Emily Kennedy

Mary Bowne

Contemporary Curriculum

December 9, 2021

Contemporary Curriculum Final

Topic-Farm-Animals

Grade 2

● 22 students

● one child has been diagnosed with ADHD (on medication and no aide)

● one child has been diagnosed being autistic and is highly gifted in math, science, and

social studies (ade is present at all times)

● one child has low self-esteem

● two children have Native American/American Indian backgrounds (speaks English but

values their culture/traditions)

● two children have Hispanic backgrounds (can speak some English)

 Lesson Plan: Science

Title:___Growing Plants-Differences in sunlight, water, sooil_____ Name:_Emily Kennedy

Subjects/Content Areas:_Science-_________________

OUTLINE INFORMATION

Rationale for
the activity. Students are learning how plants grow, including how much water to give them, how
Objectives for much sun, and what animals eat the plants.
the
activity—what
do you hope
will occur after
the activity’s
completion?

Standards/ELG 2-LS2-1 Plan and carry out an investigation to determine if plants need sunlight and
s related to water to grow. (SEP: 3; DCI: LS2.A; CCC: Cause/Effect)
activity

SMART Goal: Students will recognize the impacts of sunlight, water, and soil to a plant by the end
of the lesson.

Developmental ● Physical-planting and measuring

Domains: ● Cognitive-discussions, determining which one is growing more
● Language-expressing your thoughts into words

Materials Plant seeds, cups, water, soil, fertilizer, sand, potting soil
Needed for
activity

Introduction to We will start by watching a video on plants growth and what they need to
the grow.
activity-what
will you We are going to see what makes a plant grow the best. First we will start with
do/say?
the soil. two cups will have sand, two will have regular dirt/soil, and two will
have fertilized soil. One each of these different soils will be placed in the sun
 and one will be placed in the dark. Also the students can choose which ones
will get more water and which ones will get less water. Students will make
predictions to see which one they think will grow the most.

Body to the In groups, students will help plant the seeds in the soil and water them accordingly ad
activity—what well as place them in the sun or in the dark. The students will measure a specific
will you amount oof soil and water. Every day we will check how they are doing and make a
do/say? chart to see how much they are growing. We will water them every couple of days (2
times a week) and each student will get a turn to measure the water and water the
plants.

Closure to the We will determine which plant grew the most and discuss why that is. Was it the
activity-what amount of water? Sunlight? Soil? Or all three? As well as why they think that is. We
will you will also discuss how plants are used in all different ways. They make oxygen for us
do/say? and animals to breath, food. And discuss what plants animals eat.

Assessment of I will assess the activity by observing the students understanding and participation
the during discussions, the charts, recognizing the differences in the growth, and planting
activity-how the plants.
will you assess
if the
objectives,
standard(s)
and/ or ELG(s)
were met?
 Lesson Plan: Math

Title:__Addition and Subtraction Story Problems__________ Name:_Emily Kennedy_________

Subjects/Content Areas:_Math-Addition and subtraction _______________________________________

OUTLINE INFORMATION

Rationale for Students will be in small groups and work together to work through the story
the activity problem, on cards, involving addition and subtraction problems. These are story
problems related to farm animals
Objectives for
the
activity—what
do you hope
will occur after
the activity’s
completion?

Standards/ELG Standard:Operations and algebra thinking A.

s related to Represent and solve problems involving addition and subtraction.
activity

Developmental ● Physical-fine motor skills while writing with a pencil

Domains: ● Cognitive-solving math problems
● Language-solving the problem and explaining it to your group
● Social-emotional-working with others in a group

SMART Goal: Students will be able to work together and solve story problems effectively and
showing work for their problems by the end of the lesson.

Materials Story problem cards. After doing this activity I would add this to a math station so it
Needed for can be review for the students and they can continue to practice the skill.
activity

Introduction to We would start with a warm up problem using addition and subtraction without a
the story.
activity-what
 will you
do/say?

Body to the Then I would introduce a story problem that we would work out together as a class,
activity—what explaining how to pick out the important details that you need to solve the problem.
will you
do/say? For example: If there are 51 sheep and the farmer gets 23 more, how many
sheep does he have?

I would explain that you have to determine if you are adding or subtracting first by
looking at the context clue. In this problem the words you see that determine what
type of problem is “more” meaning you are adding because he is getting 23 more
then he had before. So you add 51 and 23
Setting up the problem 51+23=74. Show work

Closure to the I would have them work in small groups first to help work it out together and gain
activity-what confidence. Then they would do a few on their own. It helps picturing it in your
will you mind, so drawing it out will help too. If there are some students having difficulty you
do/say? can also use base ten blocks (smaller numbers are easier to work with but if I have
enough the visual will help make the connection).

Assessment of I would assess the activity by looking at their work after they are done and observing
the the process of them doing the work.
activity-how
will you assess
if the
objectives,
standard(s)
and/ or ELG(s)
were met?

This is more examples of animal story problems. I would change

the story problems to related to farm animals. I would also make them into cards so they can go
into a math station after the lesson so they can continue to practice and master the skill. They
would use either worksheets with room to draw and work out the problem, a white board or a
separate piece of paper. I feel that this decision should be based on what the class needs. For this
class I would start with write boards for their first one that we do together, then have them use
paper so I can see how they solved the problems.
 Lesson Plan: Engineering

Title:__Farm Animal Habitat Diagram____________ Name:_Emily Kennedy______________

Subjects/Content Areas:_Scince, Math, STEM/STEAM______(Engineering ______________________

OUTLINE INFORMATION

Rationale for Make observations about where different types of animals live, what plants there are,
the activity and why some animals have different needs.

Objectives for Talk about animals that live in our area and farm animals. Ask if anyone live
the on a farm if they have animals. Take kids outside at the school to explore the
activity—what different animals. Watch video on different animals in different habitat. Make
do you hope a diagram of animals
will occur after
the activity’s
completion?

SMART Goal: Students will create a diagram with open ended materials using skills in science and
math by the end of this lesson.

Developmental ● Physical-working with materials to make a

Domains: ● Cognitive-building and finding ways to work with the material
● Language-working with a group in a productive manner
● Social-emotional-working together in a group

Standards/ELG -Plan and carry out an investigation to describe and classify different kinds of
s related to materials by their observable properties. 2-PS1-1
activity
Make observations of plants and animals to compare the diversity of life in
different habitats (2-LS4-1)

Measurement and Data A. Measure and estimate lengths in standard units

Mathematical Practice 4. Model with mathematics.

Materials Made out of popsicle sticks, close pins, tape/glue, pipe cleaners, and if they
Needed for ask for something specific and the teacher has it, they can use it too. The
activity ground would be a paper plate so they can carry it easily.

Introduction to Talk about animals that live in our area and farm animals. Ask if anyone lives
the on a farm if they have animals.Watch video on different animals in different
activity-what habitats, not in area to see the differences.
will you
do/say? When we get inside we will discuss make a chart of the animals we saw and talked
about (this will help them with their paper plate diagram).

(we can discuss and make habitats for animals in hispaninc and Native
American cultures as well. )

Body to the
activity—what
will you make an enclosure for the animals at your “farm” so they don’t get lost. They
do/say? need to have access to food, water, and shelter(the enclosure). Made out of
popsicle sticks, close pins, tape/glue, pipe cleaners, and if they ask for
something specific and the teacher has it, they can use it too. The ground
would be a paper plate so they can carry it easily.
(may include, if they like to be with other animals, grass, trees, their environment,
food that they eat)

With partners-learning to work with others and helps create more ideas.

Closure to the I would have each student present to the class what they did and explain how they
activity-what made their diagram.
will you
do/say?

Assessment of I will assess the objectives and standard by how they complete the diagram and
the when they explain their diagram to the class.
activity-how
will you assess
if the
objectives,
standard(s)
and/ or ELG(s)
were met?
 Lesson Plan Outline

Title:___Zoo Tag________ Name:_Emily Kennedy_________________

Subjects/Content Areas:_Physical Education _________________________

OUTLINE INFORMATION

Rationale for Students will relate the classroom learning with exercising. Thinking about what
the activity animals do to what actions they can do to relate to them.

Objectives for
the
activity—what
do you hope
will occur after
the activity’s
completion?

SMART Goal Students will exercise and when tagged, choose an animal and do actions and noises
of that animal during the lesson.

Developmental ● Physical-doing the actions, running, etc

Domains ● Cognitive-remembering what animals you have done, guessing the animal
someone is, acting like an animal
● Social-Emotional-working as a team and communicating with each other
while guessing, good sportsmanship

Standards/ELG --Runs with a mature pattern. (S1.E2.2a)

s related to -Performs a teacher or student designed rhythmic activity with correct
activity
response to simple rhythms. (S1.E5.2)

-Transfers weight from feet to different body parts/bases of support for

balances and/or travel. (S1.E8.2)

-Differentiates among twisting, curling, bending and stretching actions.

(S1.E10.2)
Materials 2-5 flags if available or balls
Needed for (if you use balls make sure the students don’t throw the balls at others.
activity

Introduction to -Choose 2-5 kids to be it and give them a red ball (start with 2-3 kids when first
the playing the game and increase when they learn the rules)
activity-what -If you get tagged by a student with a Red Ball, you must go down on your hands and
will you knees wherever you are and pick and animal and act like that animals as well as make
do/say? noises that animal would make

Body to the - To be freed: someone has to come and correctly guess what you are.They can guess
activity—what as many times as they want
will you
do/say? -If someone is tagged while guessing, then they must drop to their knees and become
the same animal as the person they were guessing from (that person can whisper their
animal to them).
-If there is a group of animals, if someone guesses correctly, then they are all free.
If you get tagged more then once-Once you have been an animal, you CAN NOT
pick that animal again for the rest of the game (even when taggers are changed).

-To make the game more difficult- once tagged they can’t make the animal noise

-Change taggers frequently or once everyone is tagged

Closure to the Discuss what animals they all choose during the game. Congratulate the winners!
activity-what
will you
do/say?

Assessment of I would assess the activity by observing if they followed directions and what animals
the they choose, if the students could guess what animal they were and if everyone
activity-how participated
will you assess
if the
objectives,
standard(s)
and/ or ELG(s)
were met?
 Ms Kennedy’s 2nd Grade Daily Schedule

8:15-8:40 Morning Meeting and Calendar

8:40-9:40 Reading/Literacy

9:45-10:00 Morning Recess

10:10-11:00 Math

11:00-11:50 Lunch/Recess

11:55-12:55 Science/Social Studies

1:00-2:00 Specials

2:00-3:00 Writing

3:00-3:10 Cleanup/Dismissal
Emily Kennedy

Mary Bowne

Contemporary Curriculum

December 9,2021

Final Project Summary

My second grade class has 22 students, one child has been diagnosed with ADHD (on

medication and no aide), one child has been diagnosed with autism and is highly gifted in math,

science, and social studies (ade is present at all times), one child has low self-esteem, two

children have Native American/American Indian backgrounds (speaks English but values their

culture/traditions), and two children have Hispanic backgrounds (can speak some English). For

this unit my big idea is farm animals because I felt that it was very applicable, especially in the

rural midwest, many students live on farms and it is a large part of our communities.

For my science lesson I decided to have the students perform an investigation with

planting and growing plants to learn about what a plant needs to grow and which kind of soil,

how much water and sunlight affects the growth of the plant. We would water the plant every 2

days and make a chart to see how much it is growing, this would be done during the

science/social studies time from 11:55-12:55pm. Plants are a very applicable concept to all

cultures which I think will benefit the children in my classroom from Native American and

Hispanic backgrounds. This is a hands-on, engaging activity so the child diagnosed with ADHD

can move around and participate. The child diagnosed with autism is gifted in science and I

believe he might be interested in this activity and become more involved in the classroom while

working with others on a subject he knows a lot about and cares about.
 For my math lesson they are working on addition and subtraction with story problems

connecting to farms and animals. This lesson would be done during our math time, which is

10:10-11:00am. By working with groups in the beginning they can work together and bounce

ideas off of each other, helping the child diagnosed with ADHD focus and the child diagnosed

with autism will get the opportunity to work with others. For the Engineering lesson they are

working with both science and math to complete the project of making a diagram of an animal

habitat in a farm and what they need. This project would be done during science time, from

11:55-12:55pm, then they would share what they did the next day at the same time. While

discussing before the students start making the diagram we will discuss the importance of

animals in different backgrounds such as Native Americans and Hispanics. For the Physical

Education class the students can choose which animal they want to be once they are tagged.

Physical Education would take place during Specials time, from 1:00-2:00pm. In my classroom

as a whole I would make sure that everyone feels included, represented, and comfortable in my

classroom.

Guidance strategies are very important in a classroom. Some of the guidance strategies I

would use are; teach and model appropriate behavior, redirect children's behavior, use natural

and logistic consequences, listen actively, and change something about a situation.

Social skills are also very important for the classroom. Children learn many social skills

during school such as learning to express emotions, communicating, listening, working in

groups, caring about others, being considerate of others, conflict resolution and relationships.

Children may need help navigating through learning all of the social skills.