Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Presentation with Advance Organizer Lesson Plan (10 pts) Lesson Background:
Your Name: Caitlin Johnson Subject: (circle one) Language Arts Grade Level: (circle one) K 1 2 3 4 5 6 Social Studies Mathematics Science

Lesson Title: Air, Water, and Land Mural Materials Needed:

Large piece of light blue roll craft paper Crayons Variety of dinosaur picture books (for reference) Large pictures of dinosaurs (blankchildren will color independently; see attached for example)

Prerequisite Skills: Will have had introduction to dinosaurs; know traits of dinosaurs that live in air,
water, and land; before lesson, read (the kiddos will listen to) Dinosaurs by Gail Gibbons; fine motor skills (coloring, using scissors); (the mural will already have been startedthe water, air, sky, and vegetation were already drawn/colored by students at an earlier time)

Lesson Objective: Kindergarten students will be able to classify whether dinosaurs spend most of
their time in the air, in the water, or on land, by looking at each dinosaurs characteristics and using the reference books provided, and then placing a picture of each dinosaur on the appropriate habtat of the class-created mural with 100% accuracy

---------------------------------------------------------------------------------------------------------------Interaction with Students:

Time: 1 minute Today, we are going to classify (classify means to decide what group something fits in) whether each dinosaur spends most of its time in the air, in the water, or on land o that we can finish up our mural. 1. Present objectives: 2. Present advance organizer: Time: 2-3

minutes In a minute, I am going to show you what we are each going to do so we can finish our mural that we have been working on, but before I do that, lets talk about what we know about dinosaurs that live in the water. Dinosaurs that live in the water usually had fins like fish and long tails, like crocodiles. These things help them swim in the water. Dinosaurs that spent a lot of time in the air were a lot like birds, but they were bigger, of course! These dinosaurs had wings that usually had claws on the ends of them. Most of the dinosaurs we have talked about lived on the land. Some of them walked on two legs, and some walked on four. Some were carnivores (we know that means they ate meat), some were herbivores (they ate plants), and some were omnivores (they ate both meat and plantskind of like us!) The idea is that dinosaurs had certain characteristics (like wings/feathers and fins) depending on where they 17

lived or spent most of their time, just like humans have different characteristics than birds or fish.

3. Demonstrate knowledge or skill:

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Time: 5 minutes Explain the task/expectations to the students I am going to give each of you a picture of a dinosaur. When I give you your picture, I will tell you its name. Your job is to look at it and decide whether you think it spent most of its time in the air, the water, or on land. Remember to look at whether it has things like wings or finsthose types of clues will help you! Then you will color your dinosaur and cut it out (remembering to do your best and cut on the lines) and come bring it to me at the mural so we can tape it up where it belongs. I have put some books about dinosaurs out at your tables for you to looks at for ideas, but remember, scientists do not know what color dinosaurs were, so you can color it however you want. Model an example of task o I have a picture of a Troodon. When I look at the picture, I notice that a Troodon stands on two legs. I already know that when a dinosaur stands on two legs, it is probably a carnivore and that carnivores usually live on the land. So I am going to color and cut out my picture and then place it on the land part of the mural.

Time: 2 minutes o Do temperature check Im going to say a sentence. If you think the sentence is right, put your thumb up. If you think its wrong, put your thumb down. Dinosaurs with wings and feathers spent a lot of time in the air, like birds. (Thumbs up.) Dinosaurs that have fins, like fish, spent most or all of their time in the water. (Thumbs up.) Dinosaurs that walk around on two or four legs spent most of their time on land. (Thumbs up.) Have students do self-check: Thumbs up if you know what to look for to help you decide what group your dinosaur belongs in. Thumbs to the side if you kind of know, but might need some help. Thumbs down if you dont know at all! Make note of students who put their thumbs to the side or down 4. Check for understanding and provide student feedback: 5. Assessment / Closure: Time: 10

minutes o Informal assessment As each student comes up to the mural, ask them where they think their dinosaur belongs and why Checklist (see attached)

6. DIFFERENTIATION of Content, Process, or Product: a. Adaptation for students who need extra help, time, or attention?
o o o Do check-in throughout independent work time Have a more in-depth review of characteristics of air, water, and land dinosaurs with more opportunities for guided practice Provide collaborative practicestudents can work with a buddy

b. Extension for students of high ability?

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Provide them with the opportunity to look deeper into their dinosaur (more specifically, what kinds of things they ate, how they hunted, how they raised their young, any cool features?) and talk about it with the class Allow them to use a variety of dinosaur books as references to create a labeled picture of main parts and present one or two interesting facts

TOTAL LESSON TIME: 20 minutes 7. References Consulted:

o o o Karen Kern, Kindergarten teacher (Mallorys mom) Past experiences Own initiatives

Air, Water, and Land Mural Assessment Checklist 1. _____ Student correctly distinguished whether dinosaur spent most of its time in the air, in the water, or on the land. 2. _____ Student was able to orally state why they chose the habitat they did (they need to mention one of the following: wings, fins, or legs).

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