G G1Q4 Changes, Big and Small Lesson 9 Share What You Know!

HCPSS Elementary Science Office

2/7/2014 7:00:00 AM

Science Essential Objectives Students will be able to: Observe, describe, and record the changes of organisms over time (e.g., tadpoles, bean seeds). Use science knowledge to make decisions and/or devise a plan to solve a problem. Explain that habitats all over the world provide basic needs for the organisms living in them. Teacher Background: This lesson could be used during Language Arts as a follow-up to this unit of instruction. It is intended to provide an opportunity for students to inform others of the knowledge that they gained during the unit. They should be allowed to choose how they will present this information to the class.

G1Q4 Changes, Big and Small Lesson 9 Share What You Know!
HCPSS Elementary Science Office

2/7/2014 6:59:00 AM

Teacher Preparation: seeds from Lesson 2, individual students various seeds from Lesson 5, teachers pumpkin seeds from Lesson 6). Gather embedded frog life cycle mounts, frog life cycle poster, and frog life cycle models made of clay from Lesson 4. Decide what mode(s) of presentation you will offer your students (e.g., KidPix slide show, PowerPoint presentation, transparencies, posters, brochures, informational book). Create chart as follows:

Materials Needed For:

Provided in the KIT:

Consumables To be ordered from Science Resource Center

Located in your SCHOOL

Teacher

Embedded frog life cycle mount Poster of frog life cycle

Chart paper and/or transparency All germinated/plan ted materials from this unit (see Teacher Preparation) Clay models of frog life cycle created by

students in Lesson 4 Group of 4 or 5 Students Pair of Students Individual Students Sticky notes PowerPoint, KidPix, transparencies, poster paper, and/or drawing paper

G1Q4 Changes, Big and Small Lesson 9 Share What You Know!
HCPSS Elementary Science Office

2/7/2014 6:59:00 AM

Engagement: 1. Gather students in discussion area. Have tadpole/frog and seed/plant materials (see Teacher Preparation) on display. 2. Remind students that they have been learning about these organisms for several weeks/months. Provide them with sticky notes (as many as they need) and instruct them to write facts that they have learned during this unit. 3. Display chart entitled, Weve Been Learning About (see Teacher Preparation). Read aloud the section headings to the group. 4. Give time for students to share their ideas orally with the rest of the class. Invite them to then place their sticky note under/beside the correct section heading on the chart. Exploration: 1. Say, The students in first grade are now experts on how to take care of living things. Your job is to let others know about what you have learned so that everyone else can be as knowledgeable about how to help care for all of the organisms in our environment. 2. Tell students that they must decide on one or more facts from each section on the chart that they would like to share during their presentation. These facts do not have to be represented on the chart with a sticky note at this time. However, each section must be represented in the students final product. 3. Present the various options that you have decided will be available for presentations (e.g., KidPix slide show, PowerPoint presentation, poster, informational book, brochure). Determine criteria for each and share with students. 4. Let students decide how they would like to share what they know. It is up to you whether you would like to encourage group work or independent work. 5. Provide ample time, during science or other appropriate parts of the school day, for students to work on compiling the information they have learned and designing their presentation.

6. Give students/groups an opportunity to share their presentation with the class. Explanation: There is no Explanation for this Lesson, as there has been no discovery made. Students are making decisions about what has been important learning for them throughout this unit and then sharing that information with others. Extension: 1. Find other opportunities for students to share what they have learned with people in the school community. Ask other teachers if your students could have time in their classrooms to present to their students. Ask if any specialists would be interested in visiting your classroom during the presentations that the students give so that the audience is bigger. Look into the possibility of your students using what they have learned to participate in the schools Science Fair. (optional) 2. Bring everyone together to look at/discuss the bulletin board that has been created throughout this unit. Ask, Has anyone noticed something interesting about the way that this display has been organized? (i.e. it was built in a circular shape and shows the life cycle of a plant). 3. Find additional resources about plants and animals in the school media center. Make these resources available to students during DEAR time. Ask, What are you still wondering about that youd like to learn about plants and animals? Invite students to look for the answers to their questions. Evaluation: 1. Contributions to class discussion 2. Final product informing others about what has been learned 3. Presentation of final product to class