TOPIC DETAILS C K Name Meaghan Sherer Subject Science Grade Level 2 Grade nd
Date/Duratio 26 October 2015/15 minutes
n Big Ideas Using the scientific method, students will learn how animals that live in freezing temperatures keep warm. Animals have protective clothing so they can live outdoors in freezing temperatures. Essential How do animals keep warm in freezing Questions temperatures? Can we survive in these freezing temperature just the way we are as humans? PA/Common S.K-2.D.2.1.2: Identify how weather Core/Standar conditions affect daily life. (1) ds S.K-2.B.1.1.1: Describe basic external structures of animals and plants. (2)
S.K-2.A.2.1.2: Describe outcomes of an
investigation. (3)
CC.1.4.2.A: Write informative/
explanatory texts to examine a topic and convey ideas and information clearly. (4) Objective Using the scientific method, students will make one prediction as to why animals Bloom's can live in freezing temperatures and Taxonomy humans cannot (1,2,3) Using the scientific method, the students Webb's Depth will conduct an experiment on how arctic of Knowledge animals stay warm in the winter (2,3) (DOK) Based on the conclusion of the experiment, the students will infer based on the experiment that humans cannot live in the same climate as animals with blubber. (1, 3) Individually, students will write a short story of five complete sentences and correct grammar usage. (4) While writing a short story, the students will describe the external structure of the animal and the weather conditions it lives in. (2). Formative & The students will individually fill out a lab Summative report modeling the scientific method Assessment and be graded on the accuracy of Evidence correctly testing their hypothesis. The short story they are to write after they finish the experiment will be graded for accuracy of grammar and complete sentences describing the external structure of the animal and the weather conditions it lives in. . ISTE Research and information fluency Standards for o Process data and report results Students
Framework Global awareness and environmental
for 21st literacy Century Learning Student 1: Because he has a good Accommodati relationship with the teacher, he will sit ons, next to her during the lesson. He will Modifications work on the modified lab report. Student 2: Assistance from student number 1 when working on fine motor skills and reading. Can help student 4, 6, 7, and 8 with math. Student 3: Due to the short intention span, after each little activity successfully completed, he will earn a token (1 token equals 2 minutes) to make puzzle (artic animal related). Student 4: To work on peer relationships, he can assist those struggling to form their short story. Student 5: To prevent him from stopping his work rather than asking for help, we will work on skipping unknown questions and saving them until the end. When he has reached this point he will put his pencil down so that the teacher knows he is finished. We will work on raising our hand when we are stuck. Student 6: Due to the low level we dont want her to get frustrated, after each little activity successfully completed, she will earn a token (1 token equals 2 minutes) to make puzzle (artic animal related). She will work on the modified lab report. Student 7: Due to the refusal to listen to teacher, after each little activity successfully completed, she will earn a token (1 token equals 2 minutes) to either talk with peers or draw. She will work on the modified lab report. Student 8: To work on peer relationships, she can assist those struggling to form their short story. She will work on the modified lab report. For any students with limited movement, a small bag of blubber and bowl of ice with be brought closer to them to put their hand in it (hand over hand when necessary). If they do not want to touch it due to sensory issues, a thin glove will be placed on their hand and then they can put their hand in. If they still do not wish to touch it, I will tell them that the blubber keeps your hand at almost room temperature even when in ice. SUPERVISING TEACHERS SIGNATURE
Seton Hill University Lesson Plan Template Step-by-
Step Procedures RATIONALE C for the K Learning Plan Introduction Activating Prior Knowledge/ Hook/Lead- In/Anticipatory Set Animals have protective clothing so they can live outdoors in freezing temperatures. Who likes animals? What kinds of animals do you like? o If they are only saying animals that are common to have as pets ask about more exotic animals If no one says they like an animal that has blubber, tell them One of my favorite animals is a penguin. Do you know where penguins, polar bears, and seals (show pictures of these animals) live? by pointing at a map. (I am looking for either Antarctica or the North Pole) Do you think we could survive living there just they way we are? Have you noticed how its getting colder outside? Do you think it is as cold here as it is in Antarctica or in the North Pole or if it is colder there? Ask the essential question: How do animals keep warm in freezing temperatures? We are going to be conducting an experiment in order to learn how animals that live in freezing temperatures keep warm using the scientific method. Explicit Big Idea Statement Instructions Using the scientific method, students will learn how animals that live in freezing temperatures keep warm. Animals have protective clothing so they can live outdoors in freezing temperatures. Essential Questions Statement How do animals keep warm in freezing temperatures? Can we survive in these freezing temperature just the way we are as humans? Objective Statement Using the scientific method, students will make one prediction as to why animals can live in freezing temperatures and humans cannot (1,2,3) Using the scientific method, the students will conduct an experiment on how arctic animals stay warm in the winter (2,3) Based on the conclusion of the experiment, the students will infer based on the experiment that humans cannot live in the same climate as animals with blubber. (1, 3) Individually, students will write a short story of five complete sentences and correct grammar usage. (4) While writing a short story, the students will describe the external structure of the animal and the weather conditions it lives in. (2). Transition Waddle like penguins back to the experiment tables. Key Vocabulary Blubber Antarctica North Pole Prediction Lesson PreAssessment of Students Procedure The questions I ask them in the beginning if they know where animals that have blubber live and how they keep warm.
Modeling of the Concept
The students will observe me demonstrating how they will perform the experiment. I will place one hand straight in the bowl of ice water and the other hand in the blubber. Guiding the Practice The students will take turns testing their hands in the blubber and ice water, comparing how it would be like to live with blubber and without blubber in freezing temperatures. Providing the Independent Practice The students will fill out the scientific method worksheet I have provided for them to determine if they are grasping the concept. Transition None Reading 4 bowls Materials Ice Technology Water Equipment 8 plastic bags Supplies Crisco Evaluation of Formal Evaluation the The student will fill out a lab report Learning/Mast modeling the scientific method and be ery of the graded on the accuracy of correctly Concept testing their hypothesis. Their short story they are to write after they finish the experiment will be graded for accuracy of grammar and complete sentences and being able to describe the structure of the animal they learned about that helps them survive in the weather conditions they live in. Informal Evaluation They will be observed during the guided practice and independent practice. Closure Summary & Review of the Learning Students will learn that animals that live where it is extremely cold, where humans cannot live, have adapted and have a layer of fat called blubber to keep them insulated and warm. The story they are going to write after reiterates Homework/Assignments Finish the short story if you were not able to finish it in class and turn it in the next day. Teacher Since this is only a fifteen-minute lesson, Self-reflection it is assumed that students know some of the terms I am using due to prior lessons.