Learning Segment (WWU Education Department General Lesson Plan Format) Teacher Candidates Name: Grade Level: K-1

Briana Chapman Integrated Lesson (Art & Science) Purple Cows & Blue Apples? Date of Lesson: 5/14/12 6

Subject:

Lesson Plan #:

Lesson Title: (Big Idea, Essential

Question, or Theme)

Common Core State Standards: WA State Academic Content Standards & Learning Objectives: (Include EALRs, Performance
Expectations, and/or GLEs found in WA State Standards.) EARL 4: The student makes connections within and across the arts to other disciplines, life, cultures and work. K-1 LS1B: All plants and animals have various external parts. K-1 LS3B: There are many different types of living things on Earth. Many of them are classified as plants or animals. K-1 LS3C: External features of animals and plants are used to classify them into groups.

Academic Language: (Select terms, symbols, and phrases that are critical to students understanding of
instruction and list them here.)

Camouflage, Plant, Animal, Insect, Identify Learning Activities: (Your instructor will choose a model of instruction based on your discipline. As you write,
consider how activities connect with Learning Objectives. Write specifically what you and the students will be doing all the way through the lesson, beginning with an engaging activity and concluding with the homework assignment or other closure. At the end, include information on how you will collaborate with students families to support learning, including sending information in the home language and giving families a way to contact you.)

Hey kids, I have a huge favor to ask you guys. I have a friend who has been living in a cave for 20 years and hes finally coming to live here in Walla Walla and he has never seen any plants or animals before. He asked if you guys could help him identify plants & animals that he should look for. Who knows what identify means? It means to recognize, to point out. Good! I have laid out a different picture on every table. I would like you to take your piece of paper and draw a straight line down the middle like this, (show students to draw line long-ways burrito style) and then Id like you draw another straight line in the middle, (show students to draw line short-ways taco style). Now let me see. Good! Now number the top left corner 1, then move to the top right corner 2, and the bottom left corner 3, and the bottom right corner 4. (Demonstrate to students as you talk, also show an example that was done earlier of one of the pictures that you did.) Now put your name at the top right corner next to the #2. When I say go, I want each group to go around to each table with your table buddies and I want you to look at the picture and write at the top of the small square whether the picture is an animal, insect or plant. Then I want you to draw the picture as best as you can. You only have 8 minutes at each table, so I want you to try your best at drawing. Make sure you use the right colors. Dont color a cow purple when you know that cows are really black and white or dont color the apple blue when you know its red or green.

(Assign each group a number 1-4 so they know which table to start at.) Ok now quickly and quietly I want you to go to the table that I assigned you to. (Observe how they talk about the picture. Do they notice that plants are green? Do they notice that insects and animals have eyes, nose, etc.? How do they describe and tell whether the picture is a plant or animal?) Ok will everyone go back to their seats quickly and quietly? Thank you. Ok by raise of hands, I would like you to tell me what you saw in the pictures? (Listen to how they describe and what words they use to describe the different pictures.) So after having seen the different pictures, (show different pictures up front) what do animals have in common? What do you see that plants have in common? Good job guys! I would like you now to clean up any colored pencils or markers that might have fallen on the floor and clean up your area before recess. Grouping Students for Instruction: (Include group size, mix of cultural, gender, SES, learning styles, etc.
as appropriate. ELL and IEP grouping placements must be considered carefully in writing.)

Groups of 3-4 will go around to the different stations, rotating every 8 minutes. This is regardless of culture, gender, SES or learning styles. Instructional Materials, Resources, and Technology: (Include all resources needed for the lesson
including copies of materials for students to complete.)

Pictures of plants, animals, insects (4 total pictures) Color pencils/Markers Thick White construction paper Pencils/ Erasers Numbers 1-4 to place at each table

Assessment Tools and Procedures: (How will you know the students have achieved each learning target?
Attach blank copies of assessment materials used in your lesson AND BE SURE TO COLLECT AND SAVE THOSE STUDENT-COMPLETED ASSESSMENT PAPERS FOR TASKS 3 and 4 of the TPA.)

Evaluation: Gather up the papers divided into fourths. Look to see first, if they labeled the picture correctly. (3 points) Secondly, does their drawing appear rushed or unrecognizable? (5 points) Thirdly, did they use the proper colors to show the various plants and animals? Is there a purple cow when it should be black and white? (5 points) Lastly, is their name on the paper? (2 points) I will know that they have reached the target of categorizing plants and animals properly if I see that the picture and their drawing match as well as their label. Also, I will know they understand if they colored their pictures correctly and drew their drawings appropriately.