Lesson Plan Guide

Teacher Candidate: Grade and Topic: Mentor Teacher: Katarina Williamosn Second Grade Science Fair Josey Date: April 27, 2014 Length of Lesson: School: 1 Hour and 30 min

University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: Cells LESSON OBJECTIVE: Using the internet and Word, students will design a new animal that demonstrates all of the basic needs of life within the hour. STANDARDS ADDRESSED:
GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts and use food, water, and air to survive.

MATERIALS: Computer Internet Scanner Word BACKGROUND and RATIONALE: To understand how the body works and what it needs to live Critical language: None In previous lessons, students learned the components of the body and how they work together to keep animals alive. In this lesson, students will apply this knowledge to complete the assignment. In subsequent lessons, students will be able to present and justify their animal. In later lessons, they will be able to connect this to food chains. Every student is different and works at a different level. To be prepared and to grade fairly I will provide differentiated learning techniques and assessments. PROCEDURES AND TIMELINE: Introduction: Review with the class what keeps the body healthy and alive. Discuss the three major parts: food, water and air. (10 min) Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson. 1) Introduce project (5 min) a. Students are creating a new animal b. Include the environment and basic needs c. Students will research the environment that they want to put there animal in. 2) Divide students up into pairs and place at computers. (5 min) a. Remind students to keep their hands in their lap until I let them begin.

3) Students will research there animals needs. (30 min) a. Remind students to find food, water, shelter, and are in the appropriate environment b. Encourage them to think outside the box and that they have free will to say they live anywhere as long as they can justify it. 4) Students will be directed to go back to their seats with their partners and handed supplies. (5 min) 5) Instruct students to now create their animal and the environment the animal lives in using crayons, markers, and colored paper. (15 min) 6) Students will then scan their work onto the class websites. (10 min) Closure: Students will then present their creations to their class. (10 min)

ASSESSMENT EVIDENCE:
Sources Poor Students did not use their time on the computer appropriately and failed to come up with sources for their animal. Student has no source of food in final project Student has no source of water in final project Student has no source of air in final project Student does not present. Fair Student remained on task only half the time and came up with appropriate sources for their animals. Good Student used time on the computer appropriately and came up with appropriate sources. Excellent Student remained on task and used time appropriately and wisely and came up with several different appropriate options for sources. Student has found several sources of food in final project. Student has found several sources of water in final project. Student has found several sources of air in final project. Student includes air, food, water, along with other relationships. Student puts forth effort in drawing.

Food

Water

air

Presentations

Student has an inappropriate source of food in final project. Student has an inappropriate source of water in final project. Student has an inappropriate source of air in final project. Student only presents picture and gets off topic. Student does not put forth effort in drawing

Student has Found one good source of food in final project. Student has Found one good source of water in final project Student has Found one good source of air in final project Student presents and includes talking about air, food, and water. Student does not put forth effort in drawing.

MODIFICATIONS: For those whom did not master the object, review and learn through other presentations. Review the lesson the next day. Those who are ready for enrichment can make a 3-D Model with five sources of food and water.