LESSON PLAN OUTLINE



LESSON PLAN OUTLINE

JMU Inclusive Early Childhood Education Program

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON: Plant and Animal Needs

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD

|Unwrapped Concept (nouns) |Unwrapped Skill (verbs) |Taxonomy Level |

| | |(Bloom’s, SOLO, DOK) |

|Life needs of animals: |Describe (1) |Remember |

|Food |Predict (2) |Understand |

|Water | | |

|Shelter | | |

|Air | | |

|Space | | |

|Life needs of plants: |Describe (1) |Remember |

|Nutrients |Predict (2) |Understand |

|Water | | |

|Air | | |

|Light | | |

|Place with enough space | | |

|Simple changes animals undergo during their|Describe (1) |Remember |

|life cycles: | | |

|Body size | | |

|Color | | |

|Covering | | |

|Shape | | |

|Simple changes plants undergo during their |Describe (1) |Remember |

|life cycles: | | |

|Size | | |

|Presence of leaves | | |

|Presence of branches | | |

|Fruits | | |

|Seeds | | |

|Young plants and animals and their parents |Compare and Contrast (2) |Understand |

Continued: (What pre-assessment did you do that tells you the students’ readiness, interests, and/or learning preferences? Why is this is an appropriate activity for these students at this time? How does this lesson fit in the curriculum sequence? How does this lesson fit with what you know about child development?)

• My students are in kindergarten and are aware of living things around them. They know that they are living creatures that need food, water, shelter, and air to breathe. They also recognize that plants need similar things because the class has an amaryllis Minerva growing in it.

• When my teacher brought in the Minerva to class, the students got to see what it needs to survive:

o The flower needs soil (nutrients)

o It gets watered when the soil is dry.

o The flower needs space to grow. It has not bloomed yet but is a foot tall. The teacher has placed it on top of a table instead of in a shelf because it needs space to grow.

o The flower is placed close to the windowsill for sunlight.

• My teacher said they will be learning about plants after March 23rd and I deem it appropriate to emphasize what the teacher says about plants, but also incorporate life needs of animals as well. The students will already have background information on plants and animals and this lesson will allow me to extend their learning and give them opportunities to compare and contrast the life needs and life cycles of plants and animals.

• The students have done many exercises about predicting and will be aware of what I mean when I ask “What do you predict will happen if the life needs of plants are not met?”

C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS)

|Big Idea |Essential Question |

| | |

|I understand that animals need food, water, shelter, air, and |How do life necessities of plants and animals compare and |

|space to survive and I understand that plants need nutrients, |contrast? |

|water, air, light, and a place with enough space to survive. | |

| | |

| | |

|I can explain the simple changes animals and plants undergo in |Why do animals and plants undergo changes in their lives? |

|their life cycles. | |

| | |

| | |

|I can explain how young plants and animals compare to their |How do young plants and animals compare to their parents? |

|parents. | |

D. LEARNING OBJECTIVES

Today’s Learning Intention:

Through today’s lesson, you will be able describe the things plants and animals need to survive.

Success Criteria:

By the end of today…

1. You will know the differences between living and nonliving things (Preassessment/Review)

2. You will be able to explain what plants need to survive

3. You will be able to explain what animals need to survive.

4. You will be able to understand that plants and animals are living things and need many of the same things to survive

|Understand – what are the broad generalizations the |Know – what are the facts, rules, specific data the |Do – what are the specific thinking behaviors |

|students should begin to develop? (These are |students will gain through this lesson? (These |students will be able to do through this lesson? |

|typically difficult to assess in one lesson.) |“knows” must be assessed in your lesson.) |(These will also be assessed in your lesson.) |

|U1: I understand that animals need food, water, |K1: The student will know that animals need food, |D1: Describe life needs of animals |

|shelter, air, and space to survive |water, shelter, air, and space to survive |D2: Describe life needs of plants |

|U2: I understand that plants need nutrients, water, |K2: The student will know that the life needs of |D3: Predict what will happen if life needs are not |

|air, light, and a place with enough space to |plants include nutrients, water, air, light, and a |met |

|survive. |place with adequate space | |

E. ASSESSING LEARNING

What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember – every objective must be assessed for every student!

|Objective |Assessment |Data Collected |

|Preassessment: The student will know the differences|Group Discussion. |Checklist including room for anecdotal records. |

|between living and nonliving things. |Chart that students will Velcro pictures to. | |

|You will be able to explain what animals need to |Habitat papers |Checklist including room for anecdotal records. |

|survive. |Writing on the back | |

| |Turn-to | |

|You will be able to explain what plants need to |Habitat papers |Checklist including room for anecdotal records. |

|survive. |Writing on the back | |

| |Turn-to | |

|You will be able to understand that plants and |Group Discussion |Checklist including room for anecdotal records. |

|animals are living things and need many of the same | | |

|things to survive. | | |

F. MATERIALS NEEDED

▪ Pocket chart

▪ Non-living versus living picture cards. I will provide these.

▪ Small pictures of familiar plants and animals. I will provide these.

▪ Blank paper to draw on. One for every student—18 pieces. I will provide these.

▪ Crayons. Class will provide these.

▪ Cut-outs of squirrels—one per student—18 squirrels

▪ I will provide several books on plants and animals. I will get these books from the ETMC or the little education library.

G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

|Students may think… |Instead of thinking… |

|Plants are not alive |Plants are alive, even though they are different from animals and humans |

|Trees, grass, vegetables, and weeds are not plants |Plants have many different characteristics. There are many different types of plants |

| |throughout the world. NOT ALL plants have the same structures like stems, leaves, flowers, |

| |and roots. |

|Plants take in ALL substances they need to grow through their |Water and minerals are taken in through the roots, but sunlight is not and neither is air. |

|roots |Plants take in air through their leaves and chloroplasts in the plant absorb the suns energy |

| |for use in photosynthesis. |

|Sunlight helps plants grow by keeping them warm. |Sunlight is essential for plants survival. Chloroplasts in the plant absorb the suns energy |

| |for use in photosynthesis. |

|Plants need plant food to eat. |Plants do not eat. Fertilizer can provide additional minerals for plants, but plants do not |

| |require these substances for growth. Instead of “food”, plants get their minerals from the |

| |soil and through photosynthesis. |

|Plants breathe by inhaling carbon dioxide and exhaling oxygen. |Plants do not breathe. They absorb air through the stomata (pores) in their leaves While |

| |plants do release oxygen, it is a by-product of photosynthesis and is not released through |

| |breathing. |

What will be the most difficult?

I am anticipating that students will have the most difficulty identifying plants as living things. When we go over what makes something living or non living, one of the qualities is the thing has to move. They may imagine that plants don’t move, but soccer balls do.

How will my students respond to the tasks and activities?

When instructed to draw their plant or animal’s habitat, they may forget or leave out crucial things such as the sun, stream of water, nest etc.

What questions will you pose or changes will you make to help nurture student thinking and understanding of the content?

I will immediately address the misconception that plants are nonliving. Right at the beginning I will explain that they are living. I will then do an activity as a class that instills it even more. If some students believe plants don’t move, I will refer them to the Minerva height chart that the teacher put up in her class. Every week, the class records how much taller their Minerva plant has grown. This will be evidence for the children that plants move and grow!

H. PROCEDURE

Key Vocabulary: plants, animals, life needs, food, water, shelter, air, space, nutrients, light.

1. Preparation of the learning environment:

a. I will have the living vs. nonliving chart already set up on the whiteboard

b. I will have all my cards up by the teachers chair as well

c. I will have the stack of papers and squirrel cut outs ready to be handed out

d. I will have a paper for me, glue stick, and crayons (green, brown, blue, yellow, red)

2. Introduction: Students will gather at the carpet. Pre-assessment! (8-10 minutes)

a. IS IT LIVING? “Today, we will learn what plants and animals need to survive!” First before we get into that, let’s discuss living versus nonliving things. There are several things that make something living.

o Must have these characteristics:

▪ Able to move

▪ Able to reproduce (make more organisms like itself)

▪ Able to grow

o Might have these characteristics:

▪ Be used as food for other organisms

▪ Have leaves, roots, and stems

▪ Fly

▪ Walk

▪ Go to school

b. “Now we are going to run through these cards and we will place them in the right place on our chart.

I will have students come up in front of the class individually, I will hand them a card when they come up (every student will get a turn!), we will talk about it as a class, and then the student will stick it to the correct place on the chart.

If there are some that the children were really confused about, I will address them right after the card activity.

c. WHAT DO YOU NEED TO SURVIVE? “Now that we have reviewed living versus non living things, let’s focus on living! Let’s answer these three questions, raise your hand”

▪ What do you need to stay alive?

▪ What do your pets need to survive?

▪ What do plants need to survive?

▪ (5 minutes)

d. Discuss basic needs of animals (food, water, shelter, air, space to survive) and plants (nutrients, water, air, light, and a place with enough space to grow). I will run through everything using vocabulary cards (located below). The black words are associated with animals. The green words are associated with plants. Once we go through them and I explain the pictures, I will ask the class if they saw some things that were the same for animals AND plants! (10 minutes)

i. Light: All plants need sunlight to photosynthesize...the process by which light, chlorophyll, energy, carbon dioxide and water interact within the plant to produce the sugar and starches it needs to survive.

ii. Air: Just like us and other living creatures on the earth, plants also need air to survive. Humans need air to breathe in, but plants need air to help make their food. All day and all night, plants inhale oxygen for survival. They absorb oxygen through pores found on undersides of the leaves. The oxygen spreads into the live cells of plants and makes them breathe.

3. Activity! (10 minutes)

a. “So today you are all going to create a habitat for a squirrel. Let’s talk about squirrels.

Grab a card

i. Shelter ( squirrel live in nests in the trees (show picture)

ii. Water ( They drink water from rivers and streams

iii. Food ( Squirrels eat fruits, nuts, and veggies.

iv. Space ( squirrels need space in the forest to explore and gather their food

v. Air ( squirrels need air to breathe

b. I will model this activity.

i. I will have my white sheet of paper and my little squirrel cut-out ( I will glue my squirrel to my picture and talk about its habitat. NOW I need to add things to its habitat that it needs to survive!

1. First I’ll add shelter—draw a tree and a nest in the tree

2. Water—draw a stream going through the forest

3. Food—I will draw a pile of nuts and berries near the tree that the squirrel collected

4. Space—I will add more trees to show that the squirrel has space to run around.

ii. When I have finished this and there is still time left, I will turn over my picture and write the things my squirrel needs. DO the best to sound it out! Write Food, water, shelter, space, air.

iii. If I finish this and the activity is still not over I will go to the pocket chart and sort the items again or look through these books on plants and animals.

c. Give each student a tiny squirrel cut-out and a sheet of paper. Instruct them to go back to their seats and write their name at the top.

d. Instruct them to glue their squirrel animal down and create a habitat around the animal, being sure to include all of the life necessities we discussed earlier.

4. Writing!

a. Students will turn their picture over and write as best they can the various things their squirrel needs to survive. I will walk around the class to make sure they are writing the necessary things to survive and helping them with sounding out the words.

b. If some students draw a nice picture and write their list before everyone has finished, they will be instructed to go up to the living vs. nonliving board and organize the cards on it again. Three students can do this. Once it becomes more than three, I will instruct them to look through the books I have provided on plants and animals.

5. Closure: (6 minutes)

a. Students will return to the carpet with their habitat pictures in hand.

b. I will take out my life needs cards again and go over the vocabulary terms.

c. I will allow each student to share their picture. Some now and some later when there is time.

d. “Good job everyone! We will get these papers in your folders so you can go home and tell your parents all about your plant or animals habitat!”

Total Time: 47 minutes!

I. DIFFERENTIATION

Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives?

| |Content |Process |Product |

| |Students have a plant in their classroom |Majority of students enjoy drawing. The |Students will have a finished product that |

| |(amaryllis Minerva). They really love watching|ones that don’t or ones that are struggling|they can take home with them! |

| |it grow tall and look at it every morning when|will receive a book to look at and copy | |

|Interest |they come in the classroom. Students also show|images from. | |

| |an interest in animals and their habitats and | | |

| |will pick our books from the library about | | |

| |animals. | | |

| |Students will have learned a little about |During the coloring of the habitats, |Students that finish early will get the chance|

| |plants and animals already. I will acknowledge|students that are struggling will get more |to sort the living and non-living pictures |

| |misconceptions right away (plants ARE living).|attention from Miss. Alice and the teacher.|again and then look at books about plants and |

|Readiness | |They will also receive books on their desks|animals. Students that do not finish the final|

| | |to help them think of ideas of what to |product will go back to the picture later on |

| | |draw. |in the day and work on it some more with Miss.|

| | | |Alice. |

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

• Students may really struggle if they have the misconception that plants are nonliving. This may be a problem because they have to describe what plants need to survive and if they don’t believe they are living, they will have a hard time with this. If the majority of the class is stuck on this concept, I will spend more time as a class describing why plants are living. If only one or two students are stuck, I will give them one-on-one attention to help. I will ask my teacher to overlook the class as I talk with these students.

• During the discussion about what plants and animals need to survive, I may lose some or most of the students’ attention. If this happens and I have gone over them once, I will hand the cards out. I will then ask, “If you have the card that says food, raise it up high!” Students will notice that two people have the food card because plants AND animals need food to survive.

• I might forget the Velcro poster board. If this happens, I will make a row on the white board for living things and a separate row for nonliving things.

• During the closure, I am having students turn to one another to share. Some students may not know how to share or what to say. To solve this, I will be walking around asking questions to quiet groups in order to spark their conversations.

Assessment Checklist

3=Understands completely

2=Understands a little, but needs more instruction

1=Doesn’t understand at all

There is room for little notes about the students.

Date: ___________________

|Student |Understands plants and animals are |Knows what plants need to survive |Knows what animals need to survive|Notices that they need some of the |

| |both LIVING | | |same things to survive |

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|Zander | | | | |

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|John | | | | |

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|Cash | | | | |

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|Emma | | | | |

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|Ella | | | | |

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|Khade | | | | |

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|Abby | | | | |

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|Jeffrey | | | | |

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|Camden | | | | |

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|Gabe | | | | |

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|Lila | | | | |

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|McClane | | | | |

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|Elijah | | | | |

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Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them.

II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid?

Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it; (2) Has some good ideas, but there’s still room for learning and (3) Does not get it. Organize your responses to the following questions in a chart/table form similar to the one below.

| |Gets it |Has some good ideas, but… |Does not get it |

| |Student A |Student B |Student C |Student D |Student E |Student F |

|a. Understands… | | | | | | |

|b. Confused about… | | | | | | |

|c. Questions to ask to | | | | | | |

|clarify what I know | | | | | | |

|d. Ideas to work on next| | | | | | |

a. What does each student appear to understand?

b. What does each student appear to be confused about?

c. What questions might you want to ask each student to clarify what you know about the student’s understanding?

d. What ideas does each student need to work on next?

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners?

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

Cards:

|[pic] |[pic] |[pic] |

|[pic] |[pic] |[pic] |

|[pic] |[pic] |[pic] |

|[pic] |[pic] |[pic] |

|[pic] |[pic] |[pic] |

LIFE NEEDS CARDS

|Food[pic] |

|Water [pic] |

| Shelter[pic] |

|Air [pic] |

|Space [pic] |

|Nutrients[pic] |

|Water [pic] |

|Air [pic] |

|Light [pic] |

|Space [pic] |

[pic][pic]

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• Alice Crawshaw

• John Wayland Elementary School, Kellie Sawyer

• After March 23rd

• Date written plan is submitted to the practicum teacher

(Plan must be initialed and dated by the teacher when it is reviewed—at least one day in advance.)

A. Basic needs and life processes of plants and animals

Unwrapping the standards:

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