Вы находитесь на странице: 1из 3

C.

Coulson

Science 1

March 14, 2013

Lesson Plan Template Madeline Hunter Method

Teacher: Christine Coulson Subject Area: Science Grade Level: One Unit Title: Needs of Plants and Animals Lesson Title: Plants & Animals: Staying Alive. General Outcomes: 1 11 Describe some common living things, and identify needs of those living things. Specific Outcomes: 1) Identify the differences between living and nonliving things. 2) Identify requirements of animals & plants to stay alive. 3) Identify how living & nonliving things rely on each other.
ICTs: Division One F.3 Students will demonstrate a moral and ethical approach to the use of technology 1.1 Demonstrate courtesy &follow classroom procedures when making use of computer technology 1.2 Work collaboratively to share limited resources 1.3 Demonstrate appropriate care of technology equipment F.5 Students will practice the concepts of ergonomics and safety when using technology 1.1 Demonstrate proper posture when using a computer 1.2 Demonstrate safe behaviors when using technology P.2 Students will organize and manipulate data 1.1 read information from a prepared database P.3 Students will communicate through multimedia 1.1 Access images, such as clip art, to support communication 1.2 Create visual images by using such tools as paint and draw programs for particular audiences and purposes P.4 Students will integrate various applications 1.1 Integrate text and graphics to form a meaningful message 1.2 Balance text and graphics for visual effect

C. Coulson ID# 245818

C. Coulson

Science 1

March 14, 2013

Materials/Resources Needed: Class pet hamster, metallic trays, and baggies with plant, animal and food magnets. Some magnets will be fruit/veggies that animals can eat and some will be foods animals cannot eat (found at dollar stores), seeds started in CD case at start of unit (clear CD case, beans / seeds, potting soil and water), SMARTboard, school computer lab (reserved). (The CD cases had been brought by the children previously.) In the event the internet is not working, Plan B will be to work on worksheets that have been previously copies out of the Living Things: Plants and Animals activity book (see provided link). Anticipatory Set: 1) Start with a BANG: dress as if on a safari; have animal noise CD playing in the background: have classroom decorated with animal theme prior to start of the unit. 2) Prior visit to the zoo / botanical gardens at start of the unit: identifying plants and animals in their habitats, identifying what is required for them to survive; sun, water, types of food etc. 3) Review of basic computer skills and rules; check for understanding. (for Storyjumper)

INTRO: Review: Check on previously planted bean/seeds in the CD case to see growth and review what basic things are required for plant life; water and sun; review of what the class pet hamster needs to live. (5 min) Input: Ask the children to name something that is nonliving; answers could be rocks, dirt, desks, shoes or pencils. Ask them to name something that is living; there answers should include animals and/or plants they observed at the zoo, their CD plants and the class pet. Ask them to come up with something else that is living and to explain what the difference is between something that is non living is and what is living. Using the supplied interactive, make a column on the SMARTboard for Living and one for Nonliving; as the children answer, drag and drop in the proper items into the appropriate column. NOTE: this can be left up as a reminder for the students when doing their guided practice. Remind students about the bears they saw in the zoo; ask what parts of a bear could help him find his food; typical answers could be eyes, ears, nose, claws etc. Based on what we learned what kind of food does a bear eat? Answers should include berries and fish. Ask if anyone has any ideas about what fish eat; be prepared for unusual answers. Explain to the children that fish could jump out of the water and eat a bee that is flying over the river. Before he crossed the river, the bee was in the bushes buzzing around in the bushes eating pollen out of the flowers growing on the berry bushes. As he was buzzing around, he collected pollen from one flower and as he flew to another flower, he dropped little bits of pollen which fertilized the flowers which eventually will turn into a berry. So the bee ate the pollen from the flowers and helped them turn into berries, the fish ate the bee and the bear eats the fish and the berries! This explains how living things rely on each other for life. (10 mins)

C. Coulson ID# 245818

C. Coulson ACTIVITIES

Science 1

March 14, 2013

Guided Practice and Assessment: Explain that you want them to break into pairs and each pair needs one metallic tray and a bag of magnets. Once they get into their pairs, they are to pick two or three animal magnets and then two pieces of food for each; depending on the animal they pick, they could use other animals, plants or food magnets. As this is explained, a demonstration can be done as an example together with a reminder about the pictures already up on the SMARTboard. (2 mins) Assessment: While the students are completing this, walk around and check their trays to assess their levels of understanding. If there are several who are having a difficult time, give them all a few more minutes and them complete a verbal review with the class of what is good food for animals to eat and what makes it good. If the majority of students have grasped the concept of living and nonliving and food needs, have them put the magnets back into the bags and return the trays and bag to their proper places. (8 mins) Quick reminder of hallway rules (no talking, hands at our sides) and the rules of the computer lab. (these rules they will have become familiar with already during the school year) Walk with the children to the computer lab and each get onto a computer (previously set up with Storyjumper by an EA) (4 mins) Storyjumper Activity: Brief reminder of how Storyjumper works (drag and drop) and the explanation that they are to create story and include living and nonliving things and how they interact together. They can work at their own pace but they must include 4 living things and 2 things each that they rely on things to live. There is to also be at least 1 nonliving item in each story as well. Walk around observing the childrens progression; asking / answering questions for clarification. (18 mins) Return to class from computer lab and sit at their seats. (4 mins) --------------------------------------------------------------------------------------------------------------------Closure: Final Assessment and Review: As a group, ask students one or two questions about living / nonliving things, what plants need to live, how things rely on each other to live and what are some things that they need to live. (2 mins) Students will draw picture of what they learned in their daily learning log prior to leaving for the day. (5 mins) Independent Practice: Explain to students they are to go home and find one piece of food in their house that their favorite animal could also eat. They can draw a picture of themselves and the animal eating that food together, in the animals habitat, and bring the picture to school for show & tell the next day; the pictures will be put up in the Artists Gallery. (2 mins) C. Coulson ID# 245818 3