SCIENCE

March 19, 2014

Lesson Plan
Grade/Subject: Two/ Science Unit: Small Crawling and Flying Animals Lesson Duration: 60mins OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: 2-10: Describe the general structure and life habits of small crawling and flying animals and apply this knowledge to interpret local species that have been observed. Specific Learning Outcomes: 1. Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally. 2. Compare and contrast small animals that are found in the local environment. 4. Identify each animals role withing the food chain. To meet this expectation, students should be able to identify other animals that may use them as a food source. 6. Identify and give examples of ways that small animals avoid predators, including camouflage, taking cover in burrows, use of keen senses and flight.

LEARNING OBJECTIVES
Students will: 1. Complete a KWL chart for insects. 2. Discover that insects are named and classified scientifically. 3. Inquire about insects, in a general sense, by creating a placemat. 4. Learn how to distinguish an insect from other small crawling animals.

ASSESSMENTS
Observations: -Regularly monitor students for attentiveness. -Do students appear to understand the concepts and instructions? - Are students engaged in the activities? - Are students able to think of 4 things that they Key Questions: - How many Ks

wonder about for their chart? Are students following the instructions about how many things should go in each column? - Are students following instructions with the bug collection? Can students answer key questions? Are students engaged in the activity? Are students listening to my instructions? - Do students understand what the instructions are? Do students handle the insects? Can students brainstorm ideas for what to write on their placemats? Are students engaged in the activity? Are students working collaboratively? Are students each writing 6 things down? - Are students able to add to their placemats? Can students answer key questions? Are students engaged in the SB activity? KSAs: 1,2,3,4,5,6,7,8,9,10,11,15,16,17

should I see? Ws? - How many of you have seen some of these bugs around your house? - Who can tell me the name of one of these bugs? - Do you see any spiders? Or any worms? Or any centipedes? Why not? - What kinds of things do you think we should write down? (Offer suggestions such as how many legs does it have? How does it move? What colour is it? How big or small is it? Does it look soft or hard? Does it have eyes? Etc.) - How many legs does an insect have? What kind of body does an insect have?

Written/Performance Assessments: KWL (L.O. 1), Bug Collection Viewing (L.O. 2), Placemats (L.O. 3, 4) LEARNING RESOURCES CONSULTED
Resource #1: Alberta Learning. (1996). The Alberta Program of Studies: Science- Elementary. Edmonton, Alberta: Crown Right of Alberta. < [Link] Retrieved March, 2013. Resource #2: Kagan, S. & M. Kagan. (2009). Kagan cooperative learning. Kagan Publishing. San Clemente, CA.

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March 19, 2014

Resource #3: Gibbs, J. (2006). Reaching all by creating tribes learning communities. Center Source Systems. Windsor, CA. Resource #4: Edmonton Public Schools. (1996). Topic E: Small Crawling and Flying Animals. Edmonton, Alberta. Resource #5: Edmonton Public Schools. (1996). Student Assessment Manual. Edmonton, Alberta. Resource #6: Unknown (2014). Talented Twos- small crawling and flying animals. Retrieved from < [Link] March 14, 2014. Resource #7: Cronin, Doreen. (2007) Diary of a fly. Balzer and Bray Publishing.

MATERIALS AND EQUIPMENT

-plastic bags -mealworms -crickets -chart paper -markers -bug collection -Diary of a Fly book -KWL charts for students

PROCEDURE Introduction (5 min.):

Hook/Attention Grabber: Please join me at carpet rows! Read Diary of a Fly. Expectations for Learning and Behaviour: Remind students that if they are not in a good learning spot on the carpet, they should find a new spot. Have them return to seats if not listening or if distracting others. Tokens will be awarded for positive behaviour and taken away for negative behaviour. Teamwork apples may be earned for team learning. Advance Organizer/Agenda: Book, KWL, bug collection, Placemat, SB Video, Finish placemat, Inner/Outer Circle Transition to Body: Whos ready to learn about insects? Please return to your desks.

Body (50 mins):

Learning Activity #1: Insect KWL (5 minutes) -Pass out one KWL chart to each student. If possible, display the chart on the board. -Explain to students what each letter in the KWL stands for. -Have students write down only 1 thing that they already know about insects, 4 things that they want to know about insects, and have them leave the L section blank. ASK: How many Ks should I see? Ws? Assessments: Do students understand the instructions? Are students able to think of 4 things that they wonder about for their chart? Are students following the instructions about how many things should go in each column? Differentiation: Dannie will leave with Mrs. Sharpe at 1:30pm. Until then, questions must be read to her. Hunter and Keenan may need extra reading help. Learning Activity #2: Bug Collection (10 minutes) -Have students join me at the carpet again. If they have not completed four Ws in their KWL, have them remain at their desks until they have finished. -Show students my bug box. Explain that these bugs are very fragile and they took a long time to collect and that like any collection, we look carefully with our eyes, but not our fingers! ASK: How many of you have seen some of these bugs around your house? -Explain that all of these bugs came from Medicine Hat, except one from Edmonton. ASK: Who can tell me the name of one of these bugs? -Explain that those names are called common names. Each one of these bugs in my collection has a scientific name that is really long and sometimes really hard to say! -ASK: Do you see any spiders? Or any worms? Or any centipedes? Why not? -Explain that the bugs in my collection are all insects because they have six legs. Explain that when I collected them I had to look through a magnifying glass for a few to decide if they were insects or not! -Today, you will all get to do some investigating with insects! Please head back to your desks and take out a pencil crayon to write with.

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Assessments: Are students following instructions with the bug collection? Can students answer key questions? Are students engaged in the activity? Are students listening to my instructions? Learning Activity #3: Placemat (25 minutes) -Explain to students that we will be making an insect placemat. This means we will get a bug in the middle of a huge piece of paper. The paper will be divided into sections so that each student has a section to write in. They will write their own thoughts in their own section. They may look at the bug but NOT touch it. They may use magnifying glasses (if available) to look closer at the insects. ASK: What kinds of things do you think we should write down? (Offer suggestions such as how many legs does it have? How does it move? What colour is it? How big or small is it? Does it look soft or hard? Does it have eyes? Etc.) -Students must write down at least 6 things on their section. -Hand out either a mealworm or cricket in a bag to students and let them work for a while to investigate. -Circulate to ensure students are following directions. -If time, have students turn their placemats over and swap insects. Assessments: Do students understand what the instructions are? Do students handle the insects? Can students brainstorm ideas for what to write on their placemats? Are students engaged in the activity? Are students working collaboratively? Are students each writing 6 things down? Learning Activity #4: What is an Insect Video (10 minutes) -Have students return to carpet away from their placemats. -Show SB What makes an Insect an Insect?. Pull name sticks if necessary for student volunteers. -ASK: How many legs does an insect have? What kind of body does an insect have? How many body parts does an insect have? -Allow students time to add at least one more thing to their placemats with the new words they have learned from the video. Assessments: Do students understand the concepts? Are students able to add to their placemats? Can students answer key questions? Are students engaged in the SB activity?
Closure (5 mins.):
Consolidation/Assessment of Learning: Number students 1 and 2. Have the 1s create an inner circle and 2s create an outer circle around the 1s. Have students share one thing they learned about insects today with the person across from them. Hav e the students rotate one step right. Have them answer questions such as how many legs does an insect have? Is a spider an insect? Etc. Feedback from Students: Stand up if you are excited to learn more about insects! Feedback To Students: Thank you for working so hard today! I can tell this will be a great unit for us! Transition to Next Lesson: Who is ready for our community walk?

SPONGE ACTIVITIES: -silent reading -draw an insect