Wilson EDUC 353/318 Name: Grace Vero Target Grade Level: 2 Date: October 5, 13 Curriculum Topic: Science

UbD Lesson Plan Template Stage 1: Desired Outcome

Establish Goals: NEW YORK STATE LEARNING STANDARDS New York State Common Core Standards (New York State Education Department, 2013)
Science Standards: 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats Literacy Standards: W.2.7. Participate in shared research and writing projects W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

Understandings: Students will understand The importance of recording accurate notes while observing plants and animals. Plants and Animals are both living species but their habitats differ. There are many ways to record observation data, one of which being through charts. Recalling on information from personal experience, as well as what one is currently observing is important when answering questions. Plants are a living species but require different needs than animals.

Essential Question(s): How does one make an observation? What is the difference between plants and animals? How does their habitat differ from one another? Are their any similarities between plants and animals? Why is it important to gather data before answering a question? What are some of the ways you can record observations?

Students will know. The proper way to record observations The differences and similarities between plants and animals in their natural habitats How to recall on prior knowledge to help understand their observations How to use their observations to describe in great detail the habitat and needs a plant and animal require for survival. The importance of being able to explain the research they found and accurately describe their observations with the class. Key Vocabulary Terms such as: *Diversity- variety of life forms *Plant- one of a large group of living things that use sunlight to make their own food. Most plants have leaves, stems, roots and either flowers or cones. *Animal- a living thing that is not a human being or plant *Observation- the act of observing, taking a patient look *Recording- to write something down so that it can be used or seen again in the future *Habitat- the place or type of place where a plant or animal naturally or normally lives or grows *Prediction- statement about what will or might happen *Species- group of animals or plants that are similar and can produce young animals or plants *Data- facts or information usually used to calculate, analyze or plan something

Students will be able to. Compare and Contrast plants and animals in their natural habitats. Speak about the observations they recorded about plants and animals. Have the ability to make an inference based on the information they have previously observed. Describe in great detail the habitat and needs a plant and animal requires living. Explain the research they were able to find and accurately discuss their observations with the class.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence: Think Pair Share- the students will participate in this activity as they Observation Logsdiscuss their observations here, the students will record the KWL chart- the KWL chart will activate the students prior knowledge; similarities and find out what the students know, want to know, and what they differences learned. between plants and Grand Conversation- the students will engage in a class discussion animals. about their vocabulary terms, as well as about their observations. Journal Entry Worksheet- a follow up assignment to allow the students to record their data in an essay form. Drawing- the students will be asked to be creative and draw either a plant or animal in their natural habitat

Stage 3: Learning Plan

Set Induction: Before the students enter the classroom I will have a KWL chart on the board. Once the students are settled I will introduce the objective, Being able to observe a plant and animals in their natural habitat. On the board, the KWL chart will read: What you know about plants and animals, What you want to know about plants and animals, and What you learned about plants and animals. I will have a grand conversation with the students as I fill in the K and W in the chart. Here the students will have the opportunity to access their prior knowledge about plants and animals which will essentially lead them to a better understanding of the lesson today. After we have gone over the K and W of the chart, I will bring up my PowerPoint on Observations and hand out a note-taking worksheet. I will ask the students what they think the word observation means, and have them think critically back to a time where they made an observation. I will have the students look around the classroom and after two minutes, ask the students to record in their science notebooks three observations they have made. I will then give them time to participate in a think-pair-share about their new observation. The first slide after the introductory slide, displays the term observation in bold letters. The class will make a list of what the word means, along with some of their observations. This will be the introduction to the lesson. Procedure: After the students are familiar with the term observing, and recording their data, the PowerPoint will continue. The next slide will contain both a plant, and an animal in their natural habitat. The following slide, will explain how to record good observations. It is now, where I will explain to the students the purpose of their observation logs. Their task is to record any observations they see taking place in the following videos. The first video will be of a plant in its natural habitat. After the video, the students will break into groups and exchange data. The students are encouraged to incorporate prior knowledge, and add as much data as possible. The students will then go back to their seats as the next video plays. This video is of an animal in its natural habitat. Again, the students will break into the same group and exchange data. After about five minutes, the students will again return back to their seats. The following slide will be a t-chart. As a class, we will go over some of the similarities and differences they found in plants and animals. They will constantly reference their observation logs at this time.

Closure After the class has gone over similarities and differences between plants and animals, the students will use their observation logs to complete the next task. They will be given a piece of construction paper and are asked to draw either a plant or animal in their natural habitat. This gives the students an opportunity to be creative and show what they learned. Aside from their drawing, they will be asked to write a journal entry using their observation logs. The lesson will conclude with the KWL chart, and together the class and I will fill out what they learned.

Materials *Smart Board *PowerPoint *Pen/Pencil *YouTube Videos *Observation Note-Taking Logs * Academic Vocabulary List *Construction Paper *Crayons *Journal Entry Follow-Up Activity or Assignment As a follow up assignment the students will be asked to finish their journal and drawing for homework. The KWL chart will also act as a follow-up activity as I will be able to see what the students gained from the lesson.

Differentiation: This lesson plan is suitable for all learning styles. The intrapersonal learners will benefit from working with their peers and participating in the class discussion. The students with the different learning abilities including the ESL students will have a better understanding of the material through the visual aids on the smart board, and videos. The journal, and observation log that they will be given will help the students with different writing abilities because those that are stronger in writing will be able to take indepth notes, and incorporate the numerous vocabulary words they have learned. Design performance tasks or test items that require students to use the targeted thinking and content knowledge (Brookhart, 2010). Students with an IEP will be graded based on their own personal ability to excel. The main idea of the assignments is to make sure all of the students have some understanding of the lesson and to help reinforce how to make

observations, especially relating to plants and animals.

Resources
Itemized Attachments: See Below

http://www.youtube.com/watch?v=1x_zgRltU ME
Citations: Brookhart, S. (2010). How To Assess Higher-Order Thinking Skills in Your Classroom. Alexandria, VA: ASCD.

New York State Education Department. (2012). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved November 12, 2012, from http://www.p12.nysed.gov/ciai/common_core_standards/

Hemorrhage [Def. 1]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved October 5, 13, from http://www.merriamwebster.com/dictionary/citation. http://smarterscience.youthscience.ca/peoe-steps http://www.youtube.com/watch?v=1x_zgRltUME http://www.youtube.com/watch?v=bzykg5HF1FI

Attachment #1- Observation Note Taking Logs

Attachment 2: Academic Vocabulary List *Diversity- variety of life forms *Plant- one of a large group of living things that use sunlight to make their own food. Most plants have leaves, stems, roots and either flowers or cones. *Animal- a living thing that is not a human being or plant *Observation- the act of observing, taking a patient look *Recording- to write something down so that it can be used or seen again in the future *Habitat- the place or type of place where a plant or animal naturally or normally lives or grows *Prediction- statement about what will or might happen *Species- group of animals or plants that are similar and can produce young animals or plants *Data- facts or information usually used to calculate, analyze or plan something

Attachment 3- Journal Entry Name________________ Date_________________ Question: Please pick either a plant or animal, and write about their habitat, way of living, and anything else you observed in the video. Also, please write why you chose either a plant or animal.

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