Lesson Plan 2

Lesson Plan Task Force July 11, 2016

‘University of Nebraska Kearney Teacher Education

Lesson Plan Template

Name: Former UNK Student Date/Time: November 17, 2022 8:45 AM Plan # 2

Subject (ELG Domain): Science

Lesson (ELG Sub-Domain): Scientific Skills and Methods

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources Learning Goals (1f-2) (List the full ELG Standard)

Develops foundational skills in learning and understanding about the world through exploration and investigation.

Learning Objectives: Content (1c-2) (List ONE ELG Indicator from Day 1, 2 or 3)

Students will reflect on the developed foundational skills of using scientific tools to understand the world around them that were gained through exploration and investigation.

How does the learning objective connect to previous and

future learning experiences? (1c-1)

Students have had two previous days to conduct investigation outside to collect and look for materials in nature using tools of science. They have had numerous experiences in nature to use these tools and take in the world around them through this lesson and daily recess as well. Filling in the “Learned” portion of the KWL chart will provoke use of memory in the past few days to how the tools have helped us gather and observe nature. The walk-through nature hunt gross motor whole group activity will serve as a concluding and connecting activity to the nature work, they have done indoors and outdoors using their knowledge.

Essential Question (1a-1) Provide 3 or 4 open-ended question you will ask students that will allow you to understand what they gained from the lesson.

When exploring, how do scientific tools help us better understand the world around us? What tool could we use to determine how the weather changes in temperature from when school started in August to now? How could we record the change? What do you think scientists and people did to remember and look at nature before tools were invented?

What vocabulary do the students need to learn in order to meet the learning objective? (5-6 words that will expand their current vocabulary)

Scientist Biology Weather Magnifying glass Record

Learner Characteristics (1b-1) (1b-4) Describe the relevant student characteristics for the whole

classroom (e.g., interests, behaviors, languages, socio-

economic backgrounds, and/or family structure) and any

other relevant information regarding the students you will be

teaching.

Many the students are interested in nature whether its playing in dirt, flowers, animals, or just being outdoors. One of the students is an English language learner, and he just moved here and started class a few weeks ago. He understands English well, and will reposing in simple phrases, but when discussing this is important to help expand his vocabulary in all ways possible. Behaviors are manageable other than the struggle of always keeping transition smooth, as the children tend to get antsy. Keeping the lesson engaging is important to prevent chatting or fidgeting between children especially on the rug or when sitting near one another. When on the rug and completing the gross motor activity it is important to give enough space so there is no touching or messing around between the boys in the room especially.

Describe any students’ special learning and/or medical

needs (e.g., IEP/IFSP, 504) (1b-5) (1c-4).

The student with an IEP in this room has autism, and this often leads to emotional upset, or disturbances in the classroom due to the inability to communicate his wants and needs clearly. One student is also lower in reading due to learning delays but has no official IEP or medical assistance yet.

Students’ Prior Knowledge (1a-2) How will you know what prior knowledge your students have in relation to these learning objectives (e.g., data from previous lessons or conducting pre-assessment as part of current lesson)?

To assess prior knowledge students completed a know, want to know, learned, chart on nature and the outdoor elements. A running record of conversations, findings, and discussions will be recorded by me at the beginning of the lesson through anecdotes.

On-going (formative) Assessment (1f-3) What will you do during the lesson to monitor student understanding?

During the lesson I will give students time to speak to their peers and I will walk around listening and gathering responses on things learned about the use of tools for exploration, or how they help us in science. I will also keep record of who shares with the class and how in-depth responses are (detail to support the hypothesis or predictions or questions).

Post (summative) Assessment (1f-1) How is the assessment congruent to the learning objective(s)?

Having children understand, describe, and demonstrate how to use scientific tools and for what for nature observation allows for the teacher to see that the goals have been met and they have learned what was intended from the lesson. The KWL also on its own shows if students learned new information than what was provided at the start in the “know” column. Individual conversations with students can be had to take anecdotes and notes on one thing they “learned” in this activity for objective reference.

How will you know that your students have achieved the learning objective(s)?

Students will be able to describe what scientific tools are used for and appropriate times to use each. They will better understand nature through these tools by understanding the importance scientific tools serve in helping scientists understand our world up close.

Materials (1e-2) List materials (including technology) used in the lesson. Also include a reference for where you found the idea.

1st portion- Learned chart- -Google document with previous days filled in spots for continuing chart. -School computer -Smart board for projection to whole class. 2nd Portion- Smart board, school computer for video, YouTube nature hurt video and speakers to connect to computer for sound projection, open rug space for movement.

Justify the use of the materials used to engage preschool students in meaningful learning.

The technology used, laptop, projector, and speakers all project both the visual and sound so that all the students can hear and see the nature hunt interactive video clearly. The google document is used to keep a running page of the progress the students have made on the KWL.

Lesson Sequence and Delivery: Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the lesson in its entirety and/or another teacher could step in and use the plan with minimal assistance.

T

im e

T im

e

Lesson Components

Differentiation (1e-1)

1. You MUST use Cara’s Kit to plan, strategies to meet differing student needs/interests.

2. Explain your rationale.

Student Engagement 1. Within in the Lesson Sequence and Delivery label

examples for fostering Student Engagement (SCOR) with S for Success, C for Curiosity, O for Originality, and R for Relationships.

2. Explain your rationale in the boxes below.

Introduction (1e-4) Describe how you will introduce students/get them

excited about what they will be doing and why it is important (e.g. statements/questions/other to present student-friendly objective)

-As the children transition from math, I will have them do their restroom break as normal and have them reenter the classroom into a spot on the rug. -Once all students are on the rug I will have the document camera, smartboard, and KWL document displayed. -I will prompt them with questioning on what were some questions we had about the scientific tools we used earlier in the day. When some students raise their hand and share, I will proceed to ask if we answered any of those questions, and if so, which ones and the answer. -I will then have some students if willing, come up and demonstrate how to use a scientific tool, picking from ones I have set up on the white board for display.

Instruction: When sharing, I will provide visual prompts to support varied speech and language needs.

O- Students share their own original answers on the KWL review.

Core Instruction (1e-4) Include appropriate lesson content, clear sequence, opportunities for practice and application.

I will write in students answers as they share them with the class being sure to elaborate on each answer to solidify the process of the KWL. -Once we complete the chart, I will ask them to stand up and share that we are going to do a nature hunt using several of the tools we just discussed. -Students and adults will go outside with the tools. Each child will have access to the tools and paper to document any findings they wish (writing/drawing). Adults will engage in the nature hunt activity and be prepared to ask open-ended questions, label things if needed, engage in conversations, extend and expand current knowledge, and write down additional questions that arise.

Materials: I will provide varied writing materials to support varied fine motor development.

C- Students will be curious as to what the nature hunt activity entails and how the tools might assist them in answering their questions.

Closure (1e-4) Include what you will ask or say to students to refocus students on learning objective, and how you will transition them to the next part of the daily routine.

While still outside we will gather in one large group or in small groups, depending on how many adults are available during this time. We will discuss the following. What did you find outside? How did you find it? What tools did you use? How did the tools help you? How else might you use the tools? We will transition from outdoor time to snack time, first washing hands.

Environment: I will use carpet squares on the cement for children to sit on to ensure each has their own space, similar to our indoor carpet.

S- Each student will share their favorite thing or something they enjoyed, setting them up for success in the conversation. R- While students are talking about the prompted conclusion with their peers, they are engaging in listening and responding skills and strengthening their people skills and relationship skills.

Post Lesson Reflection What contributed to students meeting the instructional

objective(s)? Provide specific examples. (4a-1) The student responses in the KWL were a big factor in meeting the objective. Students understood the scientific tools well and seeing it mapped out in progress form was very effective. Students were able to see what they had learned in comparison to what they wanted to learn, and the effectiveness they earned in the exploration of the tools getting them those answers. Having the tools for each student to use also played a big importance as they did not need to share, so each student had their own time to explore and utilize the tools without interruption which allowed for more experiences to tie to the objective.

Given another opportunity to teach your lesson, what specific

suggestions for improving the lesson would you make? (4a-2) One thing I would do to improve the lesson would be to maybe include more conversation during the nature hunt and other redirecting prompts back to the scientific tools. I would also like to identify several of the 10 effective teaching practices to focus on to increase learning/conversations.

Teacher candidate comments regarding feedback (4e-2):