LBS 405

5E Lesson Plan with Arts Integration

NAME: Athena Alderman

GRADE LEVEL: Kindergarten

---------------------------------------------------------------------------------------------------------------------
-------
STANDARDS:

NGSS: K.MD.A.2, K-LS1-1, SP2, SP4

VAPA: Visual Art Standard 1.3 (Artistic Perception)

---------------------------------------------------------------------------------------------------------------------
-------
GUIDING INQUIRY QUESTION: ​(what scientific phenomenon are you addressing?)

Why compare animals?

---------------------------------------------------------------------------------------------------------------------
-------
LEARNING OUTCOME/ OBJECTIVE(S): ​(no more than 2)
● Students will be able to explain the differences between goldfish and guppies by
comparing the two types of fish.

---------------------------------------------------------------------------------------------------------------------
-------
EVALUATION (10-25 mins)
● By drawing what they observed in their science notebooks, students will be able to
visualize their observations and it would give the instructor an opportunity to evaluate the
students’ understanding.
● The evaluation of this lesson is done through the diagram and through the closing
discussion.
● Spot check the kids' understanding of comparing two similar animals while collecting
their science journals.
● If there are any alarming concerns there will be opportunities to meet one on one or meet
with them in a small group at a later time in the near future. In this small group, we
 would focus on only the likenesses between the animals so they stand out and the kids
can clearly grasp that while animals can be different, they can share many similarities.
● We complete this experience by gathering back onto the floor and sharing what we've
learned. The instructor could also call on a few volunteers to share out with the class
what they learned from this experience.
● The instructor would pose the question, "What is one thing you've learned from this
experience?" Give the students 20 to 30 seconds of think time. Then have them share
with their floor partner. Call on a few volunteers to share out.

---------------------------------------------------------------------------------------------------------------------
-------
CURRICULUM CONNECTION ​(Identify how this lesson fits in the larger unit of instruction):
● This lesson fits in the larger unit of instruction because it provides an introductory look
into animal adaptations and different categories of the animal kingdom. By learning how
things change and mature in nature, we can reflect back to our own early years when we
were guppies.

---------------------------------------------------------------------------------------------------------------------
-------
RESOURCES/MATERIALS:

● Composition notebooks
● Pencils
● Colored pencils/markers
 ● Goldfish and guppies in a jar or bowl
---------------------------------------------------------------------------------------------------------------------
-------
ENGAGEMENT (5-10 minutes)
● Opening Activity to surface student thinking: ​To get the kids actively engaged in this
lesson, they will be called to the floor one table at a time to sit like scientists. This means
crisscross apple sauce, hands in lap, mouth closed, eyes, ears, and brain ready to learn.
● We will then go over the chart and diagram that were made in previous lessons on this
topic.
● Students will then talk to their floor partner to share what they remember about each
point on the chart and how it is reflected in the fish diagram.
● This prepares the students to observe the guppy and the goldfish and make connections
between them.
● Key Question: ​Students should be asking themselves “what differences will I notice
between the guppy and the goldfish?”
● Grouping​: Pair-share’s
Accommodations/Modifications for Students who are Bilingual Learners-Expanding
Proficiency:
● Act as a third group member but don’t necessarily participate in the pair-share, only
clarify or translate as needed to keep the conversation going.

Accommodations/Modifications for Students with Auditory Processing Disorder:

● Create a worksheet to go along with the discussion with the main question and room for
notes to record their own individual answers and their partners. If it makes it easier, have
the partner write down their answer on the worksheet.

---------------------------------------------------------------------------------------------------------------------
-------
EXPLORATION (15-30 minutes)
Procedures:
● One guppy and one goldfish will be placed on each table for students to observe.
● Students will sit at their assigned seat and use the magnifying glass to look closely at
their fish without touching the jar/bowl
● They will look at their fish to determine how the guppy fish is similar and different to the
goldfish
● Students will talk to their table friends about how the two fish are the same and how they
are different
 ● Students will then be dismissed one table at a time to go to their seats to observe their
fish. They will also be given 6-8 minutes to observe and discuss what they see the same
and different about the two types of fish. The time depends on how long it takes to
prepare them for the observation. Set a timer - such as on a phone. Setting a timer keeps
the kids on task as they realize there is a limited amount of time to observe so they use
that time wisely.
● Once the timer goes off, students will be instructed to give their magnifying glasses to
their table leader who in turn gives it to my helper of the day.
● Big idea/conceptual questions:
○ What differences did you notice between the fish that surprised you? Do you
think that all guppies and goldfish look the same or can we find slight differences
in all of them?

Accommodations/Modifications for Students who are Bilingual Learners-Expanding

Proficiency:
● Modifications for this activity could be to provide a worksheet that demonstrates what
students should be looking for and possibly translate their content in their native
language.

Accommodations/Modifications for Students with Auditory Processing Disorder:

● Have each table group fill out a notetaking guide to go along with their observations so
that everyone has the procedure and knows what to be looking for. This should make the
activity easier for everyone to participate in and share ideas.

---------------------------------------------------------------------------------------------------------------------
-------
EXPLANATION (15-20 minutes per explain activity. Remember, you can have 1 or 2)

● The explain section of this lesson answers the question, "Why compare animals?"
● The kids are still seated on the floor.
● The question will be written on a fresh piece of chart paper and ask them to think silently
in their brains about why it might be important to compare two animals that are similar?
● Allow the kids to answer as many ideas as they can. Also, encourage them to be creative
and think outside of the box.
● If one student shares that they want to know the difference between the fish, elaborate so
he/she can name them.
 ● In this lesson, the explanations belong to the kids. Have the students begin by thinking
like scientists independently. The goal would be to have them begin to develop
generating discourse, experiment ideas, and critical thinking skills.

Content Media: (written material, video, teacher lecture, technology)

● Teacher lecture with a visual display on the large poster of the overall question to record
student answers.

Student Communication Product (assessment): (unit test, written report, oral presentation,
poster, etc.)
● Science journal evaluation.
● Whole group discussion asking the same questions as in the engagement portion of the
lesson to evaluate how much students had gained throughout instruction.

Grouping:
● Whole group as well as pair-share
Accommodations/Modifications for Students who are Bilingual Learners-Expanding
Proficiency:
● Providing more visual aids and recording notes from students individual answers and
group discussion in both their native language and English to make sure all students are
on the same page.

Accommodations/Modifications for Students with Auditory Processing Disorder:

● I would have all students bring their science notebooks to the circle to individually record
their notes and answers to then pass around to their classmates so that everyone has a
chance to know how others responded to the question.
---------------------------------------------------------------------------------------------------------------------
-------
ELABORATION (15-20 minutes)
● Provide for the students a diagram with both fish on it. Have them write the identifying
word on the line between the to diagrams. They use only the goldfish diagram that was
completed in the previous lesson as a reference.
● Assisting when needed, walk around the room to observe students’ progress. When a
student is confused or unsure, refer to the goldfish diagram and ask supporting questions
to lead them to the correct answer. I never just give them the answers. Help students work
toward the answer by helping the kids use what they know. This supports the
development of critical thinking skills.
 ● Have students think about their own experience with their pets or trips to the zoo where
they saw other examples of animal comparisons. Have them share out and discuss their
experiences.

Content Media:
● Guppy Vs Goldfish diagram worksheet

○
Extending/Application Questions for Whole/Small Group Discourse:
● One extension of this lesson is to take a few moments to compare other types of animals
rather than just fish. A list of examples:

● chicken/turkey
● dog/cat
● horse/donkey
● lion/tiger
● This can be done by having a discussion with the kids.
Grouping: ​Whole group, table groups.
 Accommodations/Modifications for Students who are Bilingual Learners-Expanding
Proficiency:
● Work one on one with these students to go through the worksheet and do any translations
necessary. Provide notes and an extra copy for students to try the worksheet again on
their own.

Accommodations/Modifications for Students with Auditory Processing Disorder:

● Because this worksheet requires no auditory components, I would just make sure to pay
additional attention to their progress and check-in with the whole class if there are any
misunderstandings.

PART 2: VAPA INTEGRATION & COMMENTARY

Within the Evaluation section of the lesson plan I included Visual Art Standard 1.3

(Artistic Perception) which states that students should be able to “Identify the elements of art

(line, color, shape/form, texture, value, space) in the environment and in works of art,

emphasizing line, color, and shape/form”(Curriculum Development and Supplemental Materials

Commission). In this section, students will be drawing out their observations in the science

journals provided at the beginning of the lesson. When doing their drawings, students will be

using elements such as line, shape/form, texture, space, and environment. When teaching these

drawing skills, students are also learning new artistic vocabulary and gaining skills in

communication by being able to explain their work to other classmates. From this activity,

students are also working in collaboration to compare and contrast observations as well as

develop their own visual representation of the fish. By creating a physical sketch of what they

saw, remembering the anatomy and appearance of the fish may come easier. The students have

notes and a diagram to refer to at a later time if they were to cover this topic in the future which

is more helpful than just notes on a page.