Title of Lesson: Dirt and Worms Grade Level(s): Pre-k/ Kindergarten Subject Area: Science Location of the lesson (specify if in general or special education class): In general education classroom Grouping (highlight: 1:1, small group, large group)
Preparing for the Lesson
1. Lesson Topic: What are the big ideas? How does this relate to what students are currently learning in general education?
The life of a worm which directly connects to the current bug unit.
2. What are your learning targets for the lesson (i.e., what are your primary and supporting objective of instruction)? What do you want the student(s) to learn and be able to do at the end of the lesson?
a. Students will follow step by step instructions presented visually. b. Students will trace and write the new vocabulary words. c. Students will understand how worms contribute to plant growth
What Content Standards(s) and/or EEOs will this lesson address? How does this lesson relate to the 21 st Century skills?
Life Science Concept 1:
a. Collect, describe, and record information about living things through discussion, drawings, and charts (DOK 1-2) EEO: Collect, describe and/ or record information about living things through discussion, pictures and other visual representations
3. List specific IEP goals that will be addressed during lesson:
By the May 2014, student will imitate writing all 26 of the uppercase letters weekly 4 out of 5 times.
By May 2014, student will match letters all of the alphabet with 80% accuracy.
4. Describe Specific Strategies to be taught/modeled during the lesson. How will you incorporate the strategies, which have been taught/modeled into the students content courses (math, literacy, behavior).
Strategy: Following step by step instructions to complete a task.
5. What background (prior) knowledge do the students need to have to be successful? - basic alphabet knowledge - concept of sequencing -plants need water to grow
If the students do not have this knowledge how will they get it? During daily job to water the plant and continuous exposure to the alphabet.
6. How will you address classroom and behavior management/grouping issues during the lesson? I will keep the working groups at each center to a small number to avoid as many behavior management issues as possible. A few students will attend to the tasks for a few minutes and then want to move on to a new task. I will acknowledge their desire to move on and give them a portion of the task to finish. (ex: 4 more letters then book).
7. Materials and Resources (What do you need? How/where will you get it?)
Bowls- school kitchen Cookies (dirt) grocery store Wooden hammer classroom Tray- classroom Scooping Spoon school kitchen Pudding (Mud) grocery store Gummy worms grocery store Name flags made from school materials Worms- PetCo Writing sheets classroom Thick pencils classroom Visual schedule made from school materials and Board Maker Vocabulary list made from school materials and Board Maker Letter Matching made from school materials and Board Maker
Teaching the Lesson
1. Anticipatory Set a. How will you get the student(s) attention?
I will show students real worms and we will discuss what they observe about the worms. b. Review and relate prior learning/lessons. I will ask the students to share with me what they know about plants.
2. Teaching: Is this an informal presentation or direct instruction? Please circle/highlight. a. What are the specific steps you will follow when teaching this lesson. Be sure to include the following: i. what the teacher will teach or model, ii. how the students will be engaged in the lesson, and iii. how the students will demonstrate their learning (Guided Practice)?
I will read a story about worms keeping the students engaged by asking questions. The story is called Jimmy the Worm. I will model the steps of making dirt and worms in front of the students at circle. I will go through step by step and engage the students by asking them to help me decide what comes next or will small tasks in the making of the dessert. We will go through the 5 vocabulary words together, and we will do a matching activity. I will then explain the 3 centers and divide the group into smaller work groups. The students will then demonstrate the learning by tracing and writing the vocabulary words and by sequencing the steps of the dessert using the visual chart and teacher assistance.
3. What, if any, scaffolding and/or additional accommodations/modifications are needed for specific student(s)?
One student will be writing/tracing letters that are all capital letters. One student will be working on matching letters instead of writing them. All of the materials will be provided.
1. Checking for Understanding- How will you check for understanding? Using Blooms Taxonomy, what questions might you ask your students? Knowledge What does the word worm start with? Comprehend Apply Analyze How does a worm help plants grow? Synthesize Evaluate
4. Re-teaching: What will you do differently if the student(s) do not understand the concepts in the lesson? If the students do not understand the concept I will ask them to appropriately ask a peer for help. This will follow every students social and emotional goals.
5. How/where will students integrate (generalize) this learning into future lessons/activities? This is your PURPOSE (how will this relate to real life?).
This lesson will provide students a chance to learn new vocabulary and practice their writing skills. They will also further their knowledge on plants and animals and how they work together.
6. Closure: a. How will you review the content covered during the lesson so students can demonstrate learning of the lesson concepts (this should be tied to the main objective). We will verbally review worms. b. How will you formally END the lesson (e.g., Students show/tell what they learned, answer an exit question as their ticket out the door, list 2 things you learned, and one question you still have). Students will begin to transition to book time as they complete the centers.
7. Independent Practice: What will this look like? Is there homework? Completion of a product? Practice a skill learned in class? They will practice imitating and writing the vocabulary words during the week. They will also be asked to answer verbal questions about how worms contribute to plant growth.
8. Evaluation: How will you evaluate/assess student learning (this must be more than completing classroom work)? I will keep a record of who follows directions during the lesson. I will be using their work samples to evaluate their writing skills against previous writing samples taken in the year.