DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE (08/19/13) Teacher Candidate _ Lauralynn

n Defngin__ Grade Level _3_ Title Living and Nonliving- Scavenger Hunt CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 11 Girls 7 Boys 4 vision impaired (Meily, Jocelyn, Ronny, Lexi) 1 SPED (Ghannon) 10 ELL 1 Speech (Timothy) 2 Behavioral Issue Students (Kimberly, Shady) 2 Under process of being referred to SPED (Jocelyn, Cristian) 4 Speech Classroom environment:

Library Smart Board Laptops Piano White Boards

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 2 Students will understand that organisms depend on living and nonliving things within their environment. Objective 1 Classify living and nonliving things in an environment. 1. Identify characteristics of living things. 2. Identify characteristics of nonliving things, 3. Classify living and nonliving things in an environment. Content Walk-Away: Students will classify living and nonliving things in an environment. Language Walk-Away: Students will write how they know something is living or nonliving. SIOP 1-Content objectives, SIOP 2-Language objectives, SIOP 3-Content appropriate Vocabulary:

Characteristics Living Nonliving Organisms Cells Reproduce Environment

SIOP 9-Key vocabulary

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): -Observe student engagement through whole group instruction. -Observe student collaboration. -Write what students tell me on the board under living or nonliving. -Observe students working together of Scavenger hunt. -Checklist of items to hunt in the two environments. Content Walk-Away Evidence (Summative): Group check off list. Post-assessment. Same as pre-assessment. Language Walk-Away Evidence (Summative): Group check off list. Post-assessment. Same as pre-assessment.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

-Make sure Zynishia is sharing with her partner and staying on task. -Challenge on-level students. -Timothy will stay quiet make sure he is sharing with his partner. -Make sure Kimberly is on task. -Make sure Shady is staying focused. -Check that Ghannon is sharing with a partner. -When asking questions focus in on my struggling students. (Meily, Zynishia, Ghannon, Jocelyn, Cristian) -Make sure Kimberly is staying on task and is not disturbing students around her. -Make sure Ghannon is on task. -Make sure Shady is not disrupting the students around him and not shouting out. -Make sure all students name something living or nonliving and classify them. -Make sure Ghannon is staying with his group the whole time and staying on task. -Make sure groups are staying with me and listening for cueing to move to the next environment. -Make sure Shady is not side tracked and is on task. -Sit with Ghannon and read test to him. (SPED student) SIOP 5-Adaptation

Approx. Time 2 mins.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Yesterday we learned about living and nonliving things and what makes each thing living or nonliving.

What are the 5 characteristics that all living things need to be able to do? Give students think time. SIOP 18-Wait time SIOP 7-Linked to background Share with your partner what the 5 characteristics of all living things. (They should remember from yesterdays lesson.) SIOP 16-Opportunity for interaction Let students know that because all living things need to be able to do all 5 things nonliving things dont do any of those things. Formative assessment: Learning Goal Students will know what the 5 characteristics of all living things. Success Criteria Share with a partner what the 5 characteristics of a living thing. Assessment Strategy Observe student collaboration.

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure Zynishia is sharing with her partner and staying on task. Timothy will stay quiet make sure he is sharing with his partner. Make sure Kimberly is on task. Make sure Shady is staying focused. Check that Ghannon is sharing with a partner. Focus Lesson (I do it)

3 mins.

Review Vocabulary- Hang them up for reference. Review characteristics of living and nonliving things- Hang them up for reference. Go over questions that students can ask to determine whether something is living or nonliving. SIOP 10-Appropriate speech Formative Assessment: Learning Goal Students will know characteristics of living and nonliving things. Students will understand all vocabulary words. Success Criteria Listen to review of characteristics of living and nonliving things and key vocabulary words. Assessment Strategy Observe student engagement through whole group instruction.

Modification/accommodations: When asking questions focus in on my struggling students. (Meily, Zynishia, Ghannon, Jocelyn, Cristian) Make sure Kimberly is staying on task and is not disturbing students around her. Make sure Ghannon is on task. Make sure Shady is not disrupting the students around him and not shouting out.

5 mins.

Guided Instruction (We do it) Bring students to the front carpet. Today we are going on a scavenger hunt for living and nonliving things. We are going into two different environments. First environment we go to we will check off on a list that I hand out in one color. The next environment we will go to will be in different color. When we get back to class we will go over our findings during our scavenger hunt. Practice classifying quickly before heading out: Name some living and nonliving things- post them on the board. Ask questions to help classify them. SIOP 16-Opportunity for interaction Go over instruction of the Living and Nonliving Scavenger Hunt.

Let students know our first environment stop (blacktop playground) Second environment stop (tree environment). -5 minutes in each environment. (Take a timer) 1. 2. 3. 4. No playing around. Stay together with your group. We are observing living and nonliving things and their interactions in their environment. We are classifying living and nonliving things.

SIOP 11-Clear explanation Formative Assessment: Learning Goal Classify living and nonliving things.

Success Criteria Name a nonliving and living thing.

Assessment Strategy Write what students tell me on the board under living or nonliving.

10 mins. Modification/accommodations:
Make sure all students name something living or nonliving and classify them. Collaborative/Cooperative (You do it together) Put them in groups. (Same groups as Mystery groups) Pass out Scavenger Hunt list. SIOP 4-Supplementary materials Group 1: Kimberly, Timothy, Marissa Group 2: Christian, Avery O., Alex Group 3: Shady, Tiare, Jocelyn Group 4: Lexi, Ronny, Jamin Group 5: Avery N. Ghannon. Alexa Group 6: Roxy , Zynishia, Meily SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives Tell each group who their scribe is. (They will check off the things in an environment.) Scavenger Hunt: First environment- black top environment. Second environment- Tree environment. SIOP 6-Meaningful activities, SIOP 20-Hands-on materials, SIOP 21-Activities to apply content/language knowledge Formative Assessment: Learning Goal To search for living and nonliving things in two different environments. (Scavenger hunt) Success Criteria Check off living, nonliving, or signs of living things in an environment. Assessment Strategy Observe students working together of Scavenger hunt. Checklist of items to hunt in the two environments.

5 mins.

Modification/accommodations: Make sure Ghannon is staying with his group the whole time and staying on task. Make sure groups are staying with me and listening for cueing to move to the next environment. Make sure Shady is not side tracked and is on task. Challenge on-level students. SIOP 19-Opportunity for L1 students Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.)

5 mins.

Review walk-aways Talk about the observations in the two different environments. Which environment had more living things and why? (temperature, food, etc.)

Did we recognize any interaction between the living and nonliving things in an environment? Review characteristics of living and nonliving things. Review key vocabulary. SIOP 28-Review concepts, SIOP 27-Review vocabulary Independent (You do it alone)

SIOP 26Pacing

Students will take post-assessment. Same as pre-assessment. Summative Assessment: Group check off list. Post-assessment. Same as pre-assessment. SIOP 4-Supplementary materials, SIOP 30-Assessment Modification/accommodations: Sit with Ghannon and read test to him. (SPED student)

Throughout the lesson:

SIOP 12-Variety of techniques, SIOP 22-Language skills: reading, writing, listening, speaking SIOP 23-Content objective supported, SIOP 24-Language objective supported, SIOP 29-Feedback, Not determined to completion of lesson: SIOP 25-Students engaged, SIOP 26-Pacing SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Specify instructions outside in the 2 different environments. (Listen for cueing to move to the different environment) Bring timer out The scribe needs to bring a pencil and worksheet.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?