NAME_JOSLYN BOMGAARS_______ DATE_11/21/2011____ NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT
Lesson Topic: Life Science-Pumpkin Exploration Description of Classroom:
-Grade level: 2nd and 3rd -20 students: 12 females/8 males -Ages: 7-9 years old. -Approximately 50 minutes This will be at the end of a unit plan about stems. This lesson plan will take only one day. Students will use prior knowledge as we discuss about pumpkins, estimation, and measurement. -Given the opportunity to discuss as a whole class what pumpkins are used for, SWBAT apply prior knowledge to our discussion. -Given two different size pumpkins, SWBAT determine a variety of characteristics between the two pumpkins such as color, tallness, and how many lines are on each pumpkin. -Given the math vocabulary, SWBAT apply terms such as prediction and estimation to determine how many seeds are within each of their pumpkins. -Given the opportunity to work with pumpkins, SWBAT record their results on provided charts and compare their findings to their predictions. The SWBAT: -Listen to the teachers instruction, vocabulary terms, and definitions in order to apply them to their activity -Pronounce the vocabulary terms and discuss their findings as a group -Effectively write their data on a provided chart -Refer to the bulletin board to read over the definitions of the vocabulary terms
Background: Content Objective(s):
Language Objective(s):
Nevada Standards:
L.2.D Students understand that there are many kinds of living things on Earth. L.2.D.1 Students know plants and animals can be sorted by observable characteristics and behaviors. E/S Math Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics. 1.2.8 Reinforce the use of mathematical vocabulary and symbols to describe addition, subtraction and equality.
[Link].2 - Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Key Vocabulary:
Characteristics- a distinguishing trait, quality, or property Investigate- to observe or study by close examination and systematic inquiry Explore- to investigate, study, or analyze : look into <explore the relationship between social class and learning ability Measure- the dimensions, capacity, or amount of something ascertained by measuring Predicting- to declare or indicate in advance; especially: foretell on the basis of observation, experience, or scientific reason Estimate- to determine roughly the size, extent, or nature of Data- factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation
Best Practices: (put an X next to those that you address in your lesson)
X X X X Preparation Adaptation of content Links to background Links to past learning Strategies incorporated X X X X Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds X X Grouping Options Whole Class Small groups Partners Independent
X X X X
Integration of Processes Listening Speaking Reading Writing
X X X X
Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement
X X X
Assessment Individual Group Written Oral
Teaching Strategies:
I will question the students based off their prior knowledge on what they know about pumpkins. Direct instruction will be given after our discussion about pumpkins. As a class, we will do guided discovery as we explore different characteristics of pumpkins. As students work in teams, they will incorporate cooperative learning where they work together and help their team members if any are struggling.
Warm Up Activity: (5 Minutes)
I will announce to the class that we will be working with pumpkins and this video link will be shown right before I proceed with the lesson. This will get the students engaged and to be aware about what we will be learning in this lesson. [Link]
Lesson Sequence: (40 Minutes)
1. I will ask students to move into 4 groups of 5 based off their number on their pumpkin picture. 2. After the video about pumpkins is shown, I will introduce this lesson by discussing using a pumpkin as a display that we are learning about types of pumpkins. 3. As a class, we will discuss what pumpkins look like, what we use them for, what season we will find pumpkins in, what we can use the seeds for, etc. Students will apply prior knowledge to our discussion. (5-6mins) 4. I will then ask, If we were going into a grocery store and looking for a pumpkin with many seeds, how would we know which one to choose? 5. I will define the vocabulary terms from our bulletin board such as estimation, characteristics, prediction, measurement, and explore that the students will use within this activity. (Steps 4-5 10mins) 6. Once the terms are defined, I will ask the students in their groups to predict how many seeds are within their two pumpkins. They will measure how big around the two pumpkins are, their colors, how many lines are outside, and how tall. They will keep their data written on a provided chart. 7. Based off their measurements, they can now estimate how many seeds are now in their two pumpkins. Again their data will be written on a provided chart. 8. After they made their estimation on how many seeds are in their pumpkins, they will open the lid to the pumpkin and count the exact amount of seeds. 9. Once they have counted their seeds, they will write their data down on their provided chart. They will discuss as a group their findings, compare and contrast their results. (Steps 6-9 20mins) 10. I will ask all the students to put their results on a pumpkin cut out and place it on a vine which will be on the bulletin board. This will show all the students results on pumpkins that grow on a vine. 11. After all the students have posted their pumpkins on the bulletin board we will wrap up discussing what we learned so far about how pumpkins are different from each other in sizes and how it can help us determine if they have a lot or little amount of seeds. (5mins)
Accommodations:
I will meet all required student accommodations. If any students have questions, I will guide them through to answering their own questions without giving them the answer.
Supplementary Materials:
I will provide: -Pumpkins -Rulers -String -Charts -Pumpkin Cut-outs
Review/Assessment: (5 Minutes)
I will assess the students through a student response questionnaire. Individually, the students will answer basic questions based off how many seeds they predicted were inside their pumpkins and how might they predict differently another time.
Reflection:
I feel this will be a fun and interesting lesson plan. The fact that I will incorporate actual pumpkins in the lesson activity will engage the students interest to explore more in depth about pumpkins. As I reflect back, I should have included other groups to share their data entries with other groups. If I provided about 10 extra minutes, this would allow the students to have more interaction with the whole class as opposed to just within their group.
Form: 005 JDC 4/22/08