Documente Academic
Documente Profesional
Documente Cultură
Date 7/10/16
Grade
2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept:
a. Students know how to observe and describe similarities and differences in the appearance and
behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).
b. Students know how to identify major structures of common plants and animals (e.g., stems,
leaves, roots, arms, wings, legs).
NGSS
Developing and Using Models Modeling in K2 builds on prior experiences and progresses to include
using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization,
storyboard) that represent concrete events or design solutions.
Rev. 5/1/16
1. Students will be able to discuss the different parts of a fish by sharing and
presenting their fish sculptures with the class.
2. Students will be able to write a journal entry about their learning and apply
academic vocabulary learned in the session.
3. Students will be able to listen to and their journal entry about a fish.
Materials
Materials needed by the teacher for this
lesson.
Materials needed by the students for
this lesson.
Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This should be VERY DETAILED)
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing during
of Time
this part of the lesson.
Orientation/Engagement/Motivation:
10
Engage: Today will go a virtual field trip to the Aquarium of the Pacific.
Meet Captain Joe and Scuba Shara.
minutes
Fish for a Day Video- Aquarium of the Pacific https://youtu.be/ghXbWDm76vw
Anticipatory set establishes background knowledge, make connections with previously
Rev. 5/1/16
learned concepts:
Guiding questions:
What do you know about fish?
What characteristics do fish have?
How do fish move? Can you use your body to demonstrate how a fish moves?
15
minutes
Instruction Strategies:
(direct instruction, modeling,
demonstration, etc.)
1. Explore: students will work in small groups and look at and explore the virtual
tropic reef.
Webcam: Tropical Reef:
http://www.aquariumofpacific.org/exhibits/tropical_pacific_gallery/webcam_tropical_reef
Students explore the following questions:
How many kinds of fish do you see?
What do the fish look alike? What shapes are the fish?
How are the fish different?
20
minutes
Structured Practice/Exploration:
Guided Practice/Feedback:
2. Explain:
Rev. 5/1/16
20
minutes
Structured Practice/Exploration:
Independent Practice/Application:
eyes
gills
scales
backbone
fins
mouth
3. Elaborate
Students create a three-dimensional fish sculpture and incorporate the parts they learned about.
Procedure:
1.
2.
Teacher: Use the markers to decorate the fins, make them any color or pattern
you like.
Teacher: Put the largest triangle where the tail fin should go.
Use the other triangles and put them where the other fins should go.
e. Teacher: Now use the toothpick to add the gills and the mouth.
f. Teacher: Use the Popsicle stick and put the fish on it to make it stand up.
g. Teacher: Use the second ball of clay to make the base.
20
minutes
Closure:
Students write one sentence in their journal describing their fish. Students share their fish
sculpture with the class; they describe the fish and apply academic vocabulary.
Additional Support:
Rev. 5/1/16
Additional support:
Assign a parent helper or big buddy to support students, who have difficulty creating their
sculptures.
Informal /
Formal
Evaluate:
Observation, as students participate in group discussions, I will
supervise and monitor the students, ask guiding questions and
support the students and reteach concepts as needed.
Through the use of an anecdotal structured observation log, I
will systematically gather data regarding the students
progression towards the standards covered in the lesson. Based
on the structured observation data I will use small groups to
reteach concepts students struggle with.
I will use the attached project rubric to assess, group
participation, sculpture design, and journal entries.
Research/Theories Applied
Identify theories or research that supports the I used multiple forms of representation to introduce the concept; the students engaged
approach you used.
multiple senses to increase their understanding of the concepts.
- Students used auditory approaches they listened to instruction about the concept.
- They used visual approaches; they watched the fish in the life webcam, they looked at
different pictures of the fish.
- The students used tactile approaches, by using clay or salt dough to sculpt a fish.
- Students used gestures to show the movement of the fish.
Include supporting material such as slides of problems, copy of textbook problems, handouts for any activities students will be using as part of
your lesson.
Rev. 5/1/16
________________________________________
Fish Model
Design
Journal
The story is
understandable, uses
some of the lessons
vocabulary, many
spelling errors.
Group
Participation
Outstanding group
participation shared
supplies and work
very well within the
group.
Presentation
Rev. 5/1/16
Group Participation/Sharing
Applied understanding of
concepts, building of sculpture.
References:
Aquarium of the Pacific. (n.d.). Retrieved from http://www.aquariumofpacific.org/exhibits/tropical_pacific_gallery/webcam_tropical_reef
Rev. 5/1/16