TITLE: Sea Turtles Day 3

CLASS Sra. Rebolone GRADE One

LEVEL

m
SUBJECT Math/Science/Art DATE November 20th 2019
(most of the morning, and some of
the afternoon)
LEARNING OUTCOMES
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s)

MATH
Shape & Space - Measurement
GLO:
•   Use direct and indirect measurement to solve problems.

SLO: 1
Demonstrate an understanding of measurement as a process of comparing by:
•   identifying attributes that can be compared
•   making statements of comparison

CROSS-CURRICLUAR
SCIENCE
Understandings - Topic E: Needs of Animals & Plants
GLO:
•   1-11 Describe some common living things, and identify needs of those living things.
SLOs:
•   1- Observe, describe and compare living things.
•   4- Classify some common local plants and animals into groups on the basis of visible
characteristics
ART
GLO:
•   EXPRESSION

SLO:
Component 10 (ii) - SUBJECT MATTER: Students will develop themes, with an emphasis on personal
concerns, based on:
•   A. Plants and animals

ESSENTIAL QUESTIONS
What provocative questions will foster inquiry into the content? (open-ended questions that stimulate
thought and inquiry linked to the content of the enduring understanding)
 •   How do the 7 sea turtles compare to each-other in size, shape, and other physical
characteristics?
•   What is the actual size of the 7 sea turtles?

LESSON OBJECTIVES
•   For students to recognize the beauty of each sea turtle
•   For students to recognize how big the sea-turtles actually are and compare them in size to
each-other and to the students
LESSON THREE
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
•   Are the students tracing over their lines N/A
with the sharpie carefully?
•   Are the students following my directions
about how to use the paint and brushes-
are they using a gentle stroke and using
the right amount of water?
•   How well are students working together as
a group?
TECHNOLOGY MATERIALS

•   Smart-board: Display the picture of the 7 •   Paint

sea turtles •   Paint trays (muffin sheets)
•   Paint brushes
•   Paper towel
•   Poster paper
•   Blank white paper
•   Sharpies

PROCEDURE

TIME CONTENT NOTES

•   Students sit at the carpet for instructions
•   Each group is to take 3-5 pieces of poster
paper and put it under their drawings to
15-20 protect the floor from sharpie and paint
mins •   Each student gets a sharpie and will trace
carefully over their lines
•   When students are done tracing, they are to
put up their hand and I will come give them
paint and give them further instructions
PAINTING
•   When giving students the paint, tell them to
use their paintbrush like a ballerina (soft and I had the colours ready for each
graceful, to not use too much water, and to group before, only giving each
clean off brushes very well when switching group the colours they needed. If
20-25 colours they wanted other colours they
mins •   When students were done painting, they will could ask me
do another activity on the side (math
games?) as they are waiting
 SHARPIE #2
•   Once the paint is dry, students go over their
lines one more time with a sharpie to make it
very crisp and clean
10 mins •   When they are done, they will put their hand
up and I can cut around their turtles for them
•   Reward the groups that worked really well
together with pompoms

CLEANUP
•   When students are done, they are to
2 mins clean their paintbrushes and their trays,
and put their materials away
This will happen at different points
for every group so they will have a
side activity to do when they are
done (math?)

DIFFERENTIATION
•   A – really wanted a challenge, so we have allowed him to draw all the sea turtles, and because
that is a lot of work, he won’t paint but just sharpie and colour
•   Everyone else is working in a group so they will have some freedom in how they want to
contribute as long as everyone is contributing

REFLECTION
Our painting day went amazing. I was definitely intimidated by the thought of bringing in paint, but
because I gave clear instructions to each group separately before I gave them the paint, things seemed
to run smoothly. The students were so invested in their turtles and really cared about how they turned
out which made me really happy. Even though I initially thought the turtles would take two days, they
took three; I think that because we took our time and gave the students the chance to practice drawing
first, this was why their turtles turned out so good. Sometimes it’s not about getting things done quickly,
but actually taking the time to do a good job. A was really excited about his turtle drawings and did such
a good job, but it took him so long to sharpie that he hardly got a chance to add any colour. I think either
way, it was important for him to have that challenge and I could tell he was very proud of what he’d
done.
The only thing I might change next time is having all the water and paint brushes ready to go before we
even start. I liked handing these things out to each group individually so I could set clear expectations,
but I was scrambling to get the materials to the groups quickly and some groups had to wait a long time
before they could paint. Overall this was a successful lesson and I was proud of the hard work that the
students put into it- I gave every student a big pompom because they worked so well together.