|
Thematic Unit |
Theme: Environment
Topic: Change
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Lesson 1: Frogs |
Goals
Students will be presented
with life stage of the frog to show the concept of change.
Objectives
1. Given a task to create a
frog timeline, students will learn the life stages of the frog with 100%
accuracy.
2. Given a tadpole in an aquarium students will observe and learn metamorphosis
by watching the tadpole change into a frog with 100% accuracy.
3. Given a task to write a paragraph about “The Adventures of My Growing
Tadpole” the student will write about their tadpole turning into a frog with
100% accuracy.
Academic Expectations
Goal 2: Students shall
develop their abilities to apply core concepts and principles from mathematics,
the sciences, the arts, the humanities, social studies, practical living
studies, and vocational studies to what they will encounter throughout their
lives.
2.2- Students analyze, identify, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
2.6- Students understand how living and nonliving things change over time and
the factors that influence the changes.
Core Content
SC-E-3.2.1 Life Cycles of
Organisms: Plants and animals have life cycles that include the beginning of
life, growth and development, reproduction and death. The details of a life
cycle are different for different organisms.
Program Of Studies
Primary Science, Earth/Space
Science, Conceptual understandings:
Life cycles of organisms:
organisms have life cycles that are different for different organisms.
Real Life Applications
This lesson presents an
understanding to students of how living things change over time, and gives
students the opportunity to establish a cycle of present events in the animal
kingdom.
Context
In science class we are
starting a thematic study on change. This
is the first lesson of the thematic unit.
Materials
Book: Tadpole to Frog
Paper
Pencil
Frog Timeline worksheet
Pictures of the three life stages of the frog (from the internet or magazines)
Procedures
Introduction
Good morning boys and girls! How is everyone doing today? Can anyone name an
animal that goes through changes as they get older? Well, I have an example for
you. How about a butterfly or a frog? Can anyone tell me something that they
know about frogs? (List the
responses/characteristics on the board for the entire class to see.)
We are going to be learning about frogs and a new vocabulary word -
metamorphosis. Metamorphosis is another name for the changes a frog goes through
as it grows.
Guided Practice
Read book entitled Tadpole to
Frog. Hand out picture of the
frog life stages to all the students. Discuss
the life stages with the students and have them point to the stage you are
talking about. Hold up bigger
pictures of each stage in order. Students
look, listen and point as they are told. Hand
out web to each student and explain the instructions on how to web the stages
together. Tell students they are going to be writing their own story (length = 1
paragraph) about a growing frog entitled, “The Adventures of My Growing
Tadpole”. Students are to have
their tadpole change to a frog at some point in their story.
Independent Practice
Students begin their timeline of a frog’s lifecycle. Students write their
stories individually.
Closure
HOT Q’s
1. Frogs start their lives as often laid in or near ponds.
2. When they hatch they are called
.
3. How do they move?
4. When the growth cycle is finished, the animal is now called
a
.
5. They can now live on both water and
.
6. What is another name for change or the process of changing?
7. Are there any other questions or concerns?
Tomorrow we will be learning about butterflies and the
changes it goes through.
Assessment
1. Check timelines to be sure each student has the stages in correct order.
2. Look at stories to check the accuracy of their understanding concerning how a
tadpole changes into a frog.
Reflection
Overall,
I feel the lesson went well. The
only thing that I would change for next time would be my transition between
activities. I lost some of the kids
sometimes because it took me a little too long to go from one activity to the
next.
Lesson Extension/Follow Up
Something I might do after
this lesson would be some sort of activity were the children had to cooperate
with each other and compromise. The
questions I had at the end of this lesson did not go as well as planned.
Some children had trouble with them and some had no trouble at all.
So, to build upon this lesson, I would definitely have some sort of
cooperative activity (Math, Science) to enforce the lesson a little more.
Bibliography
Berger, Melvin & Gilda.
(2004). Tadpole to frog.
New York, NY: Scholastic
|
Lesson 2: Butterfly Life Cycle |
Students
will be presented with the life cycle of a butterfly to show the concept of
change.
Objectives
1.
Given the
terms 1) butterfly 2) caterpillar 3) cocoon 4) egg - students will identify each
of these stages from an assortment of pictures in The Very Hungry
Caterpillar.
2.
Given the task
to explain how a butterfly lays an egg and it turns into a caterpillar the
students will develop a sentence explaining the change accurately.
3.
Given a
picture of an egg, a caterpillar, a cocoon, and a butterfly students will label
and sequence the order of the lifecycle on a template.
Connections
Academic Expectations
Goal 2:
Students shall develop their abilities to apply core concepts and principles
from mathematics, the sciences, the arts, the humanities, social studies,
practical living studies, and vocational studies to what they will encounter
throughout their lives.
2.2: Students identify, analyze, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
2.6: Students understand how living and nonliving things change over time.
Program of Studies
Primary
Science, Earth/Space Science, Conceptual understandings: Life Cycle of
Organisms: Organisms have lifecycles that are different for different organisms.
Core
Content
SC-3.2.1
Life Cycles of Organisms: Plants and animals have life cycles that include the
beginning of life, growth and development, reproduction and death. The details
of a life cycle are different for different organisms.
Real Life Applications
This
lesson presents an understanding to students of how living things change over
time, and gives students the opportunity to establish a cycle of present events
in the animal kingdom.
Context
In the
last class we studied the life stages of a frog. The frog’s lifecycle has
three distinct stages. The frog starts as an egg, and then matures into a
tadpole and finally develops into a frog. There are other animals that go
through different lifecycles as well.
Materials/Technology
Glue
Crayons
Butterfly Life Cycle Template
Scissors
Teacher will furnish any other needed supplies
Food Cut-outs
Procedures
Initiation
(Have the kids come to the group area by calling table by table to come to the
designated area.) Good morning boys
and girls, does any one know where a chicken comes from before it is a chicken?
How about a frog or a duck? Can
anyone recall the steps in the frog life cycle?
That’s right a frog lays an egg that turns into a tadpole and then the
tadpole turns into a frog. Can
anyone give me an example of another animal that comes from an egg or somewhere
else other than straight from its mother’s womb?
OK, these are all examples of life stages that different animals go
through before they become full grown.
Guided Practice
Today
we are going to learn about an animal that goes through four different life
stages before it becomes full-grown. Today
we are going to learn the life stages of a butterfly. Can anyone tell me something that they know about
butterflies? (List the
responses/characteristics on the board for the entire class to see.)
Well today we are going to read a story entitled The Very Hungry
Caterpillar. The author ‘s
name is Eric Carle. Has anyone read
this book or any of Eric Carle’s other books?
Read
The
Very Hungry Caterpillar. This
book is going to explain the 4 different stages that a butterfly goes through to
become a butterfly. (When the story
reaches the part when the caterpillar gets very hungry, a student will stand
next to the reader and put a Food Cut-Out on their arm in the sequence that it
is presented in the book. By the
end of the caterpillar’s meal, the student will have a variety of foods
dangling from their arm.)
Independent Practice
1.
Hand out the Butterfly Life Cycle Templates activity prepared for the
students and have them to color, cut out, and paste pictures of each stage in
order onto construction paper.
2.
Have the students pretend that they are a butterfly that has just met a
new friend. They should write two sentences to explain to their new friend some
of the changes that have occurred to them throughout their life. Be sure that
they include at least two of the life cycle changes that they have been through!
Closure
HOT Q’s
1.
Today we learned little about Eric Carle.
Can anyone tell me something that they have learned about Eric Carle?
(What does he do?)
2.
How many stages does a butterfly go through to become a butterfly?
3.
Can anyone name the 4 stages, in order?
4.
What is the name of the place where the caterpillar stays until he
becomes a butterfly?
5.
Are there any other questions or comments?
Tomorrow we will be learning about growing plants.
Assessment
1.
Butterfly Life Cycle Template should be colored, cut out, and the stages
sequenced in the correct order.
2.
The student should have two sentences discussing at least two of the
stages discussed in the Butterfly Life Cycle lesson.
Reflection
Overall,
I feel the lesson went well. The
only thing that I would change for next time would be to get the class as a
whole involved a little more. The
regular classroom teacher has "centers" that meets everyday for an
allotted amount of time, and she incorporated the writing piece "If I were
a butterfly..." into the centers that week.
It was funny because the previous week they studied the solar system and
we had lots of butterflies going to the moon, Jupiter, Mars, etc.
Lesson Extension/Follow Up
Something I might do after
this lesson would be to come up with 10 lessons that would last the entire week
for the students to do for their "centers" that particluar week.
Ms. Jones usually has arts and crafts, writing, math, reading, practical
living, etc. lessons incorporated into her "centers" each week.
But they studied Frogs for one whole week with 10 actitivies to complete
by the end of the week (5 groups of students do 2 centers daily) and did the same for butterflies (focused on butterflies for
the entire week).
Bibliography
Carle,
E. (1986). The very hungry caterpillar.
Philomel Books
Author
Study: Eric Carle
Eric
Carle was born in 1929 in Syracuse, New York. He moved to Germany at the age of
six and received his education there. In 1952, he returned back to America where
he got a job with The New York Times. Later, he became one of the most famous
children authors and has illustrated more than 70 books.
Eric
Carle is the creator of many children’s picture books. His books are famous
for the very colorful pictures done with a collage technique. Some of his more
popular books are The Very Hungry Caterpillar, 1,2,3 to the Zoo,
and Brown Bear, Brown Bear, What do You See? The theme of his story is
usually drawn for his love of nature and the environment. Eric Carle has
captured the heart of children and adults around the world.
|
Lesson 3: Growing Plants |
Goals
To be
presented with the growing patterns of seeds and plants to show the concept of
change.
Objectives
1. Given the
story “The Tiny Seed” the student will identify at least three factors that
affected the seed before it was finally planted.
2. Given a task to give factors to
make seeds grow the student will identify at least three factors with 100%
accuracy.
3. Given an activity to draw the
process of a seed growing the student will be able to identify the seed at two
stages of the process and at least two factors that influence the growth with
100% accuracy.
Connections
Academic Expectations
Goal 2:
Students shall develop their abilities to apply core concepts and principles
from mathematics, the sciences, the arts, the humanities, social studies,
practical living studies to what they will encounter throughout their lives.
2.2 Students identify, analyze, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
2.6 Students understand how living and nonliving things change over time and the
factors that influence the changes.
Program of Studies
Primary
Science, Earth/Space Science Life Science: Students will understand that
Organisms have basic needs (e.g. air, water, nutrients, light) and can only
survive when these needs are met.
Core Content for Assessment
SC-3.2.1
Plants and animals have life cycles that include the beginning of life, growth
and development, reproduction and death. The details of a life cycle are
different for different organisms.
Real Life Applications
This
lesson presents an understanding to students of how seeds and plants grow and
change over time as they will watch their seed grow. It also gives the student
the opportunity to see how things in their environment can effect change.
Context
In science class we have started a thematic study on change. We have discussed
the changes that take place in animals and today we are going to see what takes
place in a plant's life cycle.
Materials
The
Tiny Seed by:
Eric Carle
Potting soil
Transparent cups with tops
4 types of seeds (teacher's choice)
Water bottles
Chalk/marker
Chalkboard/marker board
Drawing Paper
Procedure
Introduction
(Have the students come to the group area by calling the students to their table
to come to the designated area.) Good morning boys and girls!
Today we are going to discuss the lifecycle of plants.
But first, I'm going to show you 4 types of seeds.
We are going to look at their outsides, cut them open and look at their
insides and write the similaritites and differences on the board.
After this we are going to find out what will happens to seeds if we
plant and care for them.
Guided
Practice
Has anyone planted a seed before? What
did you have to do to help it grow? Can
anyone tell me anything else about seeds? (List
the responses/characteristics on the board for the entire class to see.)
I am going to read a book about a tiny seed and it’s journey to become
planted in hopes of growing into a plant.
Today
we are going to read a story entitled The Tiny Seed by Eric Carle.
Explain to the class they will be planting their own seed so they can watch it
grow and change. Hand out cups and seeds. Have each cup 2/3 full of potting soil
or dirt and demonstrate to the class how to plant their seeds in the soil.
Explain to the students a second time step by step the process of
planting their seeds in the dirt, this time while they are doing it – by
circulating the room assisting. Ask the class: What do plants need to grow?
After response walk around and spray everyone’s plant with water and
explain to them why seeds need water to grow.
Instruct students to put lids on their cups and explain that by putting
the lids on, the seeds will not need be watered as much because the moisture
will be sealed in. Finally place
the plants in an area where they can receive sufficient sunlight.
Individual Practice
Give
students the Growing Plants Template and explain that in the first column they
are going to draw and label the materials they used in the experiment.
In the second column they are to draw and label the factors that will
cause the seeds to grow and change. In the third column they are going to make a
prediction then draw and label what they believe their plant will look like in
three weeks. The words given earlier in the lesson will be left on the board for
the students to use when they label.
Closure
Agree
Disagree
All seeds are the same size.
Seeds grow on concrete.
Seeds need soil, water, and sunlight to grow.
All seeds are flowers.
Tomorrow
we will be learning about trees and how they change throughout the course of
their lives.
Assessment
1.
After the story The Tiny Seed, the student will identify at least
three factors that affected the seed before it was planted with 100% accuracy.
2. Given an activity to draw the
process of a seed growing the student will be able to identify the seed at two
stages of the process and at least two factors that influence the growth with
100% accuracy.
Bibliography
Carle,
E. (2001). The tiny seed.
Alladin Library.
|
Lesson 4: Growing Plants |
Goals
To be
presented with the growing patterns of seeds and plants to show the concept of
change.
Objectives
1. Given the
story “The Tiny Seed” the student will identify at least three factors that
affected the seed before it was finally planted.
2. Given a task to give factors to
make seeds grow the student will identify at least three factors with 100%
accuracy.
3. Given an activity to draw the
process of a seed growing the student will be able to identify the seed at two
stages of the process and at least two factors that influence the growth with
100% accuracy.
Connections
Academic Expectations
Goal 2:
Students shall develop their abilities to apply core concepts and principles
from mathematics, the sciences, the arts, the humanities, social studies,
practical living studies to what they will encounter throughout their lives.
2.2 Students identify, analyze, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
2.6 Students understand how living and nonliving things change over time and the
factors that influence the changes.
Program of Studies
Primary
Science, Earth/Space Science Life Science: Students will understand that
Organisms have basic needs (e.g. air, water, nutrients, light) and can only
survive when these needs are met.
Core Content for Assessment
SC-3.2.1
Plants and animals have life cycles that include the beginning of life, growth
and development, reproduction and death. The details of a life cycle are
different for different organisms.
Real Life Applications
This
lesson presents an understanding to students of how seeds and plants grow and
change over time as they will watch their seed grow. It also gives the student
the opportunity to see how things in their environment can effect change.
Context
In science class we have started a thematic study on change. We have discussed
the changes that take place in animals and today we are going to see what takes
place in a plant's life cycle.
Materials
The
Tiny Seed by:
Eric Carle
Potting soil
Transparent cups with tops
4 types of seeds (teacher's choice)
Water bottles
Chalk/marker
Chalkboard/marker board
Drawing Paper
Procedure
Introduction
(Have the students come to the group area by calling the students to their table
to come to the designated area.) Good morning boys and girls!
Today we are going to discuss the lifecycle of plants.
But first, I'm going to show you 4 types of seeds.
We are going to look at their outsides, cut them open and look at their
insides and write the similaritites and differences on the board.
After this we are going to find out what will happens to seeds if we
plant and care for them.
Guided
Practice
Has anyone planted a seed before? What
did you have to do to help it grow? Can
anyone tell me anything else about seeds? (List
the responses/characteristics on the board for the entire class to see.)
I am going to read a book about a tiny seed and it’s journey to become
planted in hopes of growing into a plant.
Today
we are going to read a story entitled The Tiny Seed by Eric Carle.
Explain to the class they will be planting their own seed so they can watch it
grow and change. Hand out cups and seeds. Have each cup 2/3 full of potting soil
or dirt and demonstrate to the class how to plant their seeds in the soil.
Explain to the students a second time step by step the process of
planting their seeds in the dirt, this time while they are doing it – by
circulating the room assisting. Ask the class: What do plants need to grow?
After response walk around and spray everyone’s plant with water and
explain to them why seeds need water to grow.
Instruct students to put lids on their cups and explain that by putting
the lids on, the seeds will not need be watered as much because the moisture
will be sealed in. Finally place
the plants in an area where they can receive sufficient sunlight.
Individual Practice
Give
students the Growing Plants Template and explain that in the first column they
are going to draw and label the materials they used in the experiment.
In the second column they are to draw and label the factors that will
cause the seeds to grow and change. In the third column they are going to make a
prediction then draw and label what they believe their plant will look like in
three weeks. The words given earlier in the lesson will be left on the board for
the students to use when they label.
Closure
Agree
Disagree
All seeds are the same size.
Seeds grow on concrete.
Seeds need soil, water, and sunlight to grow.
All seeds are flowers.
Tomorrow
we will be learning about trees and how they change throughout the course of
their lives.
Assessment
1.
After the story The Tiny Seed, the student will identify at least
three factors that affected the seed before it was planted with 100% accuracy.
2. Given an activity to draw the
process of a seed growing the student will be able to identify the seed at two
stages of the process and at least two factors that influence the growth with
100% accuracy.
Bibliography
Carle,
E. (2001). The tiny seed.
Alladin Library.
|
Lesson 5: Human Life Cycle |
Goal
Students will be presented
with life cycle of a human being to show the concept of change.
Objective
After reading Love You
Forever, the kindergarten student will be able to construct a story map
including at least two main events of the story that represents the boys changes
in the story.
Connections
Academic Expectations
Goal 2: Students shall
develop their abilities to apply core concepts and principles from mathematics,
the sciences, the arts, the humanities, social studies, practical living
studies, and vocational studies to what they will encounter throughout their
lives.
2.2- Students analyze, identify, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
2.6 - Students understand
how living and nonliving things change over time and the factors that influence
the changes.
Core Content
SC-E-3.2.1 - Plants and
animals have life cycles that include beginning of life, growth and development,
reproduction, and death. The details of a life cycle are different for different
organisms.
SC-E-3.2.2 - Plants and animals closely resemble their parents at some time in
their life cycle. Some characteristics (e.g., the color of flowers, the number
of appendages) are passed to offspring. Other characteristics are learned from
interactions with the environment such as the ability to ride a bicycle, and
these cannot be passed on to the next generation.
Program of Studies
Organisms resemble their parents.
Organisms have life cycles that are
different for different organisms.
Real Life Connections
This lesson presents an
understanding to students of how living things change over time, and gives
students the opportunity to establish a cycle of present events in the animal
kingdom.
Context
This is the last lesson on the study of change over time.
The students will be assembled on
the blue carpet for the first part of class.
The lullaby and story map will be
written on the board for the visual learners.
Resources
Book: Love You Forever
Chalkboard
Chalk
Paper
Pencils
Procedure
Initiation
Welcome the students and review what was learned yesterday about change.
Tell the students to think about how they have changed from when they
were an infant until now (take responses and list them on the chalkboard).
Guided Practice
Tell the students that today
they are going to read a story and see how one particular boy grew up and the
changes that he went through. Tell
them that there is a lullaby in the story that I will write down for them to
follow and say it with me. Write
down the lullaby and have the students say it a couple times with you.
Tell the students to also listen carefully for the changes that the boy
experiences because we will complete a story map after we read.
Read the book to the
student. Stop periodically to ask
questions regarding the story. Make
sure that the students join in for the saying of the lullaby.
After reading, discuss some of the changes the boy went through.
Draw seven circles on the board. Ask
the students what the first main event that happened in the story. Write the answer in the first circle and draw an arrow to the
next circle. Ask the students the
event that happened next in the story. Write
the answer in the second circle and draw an arrow to the third circle.
Continue doing the same for a couple more events.
Tell the students that their assignment is to finish the story map with
the remaining events of the story. Tell
them that there are two circles left and they need to fill them with the next
two events that happened in the story.
Independent Practice
Allow the children to go back to
their seats and get started. Circulate the room and answer any questions that
the students may have.
Closure
After the students have finished, call on volunteers to give their responses.
Write the responses in the last two circles.
Review with the class what was learned today about human changes.
Tell the students that this is the last lesson on the unit of change.
Assessment
Tool: Story map
Criteria: After reading the story, the student will be able to complete a story
map with at least two main events of the story that represents changes the boy
experienced.
Bibliography
Munsch, R. (2000).
Love you forever. Firefly
Books LTD.