Sarah Patterson

May 19, 2014

Kindergarten, Thomas Edison Elementary School
Science: Birds KWL

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014
Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9
Kindergarten Life Sciences Standard 2: Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students knowhow to observe and describe similarities and differences in the appearance and behavior of plants and
animals (e.g., seed-bearing plants, birds, fish, insects).
b. Students know stories sometimes give plants and animals attributes they do not really have.
c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings,
legs).

Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
Students will understand the basic functions of the avian heart, liver, and brain. Students will compare how birds are similar to
both humans and dinosaurs. Students will explain how birds fly, or what helps birds be able to fly. Students will also identify
habitats that certain birds live in, and other animals that live in these habitats as well.

Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
Students will participate in a whole-class discussion and will also turn to think-pair-share with their rug partners as I
circulate. The information that students share to add to our KWL chart will let me know what information my students
have learned.

What modifications of the above assessment would you use for language learners and/or students with special
needs?
These students may need some assistance recalling some of the vocabulary that they learned newly during the first
animal lessons during our lessons last week. I will show visuals in the presentation, video, and read-aloud book that
will aid these students. Since the video is fairly advanced, I will paraphrase what the narrator says to help all students
understand the main points of how birds fly.

Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
My students have been learning about mammals, amphibians, and reptiles over the last couple weeks, and have just
begun talking about habitats as well. Students are familiar many of the habitats and body parts of birds from their
background knowledge, as demonstrated to me during our lessons last week.

Strategy to connect school learning with prior experiential knowledge and/or cultural background
We will start with a review of the KWL chart to recall what facts we are looking to learn today about birds. I will also
ask students to relate our learning to our habitat lesson from last week, by asking them to remember what animal
homes are called and which habitats we learned about last Thursday.

Pre-assessment strategy
N/A

Academic Language. TPE: 7 & 9
What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?
Birds, feathers, plumage, heart, liver, brain, fly, flight, habitats, similarities, compare.

Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels)
Describe your differentiated instructional strategy.
All learners will engage in whole-class discussions either by listening or participating with their voices. I will ask
students to relate their own experiences with birds at home, and will ask that they share their own knowledge with our
class. I have emphasized that I had to learn many of these things too, and that they are teaching me. Students will be
given opportunities to discuss their learning with peers in pair-share discussions.


Sarah Patterson
May 19, 2014
Kindergarten, Thomas Edison Elementary School
Science: Birds KWL

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and
prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor
student learning during instruction, and 5) build metacognitive understanding
List what the teacher will be doing and what the students will be doing.
Time

12:00
Teacher

We will review our KWL chart. We will
talk a little about what we have
already learned and what we still
would like to know.

First, we will talk about the bird brain.



Next, I will show the students a picture
of the birds heart. I will ask them if
they are surprised that it is not shaped
like a heart.

Show students a diagram of the birds
liver and explain its functions.


Ask students if they remember what
we learned about on Thursdaythose
places that animals live in

Show students some of the different
habitats birds live in, and ask what
other animals live in these habitats.
(Think-pair-share for one of the slides,
especially the Arctic or ocean, since we
did those Thursday).

Talk about bird nests. I will ask
students if they have ever seen a birds
nest.

Read students inquiry about how
birds got their wings, and relate this to
how dinosaurs may have evolved into
birds.

Finally, show students the 2-minute
video on how birds fly, pausing
periodically to explain what we see.

Time permitting, I will begin a read-
aloud about birds, either about how
they fly, or how all birds are similar.

Throughout the lesson, we will be
pausing to fill in the L section of our
KWL charts.
Students

Students will review the KWL chart, what we
have learned already, and what they would
still like to find out.


Students can contribute something they know
birds can do with their brains. Some students
have pet birds. I will ask them for input.

Students can look at the picture. They can
discuss.



Students will say if they know anything about
the liver. (Particularly Josiah, who asked
about the bird liver)

Students will recall our Thursday lesson on
animal habitats.


Students can share what other animals live in
these habitats.





Students will discuss bird nests in a whole-
class discussion.







Students can share what they learned from
the video.


Students will listen to the Read-Aloud.



Students will provide notes of what we have
learned to be transcribed into the KWL chart.
Resources/
Materials

Animal slideshow
Bird books (TBD)
How Do Birds Fly video

Sarah Patterson
May 19, 2014
Kindergarten, Thomas Edison Elementary School
Science: Birds KWL