Lesson1/3

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

Next Generation Science Standard: LS1.C:OrganizationforMatterandEnergyFlowin Organisms Allanimalsneedfoodinordertoliveandgrow.Theyobtaintheirfoodfromplantsorfromother animals. ELD Standard 10. Composing/Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9

Students will be able to observe and then formulate questions to begin their inquiry on the container with the rotting food.
Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective?

Students will try to accurately sketch the container to the best of their abilities in their science journals. They will add details to their drawing and also begin to label all the different vegetables that they see inside.
What modifications of the above assessment would you use for language learners and/or students with special needs?

For my ELL students I will provide a pictorial input chart with a sketch of the different vegetables and their names next to them. Students will be encouraged to copy from the chart. For students with special needs, I would focus on their drawing and help them observe the container and help them choose their colors and begin to label their pictures with initial consonant sounds.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences

Students have previously had the conversation that it is not okay to leave their lunch containers overnight in the classroom because the food rots and flies begin to come into the class.
Strategy to connect school learning with prior experiential knowledge and/or cultural background

Students will be asked to observe what has happened to the food in the container of one of their fellow peers. In addition, students will be asked to think about times when they have seen rotting food in their own homes.
Pre-assessment strategy

Students will be asked to describe how rotting food looks like, feels like, and smells like (does it taste good?).
Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?

Observation Rot

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.

Students will be engaged in whole class discussion and will be asked to make observations and take mental pictures that will help them draw the container in their science journal. In addition, students will be walked through a three step process of inquiry: observation, sketching and then questioning. A pictorial chart will be constructed as the process of inquiry is described.

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. Teacher Students

Have you ever seen something rotting in your refrigerator at home? What was rotting? What is rot? How does it smell? How does it look? How does it feel? How do you think it tastes?

Students will be recalling information about their experiences with rotted food.

Resources/ Materials

Felt board. Felt cutout pieces : mouth, eye, hand.

Why dont we want rotting food in our class? One of our friends forgot their lunch box in the closet (take out container). What do you notice about the food inside? Does it look fresh?

Students are observing the lunch container as the teacher walks around the class bending down to have each student see it at eye-level.

Students lunch container

Talk to your partner: How does it look? How do you think it tastes like? How do you think it smells?

Students are pair-sharing their answers with one another.

Felt senses pieces (eye, mouth, hand)

As scientists, we have to observe first.

Students are closely observing the container.

What does observe mean? When you are observing, are you asking questions, or just noticing the details? Lets notice some of the details of the container. Talk with your partner and see if you notice one detail about the container, it could be all the colors inside, or the color of the container, is the container round? square? *Share -out* The teacher will take note of all the details students have made through a pictorial input chart. Each group is trying to pick up on one detail about the container.

Students are sharing out their answers.

Now you will be drawing your observations with all those careful details in your science journals. After about 10 minutes, begin the second part:

White board part of the easel. Chart paper, different colored markers.

Students will be given their science journals and will take a seat once they have it in their hands. They will work for 10 minutes.

Does anyone have any questions about the food in the containers? *Questions should lead to: Why is it rotting? or What is making it rot? Teacher writes the main question in a sentence strip and explains that tomorrow, they will be working on answering that question.

Students will be sharing their questions from their seats. Teacher will be guiding the discussion and students need to stay on topic.

Sentence strip.

Students are finishing up their work with the sketch.

Lesson2/3 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 Next Generation Science Standard: LS1.C:OrganizationforMatterandEnergy FlowinOrganisms Allanimalsneedfoodinordertoliveandgrow.Theyobtaintheirfoodfromplantsorfrom otheranimals. ELD Standard 10. Composing/Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6&9 Students will be able to come up with at least 3 animals that feed on plants and 3 that feed on other animals as a whole group. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? Students will create a pictorial chart as a whole class. Individually they will be asked to choose one of the animals and write a sentence: The ____eats______. All sentences will be provided through their pictorial chart. What modifications of the above assessment would you use for language learners and/or students with special needs? For my language learners, I would make note of their verbal choice when I ask all students to share what they will be writing before they are dismissed to their tables. For students with special needs and writing difficulties, I will be helping them write their sentences by writing a portion of or the whole sentence in highlighter and asking them to trace the words with crayon. They are still expected to draw. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences Students know how to pick a page from their science journals to write in and are aware of the fact that we do not scribble in our science journals nor are they to be used as a random drawing paper. Strategy to connect school learning with prior experiential knowledge and/or cultural background Students are building off their previous discussion about the rotting food in the container. The lesson will begin by asking students who they think will eat the rotting food that was left inside the lunch container. Pre-assessment strategy The pre-assessment will involve asking students to identify animals that they think will eat the rotting food. I am looking for students to identify ants and worms

(decomposers). Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? Students will be exposed to the word: Consume and will be encouraged to use that word in place of eat if they feel that they are ready for it. 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. Students will be given a pictorial input chart that will help them organize their ideas and also help them write their sentence for their science journals. Students will be asked to think back to what they learned from their field trip to KidSpace.

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. Teacher Students What do you think happened to Students will be predicting our container over night? outcomes of the container as a class. How many of you would eat the food in this container? Students will be responding. I know something that will...do you want to know what will eat this and think its delicious? Do you remember when we went to kidspace and they told us that there were some special bugs that eat rotten food and then their poop would help our grass grow? Who remembers the name of that bug?

Resources / Materials container of rotting food

Students are being asked to think back to their fieldtrip to Kispace and in particular, the talk the guides gave on certain bugs poop being a good source of nutrients.

*Looking for Madagascar Hissing Cockroach After students remember that bug, I will chart that on our paper. I will draw the rotting food and then the cockroach and the pictures will take place of the word in the sentence The Madagascar Hissing Cockroach eats the rotted food. Students are watching the teacher model thinking and writing. Charting paper. Different colored markers.

Then we will have a discussion on a very special word scientists use when they are talking about animals eating plants or other animals: consume. We will share out other animals that eat vegetables, fruits, nuts, or plants (2more). Then we will think together about some animals that eat other animals (3). Students will be asked to go to their seat, select one of the sentences and illustrate it and write the sentence below their pictures.

Students will be learning new vocabulary: consume.

Students are discussing as a group and deciding upon which one the teacher will illustrate.

Students will be working independently on their desks.

Students science journals.

Lesson3/3

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

Next Generation Science Standard: LS1.C:OrganizationforMatterandEnergy FlowinOrganisms Allanimalsneedfoodinordertoliveandgrow.Theyobtaintheirfoodfromplantsorfrom otheranimals. ELD Standard 10. Composing/Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9

Students should be able to provide examples of decomposers, producers, and consumers and how they relate to one another in the food chain.
Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective?

Students will be putting together a food chain composed of 1 decomposer, 1 producer and 2 consumers in order. They will show with arrows, which organism goes into whose stomach as food.
What modifications of the above assessment would you use for language learners and/or students with special needs?

For students with special needs I would help them by verbally guiding them through their thinking prompting them to think about their choices and next steps. In addition, I would hold their hand if they have trouble drawing their arrows.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences

Students are aware of the process of food rotting. In addition, students are able to sequence events in order.
Strategy to connect school learning with prior experiential knowledge and/or cultural background

We have recently have had a problem with students leaving their lunch containers behind and one of these containers will be the focus around our understanding of decomposers as the food inside has begun to rot and the bacteria have begun to release gases.
Pre-assessment strategy

Students will be shown the container of food that is rotting and will be asked to describe what they see and what they think they is happening to the food. If students dont supply the vocabulary word, they will be asked if they know what a decomposer

does to food.
Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?

Producers: Consumers: Decomposers: Observation:

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.

Students will share out their own experiences with rotting food at home or outside and will be able to observe the rotting food inside the container.

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. Teacher Students

Resources/Materi als

How many of you remember the word scientists use when they talk about an animal eating? Blow it into your hands, and release in 3-2-1. We talked about how a grasshopper eats grass, but who eats the grasshopper? The bird. Do you know what happens when the bird dies? Who eats things that are rotting? (ants). As these are discussed, their cutout pictures are placed on the felt board in a circle. There are arrows pointing to the flow of who eats who. Class, do you know what we have just made? A food chain.

Students are recalling their vocabulary from yesterday.

Students are tapping into their prior knowledge as well as noticing the natural flow of the food chain.

felt animals; felt board; felt arrows and labels

What do you think a food chain is? (pointing to our felt made food chain) Why do you think that? Knees to knees- talk to your partner.

Students are pair sharing their thoughts on what a food chain is and why.

Discuss a food chain. Discuss decomposer, producer, and consumer. Label the felt animals on the board. * new scientist names!

Students are connecting their own predictions about what a food chain is to the new information.

Sing Do you want to build a food chain?

Do you want to build a food chain? Come on, let's go and learn! Producers make their very own food Consumers dont They eat everything and anything.. They used to be alive But now theyre not Decomposers came and went

Students will be learning new song!

Chart paper with the lyrics written on it.

Do you know what they did? They broke down the nutrients Go away decomposers! Ok...bye!

Today, we will be creating our own food chain. Notice how we have a circle. What shape are these plates?

Students should be paying close attention to the process of putting their food chains together.

Explain the process of cutting and pasting the pictures (grass, grasshopper, bird, ant) around the circle and drawing the arrows to indicate who eats what *challenge students to label their drawings (consumer, producer, decomposer/ c,d,p) paper plates (at least 25). 25 copies of the pictures of the animals/grass.

Students are each given a plate and a page with the pictures.

Students take their materials to their desks and grab a scissor from the basket and a glue stick after setting down their things.