STEPP Lesson Plan Form

Teacher: McKenna Howard Date:

11/2/16

School: Shepardson Grade Level: Kindergarten

Content Area: Farm

Title: Building a Farm Together Lesson

#:_4_ of _6_

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

Math: 3.1: Visual displays of information can be used to answer questions

Visual Arts: 4.1: Artists and viewers contribute and connect to their
communities

Understandings: (Big Ideas)

People use graphs and charts to communicate information

Art can bring communities together

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

What questions can be answered by a data representation?

How are artists part of a familiar culture?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

Given the data students will be able to organize, represent, and interpret data
with up to three categories according to what students chose as their favorite
farm animal.

I can: I can tell that more students like a certain farm animal because there is more
people that chose that category in our graph

This means: I am able to understand the data of my classs favorite farm animals.

Given a group and materials, students will make a plan and create a mural
that expresses a farm community where each student will be able to add
their own ideas.

I can: Work in a group to create a farm community all together

This means: I am able work with students in my group to make a mural of a

community.

Colorado State University College of Health and Human Sciences Page 1

STEPP Lesson Plan Form

List of Assessments: (Write the number of the learning target associated with
each assessment)

Learning target 1 will be assessed by the questions that students will answer
on the data from the graph. Students will be able to answer the questions such as
which animal was the classs favorite and which animal was the least favorite.

Learning target 2 be assessed when students are sharing their collages. Each
student will share what he or she added to the collage to make sure that all of the
students were able to be involved in the collage.

Colorado State University College of Health and Human Sciences Page 2

STEPP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Building a Farm Together: the purpose of this lesson is to have children
learn to collaborate and work together on creating a farm. Also students
will learn to analyze and interpret the data when the class is asked
which farm animal is their favorite.
Approximate time: 40 minutes
Materials:
Hook: Think about all the animals that you would find on a farm. Which
one might be your favorite? Pigs, chicken, cows, sheep, horses? We are
going to create a class graph just like you did the first week of school
when we talked about transportation.
Can you guys think about the centers that you guys have completed
already and tell me what you can remember that you might find on a
farm? Think really hard and possibly back to the book that I read to you
guys on Monday. What living things might you find on a farm? What
non-living things might you find on a farm?
Teacher Actions Student Actions
Begin by getting the class Students will come to the rug and
together and on the rug and control their voices and bodies (2
getting them quiet (2 minutes). minutes).
Display the graph and explain to Students will listen to the teacher
students they get to choose one explain the activity and watch the
animal as their favorite (3 video (5 minutes).
minutes). Students will use their sticky note
Have students get up by table to pick their favorite farm animal
Page 3
STEPP Lesson Plan Form

-modeling group and put their sticky notes (4 minutes).

-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
where their favorite animal is (5 Students will raise their hand and
minutes). answer the questions that are
Have students look at the graph asked about the graph (2
and answer the questions: Which minutes).
animal did most people pick as Students will go back to their table
their favorite?, Which animal did groups and begin to make ideas
the least amount of people pick as for their collage.
their favorite? (2 minutes). Students will begin their collage
Now we are are going to go back and work as a group (20 minutes).
to your table groups and create When students are finished they
your own farm collage. Everyone will come to the rug and sit in their
will be responsible for creating one table groups (2 minutes)
or two different things that you Students will share their collage
find on a farm (5 minutes). and what they did (3 minutes).
Explain to the students that the
materials that you can use are on
your table already (1 minute).
Have students begin to talk about
what they will put on their collage
(3 minutes)
As groups begin their collage, walk
around to listen to what students
are saying and doing (20 minutes).
Once students have finished have
them come back to the rug and sit
in their table groups (1 minute).
Each group will share what they
did on their collage and why they
added what they did (5 minutes)
We have now learned all of the essential things to create a farm, all of
the things that are on your farm work together to create a farm that will
work. Do you think that all of your ideas and working together made it
so that your farm is able to work great? Do you think it would be hard to
have a farm where people did not work together? I think it would be a
lot of work for one person to run a farm; this is why it is important to

Colorado State University College of Health and Human Sciences Page 4

STEPP Lesson Plan Form
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Colorado State University College of Health and Human Sciences
work together in a group and share our own ideas so that we can make
things work!
To modify:
For S and Z: I will make sure there is a teacher at the table with them to
make sure they are working in the group.
For D: I will make sure she is being kind and respectful to her group
members
To extend:
If students have more time after creating their parts have students add
things to the farm that we have not yet focused on, for example, adding
a field or adding a silo.
While assessing learning target 1 I will be looking to see that students
can analyze and interpret the data from the classs favorite animal. This
will be assessed by asking the students questions such as which animal
is the classs favorite and which animals is the classs least favorite.
While assessing learning target I will be looking to see that each
student was able to give his or her input and crate something for the
collage. If students each added something to the college this means
that students were able to work together and add their own ideas.
Page 5
STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)

Lesson objectives were achieved based on assessment because

students were able to pick which farm animals was their favorite and add
their vote. Students were able to answer questions such as: which farm
animal is the overall students favorite? And which farm animal is the classs
least favorite? Also lesson objective two focused the ability for students to
work together and collaborate on a mural of a farm each expressing their
own ideas for it. Based on assessment each student was able to work in their
groups and input their own ideas.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

Colorado State University College of Health and Human Sciences Page 6

STEPP Lesson Plan Form

One change that I would make to this lesson would be to allow

for more time. To be able to have all of the students be able to share their
murals we had to stop the students a few minutes early from working. I think
that if I were to allow 10 more minutes students would have been able to
think of a few more ideas.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
My next lesson will be on nutrition. I will make a math game
based on nutrition. To reteach this content I will include food that
comes form a farm and talk about the health benefits for food that
comes from a farm.

Colorado State University College of Health and Human Sciences Page 7