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Three day unit plan outline, kindergarten level...

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College of Education

SON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Emilie Anderson Grade Level: Kindergarten Unit/Subject: Earth Science Title of Unit and Brief Summary: Day 1 Bear Snores On. Students will begin to learn about what hibernation is and why some animals need to hibernate in order to survive. Students will recreate the bear’s hibernation cave with a craft activity. Day 2 Arctic Animals. Students will learn how different arctic animals adapt to their environment in order to survive the cold. Day 3 A polar bear’s home. Classroom and Student Factors/Grouping: In this class, there are 20 students that range from high SES to middle SES. There are two students that have an IEP for learning disabilities. One student is considered to be a gifted learner. And there are three students that are English Language Learners.

Day 1 K-LS1-1 Describe patterns, through observation, of what plants and animals (including humans) need to survive.

Day 2 K-LS1-1 Describe patterns, through observation, of what plants and animals (including humans) need to survive.

Specific Learning Target(s)/Objectives

Students will describe what happens when an animal hibernates.

Academic Language

Hibernate Habitat Nature Food Environment Winter Body temperature

Students will describe the adaptations an animal needs in order to survive in the arctic circle. Blubber Arctic Polar Fat Fur coat Camouflage Adaptations

National/State Learning Standards

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Day 3 K-ESS3-1 Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model. Students will represent the relationship between a polar bear and its habitat using a model. Predator Ice caps Sea ice Global warming Habitat Prey

Habitat Insulation Unit Resources, Materials, Equipment, and Technology

https://www.youtube.com/watch?v=FonCq9YJJxw

Depth of Knowledge Lesson Questions 

What do you know about animals in winter? How do you think animals get their food in the winter? What animals hibernate during winter? How do you know an animal is hibernating? Does sleeping and hibernating mean the same thing?

Bear Snores on by Karma Wilson and Jane Chapman Chart paper and markers Art materials

https://www.youtube.com/watch?v=b-9xDztBhzE https://www.youtube.com/watch?v=_DQGAcqhkGs

https://www.youtube.com/watch?v=-xEE7K67Xo&t=23s

printed animal pictures of caribou, narwhal, polar bear, arctic fox, harp seal, walrus, and arctic wolf Picture-word cards for blubber and hair adaptations Venn diagram worksheet Ice cold water Bowl or bucket Shortening Rubber gloves What kind of animals live in the arctic circle? Can a (insert animal) survive in the arctic circle? How does blubber keep a (insert animal) warm? Is human hair the same as (insert animal) hair? How is it different? Why are some arctic animals white?

Web-mapping worksheet Large clear containers Ice (or fake ice cubes) Water Rocks Snow (or cotton balls) Toy polar bears and toy prey (seals, walrus, fish)

What does a polar bear eat? Where does the polar bear get its food? Why does the polar bear need ice caps? Do you think a polar bear can live without ice caps? What would happen to polar bears if there were no more ice in the arctic circle?

Section 2: Instructional Planning Anticipatory Set

Day 1 Good morning class, we will begin our science lesson today by reading a story about a bear in the long cold winter. Does anyone know what happens to bears during the winter? Let’s read the story and find out.

Day 2 Yesterday we learned that some animals hibernate in order to survive the long cold winter months. Some animals don’t need to hibernate because they are built for living in the cold weather. Does anyone know any

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Day 3 Yesterday we learned that animals in the arctic circle adapt in order to survive in the cold weather of the arctic. Some animals have thick fur and some animals have blubber to keep them warm. One of the animals we learned about is the polar

animals that live where it is cold all year long?

bear. Do you remember how the polar bear keeps warm? Today we are going to learn why the polar bear needs to live in the arctic circle.

Presentation of Content Multiple Means of Representation

Multiple Means of Representation Differentiation 

Students will be shown a hibernation video and listen to the story Bear Snores On, this will meet the needs of students that learn via visual and auditory means. Students will be making a bear cave for hibernation, which will meet the needs of hands-on learners. ELL: Students with low English will listen to the story via translated audiobook with headphones. Frequent checks for understanding (formative assessments). special needs: Frequent checks for understanding (formative assessments). Gifted abilities: Students may assist other students when needed. Early finishers: Early finishers can choose a book from the topic-related book bin to read quietly at their desks.

Students will explore the different animals that live in the arctic and learn how they can stay warm by watching videos, reading books, completing a sorting worksheet and conducting an experiment.

Students will be watching an informative video on polar bears, completing a map web worksheet, and designing and constructing polar bear habitats using various natural materials.

ELL: interpretation/translation for the video. Repeating directions when needed and using clear language. Special Needs: frequent checks for understanding Gifted Abilities: grouping these students with students that may need scaffolding/assistance Early Finishers: students can choose a book from the book bin about arctic animals, and read quietly at their desk.

ELL: interpretation/translation for the polar bear video. Repeating directions when needed. Pairing ELL students with students that have strong language and communication skills. Special Needs: Provide scaffolding and assistance for the activity Gifted Abilities: Assisting other students with the activity, extending the learning with take-home activities Early Finishers: students can use one of the classroom computers/tablets to watch more polar bear videos.

Application of Content Multiple Means of Engagement

The lesson will begin by reading the story Bear Snores On, by Karma Wilson and Jane Chapman. Following the story, the class will discuss why the bear needs to sleep during the winter. As a class the students will make a “what is hibernation” KWL

After the introduction, we will watch the Scholastic video A Walk in the Arctic for Kids. I will have printed pictures of the animals mentioned in the video and we will hang them on the wall/whiteboard. Next to each animal, we will place either “hair

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Students will watch the polar bear video. Students will each get a worksheet with a blank web map; the center of the web will be labeled polar bears. Students will be grouped together with 3-4 students to complete the worksheet by writing things polar bears need to live/survive inside

chart and complete the Know and Wonder portions of the chart. Next, class will watch the Peekaboo Kidz Hibernation video. Following the video, the class can fill out the Learn portion of the KWL chart. To end the lesson, students will make an artistic imitation of the bear’s cave that he hibernates in.

Multiple Means of Engagement Differentiation

ELL: Depending on the level of English the student has, translation would be provided as well as repeating directions with clear language. Special Needs: The teacher, or aid, will be near the student or sit with the student when they are making their artistic interpretation of the bear’s cave. Pictures of a bear’s cave can be given to the student as well. Gifted Abilities: Encourage the student to explore different art forms when creating their bear cave. Early Finishers: Students that finish their bear cave activity will find another student that has finished and they can discuss and compare their drawings.

adaptation” or “blubber adaptation”. In groups of two, students will complete a sorting worksheet, by cutting out pictures of arctic animals and sorting them in a Venn diagram by how they adapt to stay warm, blubber, hair or both. Finally, at a small group station, we will do a blubber experiment by covering our hands in shortening and submerging them in the ice-cold water. ELL: Video will be translated or interpreted depending on the ELL student’s needs. The picture-word cards for the animals and adaptations will be in both English and the students’ native languages. Special Needs: Students with low fine motor skills will use bounce back scissors to complete the worksheet. Gifted Abilities: Students can choose to draw their animals on the Venndiagram instead of use the premade pictures. Early Finishers: Students that finish the worksheet early will get to draw and/or color.

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each circle of the web map. Following the worksheet, each group will use a large clear container, ice cubes, snow, water, and other various materials to create a polar bear habitat.

ELL: Polar bear video will be translated or interpreted depending on the ELL student’s needs and abilities. Directions for the activities will be explicitly expressed with clear language that is easy to understand. Special needs: Students with special needs will be grouped with students that are able to assist or provide scaffolding to the student. Students would not be required to fill out their web-map. Gifted Abilities: Students that need more of a challenge can create their web-map using power-point or Microsoft word on a tablet. Early Finishers: Students that finish the web-map activity early can read an arctic animal non-fiction book with their group.

Assessment of Content Multiple Means of Expression

During and after the story, I will check for students’ understanding with convergent (yes or no) questions. At the end of the lesson, students will complete a 5-question oral quiz and use whiteboards to show their answers.

Multiple Means of Expression Differentiation

ELL: quiz will be administered in the student’s native language as well as English and there will be given enough time for students to give their answer. Special Needs: Questions for the quiz will be modified so that the student only needs to answer yes or no. Gifted Abilities: Early Finishers: students will all finish at the same time.

I will check for understanding throughout the lesson with questions and thumbs-up, thumbs-down. Students will demonstrate their knowledge at the end of the lesson by choosing an animal that lives in the arctic, drawing a picture of it, and writing two sentences that explain how the animal stays warm in the cold arctic. Some students may need extended time to finish their assessment either at home or during a free time. ELL: Directions for the assessment will be clearly stated. Vocabulary words will be posted for students to use for spelling. Special needs: Vocabulary words will be posted for students to use for spelling. Gifted Abilities: Students can write more than two sentences for the end of the lesson assessment. Early Finishers: Students will finish any work they have left from other subject areas at their desks until the rest of the class is finished.

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We will use thumbs-up, thumbs-down to check for understanding throughout the lesson. I will walk around the classroom as students work together to complete the web-map activity, making sure students are on track. For a final assessment of learning, students will present their polar bear habitat to the class and answer questions regarding the polar bear’s habitat.

ELL: Directions and questions will be clearly stated with language that is easy to understand. Students will be given prompts for specific details they need to explain during their presentations of the polar bear habitat. Special Needs: Students will be given prompts for specific details they need to explain during their presentations of the polar bear habitat. Gifted Abilities: Early Finishers: When students finish their presentation, they will return to their desks to listen to the rest of the class’s presentations.

Reflection The process of creating a unit plan starts by first choosing what standard(s) will be covered for the unit. The standards I chose for this unit of study align with each other evidently, as they are both in the same content domain. Backwards design, is a strategy I have become familiar with and I decided to use this for creating my lessons. The idea is that the assessments, or how learning is to be measured, should be planned before creating the activities that will prepare students to complete the assessment. With this strategy, I created my assessments before I chose what activities to do. In order to do this, I thought about my experiences working with students as well as my own experiences in school. I then started creating activities that students could do in order to successfully complete the assessment. It is important that all of the materials, activities, and assessments align with the standard and learning objectives so that students will succeed at the end of the lesson. When creating the assessments for this unit plan, I chose to keep the formative assessments simple so that they can be easily administered throughout various moments during the lessons. Formative assessment strategies such as thumbs-up, thumbs-down and asking questions will provide realistic data that I can use in order to determine how students are learning. By the end of the lesson, I will have used the formative assessment data to reteach or reform before the end of the lesson so that all students are on the same page. The end of the lesson assessment, or summative assessment, needs to be directly aligned to each section of the lesson. A strategy called backwards design, focuses

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© 2019. Grand Canyon University. All Rights Reserved...