Elementary SchoolGrade Level: Fourth Grade Date: Novemeber 8th, 2012Subject of Lesson: Snapping TurtlesSTUDENTS:30 students in the class totalBroad range of reading and comprehension skills throughout the classINSTRUCTIONAL GOALS:Students will assess prior knowledge within their groups by completing a KWL chart.Students will record any new information on their KWL chart while actively listening to a chapter read aloud from our book.Students will complete a worksheet on characteristics of Snapping turtles such as their anatomy, diet, predators, and habitat.Students will label the different parts of a turtle on a picture and identify what the different terms mean.Students will get the opportunity to see my turtle, ask any questions they have about him, and hold him if they’d like.INSTRUCTION:To start off the lesson, students will begin filling out a KWL chart within their table groups to see what the class already knows about snapping turtles, as well as what they would like to know. We will have a short class discussion, having groups share a few things they wrote down.Next, I am going to read aloud our next chapter in ‘Minn of the Mississippi’, chapter four which is titled ‘Waters can wander away’. Students will be instructed to listen carefully so they can add any new information to their KWL chart.Before we get into talking about snapping turtles, I will explain to the students that they each will be receiving a Turtle worksheet where they are going to write down any information you learn about Snapping turtle’s anatomy, diet, predators, and habitat!I prepared a PowerPoint that I will be using to cover a wide array of information on snapping turtles such as their ecology, description, and body parts. During the PowerPoint, I will be taking many breaks to ask students questions about what they think before I explain the answers. As an example, before I cover snapping turtles diet, I am going to ask the class if they have any ideas about what they eat.One of the main sections I am covering in the PowerPoint is the body parts of a turtle. Students will each be given their own turtle picture and will be instructed to label the various parts.At the end of the presentation, we will do a summary as a class about some things we learned. I will ask students to share a few things they wrote down on either their K column of their group KWL chart or their turtle fact sheet.As a fun way to end the lesson, I thought it would be an exciting idea to bring in my pet turtle. He is not a snapping turtle, but what better way to learn about turtles then to see one in person where for example, you can actually see the different body parts we just talked about! CONTENT STANDARDS:RS.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RS.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.3K5: Learners will understand physical changes in community, state, and region, such as seasons, climate, and weather, and their effects on plants and animals.4K2: Learners will understand concepts such as growth, change, learning, self, family, and groups.2Pc3: Learners will be able to identify examples of both continuity and change, as depicted in stories, photographs, and documents.3Pd1: Learners demonstrate understanding by composing answers to geographic questions about people, places, and environments.INSTRUCTIONAL MATERIALS/RESOURCES:‘Minn of the Mississippi’ book by Holling C. Holling (chapter 4)Snapping Turtle PowerPointWriting UtensilsTurtle Topography Worksheets(1 per student)Turtle Facts Worksheets(1 per student)Group KWL charts(1 per group)My turtle! ASSESSMENT:During the lesson I will be watching all of the students closely to make sure they are following along and paying attention.I will also try to call on as many different students as I can when I ask questions to see how each of them are doing individually and also to give everyone an opportunity to contribute to the class discussion. By viewing groups completed K-W-L charts I will be able to see their prior knowledge, what they wanted to learn more about, and what new knowledge they gained overall from the lesson. After the lesson I will collect each student’s completed Turtle Topography sheet and their Turtle Facts sheet to be graded on completion and effort.Worksheet Rubric1= Weak 2 = Average 3 = Strong1. The student filled in all necessary areas of the worksheet completely.1 2 3 2. The student presents information in a clear, understandable way.1 2 3 3. The spelling, punctuation, and grammar on the writing assignment are accurate.1 2 3 Additional Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Total Points/Grade: ___________MODIFICATIONS: If students need help, provide extra guidance to the student or one on one instruction if you can.At the beginning of a lesson you could instruct the students that the friend sitting next to them will be their partner and if they needed help, had a question, or needed to borrow materials, to ask one another. ................
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