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GENEVA COLLEGE

BEAVER FALLS, PA

SCIENCE LESSON PLAN

Name: McKayla Jacobs Date: March 23, 2021

Course: EDU 347 Grade Level: Kindergarten

Source: Self-made worksheets Duration: 65 minutes

I. Topic and General Goal

Dinosaurs: Describe structures and behaviors of dinosaurs

II. PA Common Core Standards

3.1.K.A5 Observe and describe structures and behaviors of a variety of common animals.

III. Learning Objectives

1. Following a teacher led reading, TSWBAT, with assistance from teacher, fill in their Dinosaur
Graphic Organizer.
2. After background knowledge of bones and explanation of project, TSWBAT make a prediction of
what dinosaur they believe they were given.
3. With further explanation from the teacher, TSWBAT create their dinosaur “bones” using Q-tips.

IV. Materials

ELMO Projector {Teacher}

Dinosaurs by Grace Maccarone {Teacher}

Dinosaur Graphic Organizer {Teacher and Students}

Dinosaur Cards {Teacher}

 Ned (Brachiosaurus)
 Boris (Tyrannosaurus Rex)

The Berenstain Bears and the Missing Dinosaur Bone by Stan and Jan Berenstain {Teacher}

Prediction Sheet {Teacher and Students}


Dinosaur “Building” Papers (1 of each for each student) {Teacher and Students}

Q-Tips (portioned out) {Teacher and Students}

Pencil {Teacher and Students}

Crayons {Students}

V. Lesson

A. Introduction

To introduce the lesson, the teacher will start by reading aloud the book Dinosaurs by Grace
Maccarone. The teacher will not ask any comprehension questions at this time. Once finished with the
book, the teacher will ask the students to think about one thing you learned about dinosaurs from this
book. {5 minutes}

B. Lesson Development (Activities, Procedures)

To start the lesson, the teacher will give each student a Dinosaur graphic organizer and tell them
to write your name at the top, at the top, at the tippy-tippy top and stop. With modeling from the
teacher, the students will fill in facts about dinosaurs that they learned from the book. These responses
will be written in the four circles around the graphic organizer sheet. (With long responses, they should
be broken down to one or two words). Upon finishing, the teacher will call one table at a time to place
their paper in their mailbox and sit back down. {15 minutes}

The teacher will then use the projector to show the dinosaur cards of a Brachiosaurus and
“introduce” his/her dinosaur friend Ned. The teacher will use the Dinosaur Facts page to give facts
about Ned. The teacher will then repeat the same process and “introduce” his/her friend Boris. {5
minutes}

After introducing both dinosaurs, the teacher will read aloud the book The Berenstain Bears and
the Missing Dinosaur Bone by Stan and Jan Berenstain to introduce the topic of dinosaur bones. The
teacher will asl the students, what do we use our bones for? The teacher and students will have a
discussion about bones and why we need them for our bodies. {15 minutes}

The teacher will then hand each student a Prediction page and tell them to write your name at
the top, at the top, at the tippy-tippy top and stop. During this, the teacher will hand each student a
portioned bag of Q-tips and tell them to leave them in the bag and also hand out one page of each
dinosaur to each student. After giving a bag to each student, the teacher will explain that the students
need to look at the number of Q-tips they have in their bag and the size of the dinosaurs on their
paper and predict (make an educated guess) if they are going to build a Ned or a Boris by circling the
dinosaur of their choosing. {5 minutes}

C. Closure (Summary)

After the students make their prediction, the students will “build” their dinosaur bones in the
dinosaur they predicted without gluing. The teacher will walk around and “check” if the students
predicted the right dinosaur or not by looking at the sticker on their bag of Q-tips and the “cheat sheet”
index card. {20 minutes}

VI. Assessment/Evaluation

1. The students will be formally assessed by their ability to correctly fill in their graphic organizer
along with the teacher.
2. The students will be formally assessed by their ability to make a prediction. Although, there is no
right or wrong answer.
3. The students will be informally assessed by their ability to use their Q-tips to build “bones” for
their dinosaur.

VII. Differentiation

Learning Environment: Alannah needs to sit in the front of the room in order to see the board clearly.
Alannah has a hard time seeing the board, so my co-op has moved her seat to the front.

Product: If some students finish building their dinosaur “bones”, they can draw/color around their
dinosaur using some of the facts they have learned about dinosaurs.

VIII. Interdisciplinary Connections

Fine Motor Skills: The students will use their fine motor skills in laying down each Q-tip in order to create
the bones of their dinosaur.

Art: The students will use their art skills in order to “build” their dinosaur and color/draw if finished
early.

IX. Self-Evaluation

Overall, this lesson went as well as I planned. Most students seemed to be engaged, but a lot of them
were unfocused and rowdy. I find myself sometimes struggling with behavior management in my block
classroom because it is not truly my classroom. I think the students do pick up on this and know that I do
not say as much about paying attention as Mrs. Betke (my co-op) would. My lesson did also take longer
than I imagined, and I think a lot of that had to do with the behaviors in the room today.

Some of my lower students did struggle to understand the idea of building the “bones” like a puzzle in
the outline of the dinosaurs, but they enjoyed seeing what it looked like in the end and we talked about
going home and trying again to see if they can figure it out. One thing I did learn about teaching today is
to always triple check your books you are going to read to students and go with your gut if they do not
sound correct. Before my lesson, I read through the book as normal to make sure it fit and liked the
book, so I decided to use it for my lesson. As I was reading through it this morning before teaching the
lesson, I realized there was a page in the book that did not sound correct, but just thought it would be
fine. While teaching the lesson, one of my students raised her hand and told me the book was in the
wrong order because she has this book at home. Therefore, I learned to always check, then check again,
and triple check your books.

Cooperating Teacher Signature: _________________________________________

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