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Lesson Plan

Teacher Candidate: Grade and Topic: Mentor Teacher: Katarina Williamson Grade 2, Science Forbess Length of Lesson: Date: 02/01/14

45 min for 3 days

School: University of Memphis IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: Discover the relationship and flow of matter and energy throughout the biosphere as stated in TN state science standard 3.0. Recognize essential needs such as food and water sources of different animals, the effect of the addition and subtraction of these sources, and reasonable ways to show this information using technology. Understand and apply new vocabulary: herbivore. omnivore, and carnivore. LESSON OBJECTIVE: Given ten examples of different animals, classify them as herbivore, omnivore, or carnivore with 100% accuracy. Given a specific animal, illustrate their environment and identify three specific water and food sources, with 100% accuracy. Given a specific animal, construct a model environment with 100% accuracy. Given a specific animal, create a presentation using power point and explain your model with a score of 9 out of 10 on the rubric. Student Participation The goal of this lesson is for students to understand what a biosphere is and how each of its components interact and affect the other components. Students provide visual representations, both with and without technology, and compose written explanations on the interactions of a biosphere. STANDARDS ADDRESSED: TN Science Standard 3 GLE 0207.3.1 Recognize that animals eat plants or other animals for food. TN Science Standard 3 0207.3.1 Describe the habitat of a particular organism based on its food, water, and air requirements. TN Science Standard 3 0207.3.2 Design a model of a habitat for an organism in which all of its needs would be met. ISTE Standards 2. Communication and Collaboration: Communicate information and ideas effectively to multiple audiences using a variety of media and formats. MATERIALS: Rubric Computer: PowerPoint Computer: All Internet access Projector Dictionary Art supplies

Technology Integration

Students will use Internet access to research there habitat and animals. They will use Power point to communicate their findings to the class simply and organize their presentation.

BACKGROUND and RATIONALE: Students will have a clear understanding of the components of a biosphere. Students will be able to list the interaction between those components. Students will gain knowledge of the importance of the components. Academic language is not addressed in IDT 3600. This lesson is a continuation of TN state standard 3.0 Flow of Matter and Energy. We will refer to the summary created here as we continue to explore biospheres I am aware that the lesson will be differentiated for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson. PROCEDURES AND TIMELINE: Introduction: Begin by showing a clip of African animals on the grasslands and the rainforest and how some of them interact with each other. Look at what humans are doing to these environments to stress the point of the affects of interactions and why we should first understand the environment we look at. Procedures: Following the computer (15 minutes) Teacher 1. After the introduction, pass out the instructions, art supplies, animal cards, computers and dictionaries. Have the students write the definitions while you are passing out all material. 2. Put students into groups based on there biospheres. Student 1. Students get their supplies and write down the required definitions with little talking. 2. Students split into groups.

At the Computer (30 minutes for 3 days) Teacher 3. Work with students to explore their animals and their biospheres. Go around to each group and make sure they are working on there power points. 4. Spend extra time helping those whom may need extra assistance with computer applications. Student 3. Students work on power points in groups. 4. Print and email copies to teacher when done. 5. Present to class.

Closure At the end of the lesson, we will do presentations to the class on our findings through the power points, take questions, and explain the homework project to follow the lesson.

Assessment Evidence Overall Project rubric Criteria Speech 1 Students speak loudly and are able to be heard by the whole class. Use of appropriate language and terminology. 2 Students are loud throughout most of there speech and use appropriate language and terminology. Some language could not be explained but they were able to present the overall meaning. Students correctly label the animals eating habits and for out of six facts of water and food sources are correct. 3 Students are not loud and cannot be heard by the class. Terminology could not be explained and the over all meaning was misunderstood or interpreted.

Animal knowledge

Students correctly label the animals eating habits and can name the three specific water and food sources. Information presented is correct. The biosphere is correct for there animal

Students do not label the animals eating habits correct. They do not name enough facts or four out of six of them are incorrect. The biosphere is not correct.

Biosphere knowledge

The biosphere is mostly correct. They add extras that do not belong. Students PowerPoint is organized but they only include some of the information or some of the information is in correct.

Power-Point Presentation

Students have a wellorganized power point presentation. Information is correct and includes the animals eating classification and three examples of water and food sources. The model truly represents the animals biosphere and includes the six water and food sources.

Students PowerPoint is disorganized and most of the information presented is incorrect.

Model

The model is a fallacy but includes six water and food sources.

The model is a fallacy and does not include the six sources. Unfinished or poorly made models.

Modification

Teacher Procedures: 1. Place students in groups of 3 to 4 students 2. Ask students to pass their Picture the Preamble work to the person on the right. 3. Students are to quietly review the work and take notes of the key similarities and differences, then pass the paper to the next person until students have reviewed all the papers in the group. 4. Give students 5 to 10 minutes to discuss the differences. 5. Have students individually write a reflection about what the Preamble means to them.

Student Procedures: 1. While in a group, students review each others work and note differences and similarities between final documents. 2. Students discuss the different papers. 3. Students write one or two paragraphs describing what the Preamble means to them.

Closure Students volunteer to share their Preamble reflections. At the end of class, the teacher collects reflections, checks for assignment submissions, and polls the class for questions.

Modifications I am aware that Modifications will be made for the students who did not master the objectives and for these ready for enrichment. However, modifications are not covered in this course and are not apart of this particular lesson.

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