Lesson Plan Guide

Teacher Candidate: Grade and Topic: Mentor Teacher: Amilia Smith Grade 2, Science Dr. Forbess Date: _01/28/14 Length of Lesson: 45 minutes for 2 days School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: This Investigation of Living Things Found in Different Places plan is part of a unit plan on Interdependence. LESSON OBJECTIVE:
Given a list of different places, the learner will put a matching picture of a living thing found in that area by it with a score of two out of three on the rubric. Given the selected images, TLW explain why they chose it with a score of two out of three on the rubric.

The goal of this lesson plan is for students to understand and be able to classify living things in different places around the world.

STANDARDS ADDRESSED: TN Science- GLE 0207.2.2 Investigate living things found in different places. 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression
1. 3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media MATERIALS:
1. Computer 2. Microsoft Word 3. Pictures of living things 4. Living things/different places planning sheet 5. Pencil Technology will be integrated by using Microsoft word and clipart to complete this assignment.

BACKGROUND and RATIONALE: The key concept for this lesson is TLW clearly demonstrate they understand which living things belong to each different place.

This lesson is a continuation of TN Science 0207.2. We will refer back to this assignment as we continue on with lesson 0207.2.3 which is to identify basic ways that plants and animals depend on each other.

PROCEDURES AND TIMELINE: Introduction:

Show the students the correct places of the living things through a PowerPoint or on a whiteboard. Have a brief discussion of the living things and their homes by asking students if they recognize any of the living things Allow the students several minutes to look over all of the different places and living things that will be discussed during the assignment Altogether, for the next two days, the students will learn about living things in different places.

Procedures:
Prior to the computer (15 minutes): Teacher procedures 1. After the Introduction, pass out Living things/Different places Planning Sheet. Tell the students to take a minute and try to write down living things that belong to each place to help them later on look up clip art on MS Word. Student Procedures 2. Complete LT/DF planning sheet and write down a couple key words for each item listed to help search. At the computer (45 minutes): Teacher Procedures 1. Have students open MS Word 2. Show students how to navigate MS Word 3. Direct students to MS Clipart in MS Word 4. Monitor and assist as needed Student Procedures 1. Open MS Word 2. Add title: Living Things in Different Places 3. Under the title add a three-column chart by 10-row table 4. Insert the following column names: Different Places, Picture of Living Things, and Why Picture was Chosen 5. Insert the list of different places (provided by teacher on planning sheet) in the first column 6. In the second column insert clipart of a living thing for each place going down the column 7. In the third column insert why they chose that picture for that certain place 8. Save work 9. When all cells are filled with a place, clipart of a living thing and a rationale of why; correct any spelling errors 10. Print a copy

 After the computer (30 minutes): Teacher Procedures: 1. Place students in groups 3-4 2. Ask students to pass their work to the left 3. Students then quietly review the work and take notes on differences and similarities, then pass paper around to each student until you get yours back 4. Give students 5-10 minutes to discuss the differences Student Procedures: 1. While in a group, students review each others work 2. Students discuss different papers

Closure: Students volunteer to share their work on living things in different places. At the end of class, the teacher collects work, checks for assignment submissions and quizzes the class with questions.

ASSESSMENT EVIDENCE: Criteria Pictures represent each living thing or different place listed Rationale for choosing that image 1 Very few or none of the chosen pictures represent the correct location The rationale for very few or none of the chosen pictures demonstrates an appropriate representation of the concept. 2 Almost all of the chosen pictures clearly represent the concepts of the correct location The rationale for almost all of the chosen pictures demonstrates an appropriate representation of the concept. 3 All of the chosen pictures clearly represent the concepts of their correct location The rationale for all of the chosen pictures very clearly demonstrates why the images were an appropriate representation of the concept.

MODIFICATIONS:
I am aware that modifications will be made 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.

Living Things/Different Places Sheet (Sample) Different Places

Antarctica

Pictures of Living Things

Why I chose This

I chose this picture because I know Antarctica is freezing and penguins live in cold temperatures.

Desert

Deserts are hot and not many living things survive in the desert, but I know cactus do because they store water, thats why I chose this picture.

Rainforest

I chose this picture because it has a Toucan and a tree and a human being, which all are living things.

Ocean

Two things come to my mind when I think of the ocean: sharks and dolphins, both living things, but dolphins seem nicer, so thats why I chose this living thing.

Mountains

When I think of mountains I think of grizzly bears, so thats why this is the picture I chose.