Extended Content Standards Lesson Plan



Extended Content Standards Lesson PlanTeacher (s):______________________Date(s):_____________________________Unit: Saltwater vs FreshwaterLesson Title: Let’s go fishingGrade Level(s): 8th Subject(s): ScienceStandards and Goals: Explicitly state the specific Extended Content Standards and IEP goals that are linked to your lesson. 8.ESP.2Compare Earth’s saltwater and freshwater features (oceans, lakes, rivers).8.ESP.1Identify water features on the earth’s surface (oceans, lakes, rivers, glaciers).Essential Questions/Learning Targets: Where do you find saltwater?Where do you find freshwater?How are the features of salt and fresh bodies of water different?What plants and animals live in saltwater?What plants and animals live in freshwater?How can people conserve water?“I can” Statements for Students: These are your learning outcomes for students that will be explicitly stated to them and posted. This gives the students a clear understanding of what they are supposed to be learning. I can identify bodies of water on a map.I can tell which bodies of water are saltwater and which are freshwater.I can tell some differences between saltwater and freshwater.I can name some fish that live in saltwater and freshwater.Performance Measures: Through what authentic performance task(s) will students demonstrate the desired understandings? By what criteria will “performances of understanding” be judged? Use of vocabulary board and/or objects.Use of sharing board.Identify various pictures of fish and determine if they live in freshwater or saltwater.Engage and participate in discussions concerning power point.Participation in fishing plete coloring activity.Create 2 playing cards for Go Fish game.Other Evidence: Through what other evidence (e.g. IEP progress monitoring, written products, increased communication attempts, etc.) will students demonstrate achievement of the desired results? How will students reflect upon and self-assess their learning? Listen to and participate in discussion on power point, Let’s Go Fishing Answer and ask appropriate questions during class instruction.Use of vocabulary and sharing boards and/or objects.Use of eye gaze color cards.Materials: Vocabulary board (included) or objectsSharing board (included)Way to project power pointPower point file (included)Song clip (included)Video clips (included)Pieces for fishing game (teacher to prep before hand)Yardstick to use as fishing poleLong piece of strong or yarn with clip at end2 containers to sort fish intoFish coloring sheet (included)Index cardsPlaying cards pics and facts (included)Anchor/Hook: How are you going to introduce the lesson to your students? To motivate them or get them “hooked"? To anchor the activity by activating their prior knowledge or building prerequisite concepts? Saltwater or freshwater? Now we know there are two kinds of water we find on the earth. Both are important. Both are different. There is way more saltwater than freshwater around, but we cannot drink it. If you were a plant or animal, which type of water would you want to live in? Think about it….Activity Description: Students will watch a power point and related video clip. They will then participate in a whole group activity: a fishing game and sort the fish they catch into 2 categories depending on if they live in saltwater or freshwater. Students will also color a collage of pictures using a color key. Finally, each student will create their first set of go fish cards.Multiple Means of Representation: How are you going to present the content of the lesson in multiple ways so all students have access to it? Examples: Use of a variety of pictures, Board Maker symbols, multiple types of books (audio, tactualized, squish), hands on materials, graphic organizersVocabulary board (included) with key picture symbols to assist in discussion on power pointVocabulary objects (see suggestions)Sharing board (included) to assist in participationAdapted or electronic scissorsYes/No Big Macs Other forms of Assistive TechnologyWay to hold fishing pole if student unable to hold independently.Multiple Means of Engagement: How are you going to provide multiple means for students to engage with the content so all students can learn? Examples: small group rotations with varying activities (list activities for each center), whole group shared reading, independent practice, computer aided instruction, writing center, etc…. Power point will be whole group with students having access to their assistive technology devices as well as vocabulary boardFor students still utilizing objects: gather suggested objects for vocabulary For students that cannot sit with group for entire power point, have a paraprofessional ready to move them to a separate area to explore the object vocabulary itemsFor students with motor issues, have way for them to direct an assistant through completion of the activitiesFor students still utilizing objects more than pictures, have objects from vocabulary board they can sort into 3 piles: saltwater, freshwater, I’m not sureFor students that finish early or need a break, have a reading center with various books on saltwater and freshwater habitats for them to explore independentlyMultiple Means of Expression: How will you provide assessment through multiple means for students to demonstrate they have mastered the objectives of the lesson? Examples: student written product, creation of Power Point book, reading aloud a decodable text to a classmate, identifying words in context or other authentic tasks. Participation in fishing activityFinished sorting activityLevel of engagement Level of participation Use of vocabulary boards or objectsUse of sharing boardAbility to work cooperatively with others (with guidance) IEP goals: Optional. List below the specific IEP goals you will address and maintain data on in the scope of this lesson. Teaching the LessonNote: Items that are underlined indicate either digital or print resources that are included with the unit plan.Approximate TimeActivityMaterialsQuestions to ask5 minTransitionPlay : The Water SongPut out AT devicesProjection deviceSong clipVocabulary board and objectsI generally do not ask questions during the transition time to help decrease negative behaviors10 minPower point: Let’s Go FishingGo through slides focusing on the guiding questionsEnd with video clips: Life in the Ocean and Lakes and PondsProjection devicePower pointVocabulary board and objectsVideo clipsToday you will be learning that different fish live in saltwater than do in saltwater. Can you tell me some different types of fish?Do you think the type of water is important for the fish to survive? Why? Do you think saltwater fish could live in freshwater and vice versa?Do you think there are more saltwater fish or freshwater fish?Do you think one kind of fish is more important than another?If you went fishing on a lake, do you think you would catch similar or different fish as you would catch in the ocean?15 minFishing ActivityUsing a tall barrier, have student on one side with the fishing pole, and the teacher, assistant or other student on the opposite side with the fish Attach a fish to the clipAfter student retrieves the fish, have him/her sort it into correct bucketSharing boardVocabulary boardFishing poleFish picturesSorting labelsWhat makes you think this fish would live in saltwater/freshwater?How many do we have in each group?If we have more in the freshwater group, does that mean there are more freshwater fish on earth? How do you know?10 minColoring ActivityStudents should complete coloring sheets according to the directionsVocabulary boardSharing boardColoring sheet (pre-color directions)10 minGo Fish cardsHave each student cut out, paste, and complete 2 go fish cardsBe sure to put students name or identifying mark on back of cardVocabulary boardSharing board4x6 index cardsGo fish templates (2@)Saltwater and freshwater fish factsSaltwater freshwater labels ................
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