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Georgia Southwestern State UniversityLesson Plan GuidelinesEarly Childhood DepartmentSection 1 – Information that influences lesson content. For example: Basic information about the teacher candidate, placement, and standard(s) to be covered.NameRobert Bullington Subject AreaScience and Visual Arts Grade Level1st GradeCCGPS/GPSS1L1. Students will investigate the characteristics and basic needs of plants and animals. a. Identify the basic needs of a plant. 1. Air 2. Water 3. Light 4. Nutrients b. Identify the basic needs of an animal. 1. Air 2. Water 3. Food 4. ShelterVA1MC.2 Formulates personal responses. a. makes connections between visual images and personal experiences.Section 2 – A description of the learning objective, means of assessment, plans for differentiation, and materials necessary for teaching the lesson.Essential Question or I Can StatementI can name the basic needs of plants and animals.I can use visual imagery to connect, and write about, personal experiences.Lesson ObjectiveAfter an introduction to plant and animal basic needs, the students will be able to name the need and match it to either animal or plant with 80% accuracy. In addition, students will be able to use technology to view and listen to information about the needs of plants and animals, then write about their personal experiences with 100% accuracy.AssessmentTo assess mastery of these objectives, the students will be given opportunities to write about what they have seen/ heard in class, and interacted with on our classroom webpage.DifferentiationInterventionEnrichmentA. In this classroom, a few students cannot read the test on their own due to some reading LD issues. My differentiation will be to allow these students additional time to complete their writings and show them one-on-one how to operate the classroom webpage. If additional help is needed, I will assign a buddy to each child in need to add supportB. I will attempt to enrich this lesson by adding some real-world questioning so students do not limit themselves to general answers. I will include some lower level questioning, such as, “What was our lesson about?” in addition to higher order questioning like, “Why is it important for us to study the basic needs of plants and animals?” and “Why is research important?Materials Scissors (from supply list)Glue Stick (from supply list)Poster Board (labeled ahead of time)Pictures of the basic needs (Ahead of time)Magazines (from supply list)Class website ResourcesGeorgia Frameworks for ELAGPS Science StandardsIdeas from PINES Library SystemSection 3 (opening/work session)Opening to include the following elements: (These components may be combined, depending on lesson content. This section should be brief but thorough.)Gain attentionTo start the lesson, I will hold my right hand in the air and count down from 3 to 1. This signal lets the students know I need their attention, to stop any talking, and prepare for lesson instructionsState behavior expectationsI expect the students not to talk and track the speaker while the lesson is being presented. Also, I expect the students to participate during the activities by asking questions or stating their opinions on questions being asked. This will be accomplished by the students raising their hand before speaking out of turn. To help keep all students engaged during the lesson I will use the “Thumbs Up/Thumbs Down” method whenever I ask questions to the class. If they disagree (thumbs down) they will explain why they disagree.Prior KnowledgeThis lesson will include science content presented in an interactive manner. Our class webpage, will allow students to view, listen, and manipulate several activities to learn about the basic needs of both plants and animals. I will allow time during class for every student to use the computer to access our webpage.Lesson Objective“Hello everyone, and thank you for getting quiet so quickly. Today, we will review how to use the computer, and learn something new about plants and animals. Who in here has a pet at home? (Hands will raise) Great! What about a favorite plant? (Let one or two students respond) Wow! You all already know so much about plants and animals, but did you know all plants and animals have to have some basic things to live? Let’s find out what they are…” I want to get the class excited about the lesson so I wanted to engage everyone quickly in order to keep the excitement level up. Hopefully being excited will help with retentionWork Session (These components involve clear presentation of the lesson objective, followed by practice, using gradual release of responsibility (scaffolding of instruction). Differentiation of the lesson presentation and/or practice activities should be indicated.InstructionI will introduce the lesson by showing the students the proper way of using the computer. I will ask the students leading questions, such as, “Should we hit the keys of the computer hard or soft?” and “What do we do if we have a problem while on the computer, keep hitting keys, or ask for help?” I will explain to the students the importance of using the computer correctly and tell them we have several activities to use during center time on our webpage.Now, I will begin discussing the basic needs of plants and animals by showing them prepared pictures from different books on the overhead projector. To make sure every student is with me, I will engage them by asking questions, like “What animal is this?” or “Why does a plant need water?”, then asking for the “Thumbs up or down” so everyone participates.Guided InstructionTechnology connection made using the smart board to show images/videos. Students will be allowed to work the manipulatives on our class webpage to show everyone how they work.For my science standard, I conducted the “Scavenger Hunt” and, as a whole class, we constructed an anchor chart for future use.For my Visual Arts standard, I will show videos and pictures and explain how these animals/plants relate to me personally. I will give details as examples to offer the students methods to expand their writing.Independent PracticeIndependent use of the interactive activities on our class webpage will be my technology connection. The students will be allowed time during class to work on Activity 1 and 2 in order for the assessment to be made.Activity three and the additional information links provide students an opportunity to practice their technology skills before taking the assessments.For my ELA standard, students will access our class webpage and look through the additional links provided under the “For More Information” tab. Additionally, students will use the Interactive Activity 3 tab to practice using games from “The magic School bus” and “PBS Kids”For my science standard, the students will complete a at home project researching a particular plant or animal of their choice. Plus, the students will prepare an in class collage depicting two different plants and animals that includes the basic needs for survival.Section 4 – Summarizer – This section provides a summary of the day’s lesson, as well as connecting the lesson to future learning.Review“So what did we learn today?” Correct, a computer must be used carefully to avoid damaging it. Does everyone agree with that? Give me the thumbs-up if you do. What else? Yes, plants and animals have basic needs. What are the needs of a plant? How about an animal? Does everyone agree?” I will ask these style questions as I review both standards. I will make sure every student participate in the review using the “thumbs-up” method.Preview“Tomorrow we will begin to discuss the different ways plants and animals fulfill their needs, and how we can show the connection between our personal experiences and visual images.” ................
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