Lesson Plan

Candidate: Hannah Bostic

Course: T&L 1

Date: 4-23-16

Location: MidAmerica Nazarene

University

Subject:
Science and
Literacy

Grade level: K

Standards:

(Highlight content-nouns and skills-verbs)

Concepts:

Living things and their habitats

Learning
Goal:
Understand

Students will be able to use observations to describe the patterns between the
books of what penguins need to survive.

science) K-LS1-1. Use observations to describe patterns of what plants and

animals (including humans) need to survive. [Clarification Statement: Examples
of patterns could include that animals need to take in food but plants do not; the
different kinds of food needed by different types of animals; the requirement of
plants to have light; and that all living things need water.]

(Big Idea, title,

enduring
understanding,
generalization)

Critical
Content:
Know

How to make inferences

using data from stories.

Critical Skills:
Do

How to compare the different

stories

Essential
Question:

Students must be able to fill out

a Have, can, are chart
together as a class.
Students must be able to
identify what penguins need to
survive: air, food, water, and a
place to live.

What do living things need to survive?

Objectives/Target/I can statement:

1.
Identify the verb, is it measurable?
2.
The condition (if any) under which it
will occur
3.
The criterion of acceptable
performance.

The learner will identify different

needs of a penguins survival.

Assessment Plan
Sentence Stem:
Formative/Summative: Students will... Teacher will...

Formative: The students will each give me answers

verbally about what they think penguins need to survive.
Summative: Students will draw a penguin in its habitat
with all the things it needs to survive. ( its food, water, air,
and a place to live)

The learner will know what it

means for something to be living.

Formative: we will discuss as a class and make a chart

about penguins and how we know that they are living.

Integration of
Literacy:
(Reading, Writing,
Listening,
Speaking,
Viewing, Visual
Representation)

The NotSo-Perfect
Penguin by
Steve
Smallman

Key
vocabulary:

Tacky the
Penguin by
Helen
Lester
If you were
a penguin
by Wendell
and
Florence
Minor

Survive
Habitat :
where
something
lives

Language
Objectives:
Includes either the
academic language you
will be teaching or the
language processes you
will expect the students
to use during the lesson.
Ex: Ask and answer
questions. Orally defend
a position.

The learner will

compare
different stories
to find
similarities.
The learner will
use
observations to
describe
patterns of
repeating
information in a
story.
The learner will
identify what it
means to be a
living thing.

Technology Standards (NETS)

ITSE: creativity and innovation- apply existing knowledge

to generate new ideas, products, or processes. Use
models and simulations to explore complex systems and
issues.

Innovative Materials &

Technology Tools:

Ex: Google Docs: Modification, Teacher will have students use a google doc to
sign up for performance projects.
https://www.zaption.com/lessons
https://www.youtube.com/watch?v=6HTu3qspiYQ

(Tool: Label SAMR Level, Describe)

Use Penguin watch app on ipads to achieve a global connection.

Responsive
Teaching/Differentiation:

What will I do if they dont get it?

How will you remediate?

What will I do if they get it? How

will you extend?

How will you include all learners?

Introduction:
(Includes: Hook the learner increase interest,
activate prior knowledge, review, preview content
and vocabulary, essential questions posed, and
relevance established)

Sentence stem: Differentiated the (process, product, content, environment) by

_(name the strategy)_ based on student (ability, interest, readiness).

Kinesthetic/ tactile learners: Have whole class get up and

waddle like a penguin. Ask if anyone has ever been on a
slip n slide and talk about how some penguins get around
that way.
Auditory and visual: Watch and answer questions on the
Zaption about living things. We will also read a few
penguin books together as a class to see if they can
compare them all and see what penguins need to survive.
For all learners: IM A PENGUIN! rap song and dance
with the kids for a brain break
Good morning class! This morning we are going to do a
little riddle. Who can guess what animal I am? Ill give you
a few hints: I am black and white in color, I like to swim,

Im a bird but I cant fly, I eat fish, I live where it is really

cold. WHAT AM I?
Have them do a think pair share with their table partner to
try to figure out what I am.
Lesson Procedure (The following three categories occur simultaneously)
Instruction

Modeling

Checking for Understanding

(Specific & Scripted)

(Specific & Scripted)

(Include blooms level, question, strategy)

Ex: Application question: How does ___
apply to you?-Think-Pair-Share

1. Discuss what the

vocabulary is for the
section.
2. Engage students
background
knowledge by asking
what makes
something living
3. Prepare students for
reading the 3
penguin books by
telling them to look
for things that are
the same in all of
them.
4. After reading the
books, have students
do a think pair share
about what they think
is similar in all of the
books.
5. Have students draw
on a blank piece of
paper what a
penguin habitat
looks like and what
they need to survive.

1. Have words written up

on board but read
them multiple times.
2. Watch zaption video
about living things
and answer the
questions to help
refresh their memory
3. Give instructions to
make sure students
look for what helps
keep penguins alive.
4. As a class we will all
talk about what we
think penguins need to
survive based on what
we read in these
books.
5. Have one already
drawn up to use as an
example for the
students. Project it on
to the board using the
Doc Cam

1. Read them all together

as a class with echo
reading
2. Have students answer
questions in the
zaption with partners
and then I will call on
one group to answer.
3. We will create a class
Penguins need
chart on the board with
the answers that the
students come up with
from reading the
stories.
4. Students will draw their
version of a penguin
habitat with all the
things in it that
penguins need to
survive
5. Collect the drawings at
the end of the class
and hang them up on
the wall or out in the
hallway.

Guided Practice:

Read books together and discuss with students what was

similar in all of the stories. Ask if they could figure out anything
that penguins need to survive. Make a list on the board but
read over them many times so the students can learn it. Use
echo and choral reading skills to read through them.

Independent Practice:

Have students draw a picture of a penguin in its penguin

habitat using all the things we talked about that penguins need
to survive. Only prompt them with the questions of what
penguins need to survive.

Closure:
(Review Objective, Student Reflection,
Relevance)

Self Reflection:
What went well?
What will I change?

Ask the students to think about what makes something a living

thing. Talk about what penguins need to stay alive. Review
what we discovered from the books about how penguins live.
I need to make sure to not speak over the students level of
vocabulary. If I find myself saying big words that I know but
they might not I could have them add it to the vocabulary list. I
want to get the kids engaged and