Name: Carrie Smith   Date: March 9, 2005   

Age/ Grade Level: 5 and 6 years old/ Kindergarten

# of students: 24    # of IEP students: 7    # of GSSP students:0    # of LEP students:0

Subject: Science and Math  

Major Content: Dinosaur terminology review and survey

Lesson Length: Thirty minutes            Unit Title: Dinosaurs      

Lesson Number: Lesson five (Culminating Lesson) Lesson Title: Dinosaur Wrap Up

Preparation:

Content:
 This relates to the unit of study in that students in doing culminating activities are reviewing and concerting what they have learned about dinosaurs. This will be done using a KWL chart on dinosaurs and the vocabulary that has been used with them. It will be further explored by doing an open response to gauge how much of the information the students have retained about dinosaurs and the vocabulary terms that were used throughout the unit. In pervious lessons the students have learned about the terms carnivore, herbivore, paleontologist, extinct, and fossil. The students have also learned about different types of dinosaurs and how dinosaur families look alike. They have become aware of what each of the vocabulary terms mean and the correct use of the terms through the use of them in the lessons. Students who have missed many days of school as some have may be less prone to answer. Because of the depth that this unit has went into there is no reason that the students should not know the general material. Students who have missed maybe will be reluctant to talk about specific dinosaurs that were talked about in the unit.

Objectives:

1. The students will be able to collect data and create a graph using that data.
2. The students will be able to recall information and facts that they have learned about dinosaurs throughout the unit.

Connections:

Core Content: SC-E-2.1.3 Fossils found in Earth materials provide evidence about organisms that lived long ago and the nature of the environment at that time.

MA-E-3.2.2 Collect, organize, and describe data (e.g., drawings, tables, charts)

Academic Expectations:

Academic Expectation 6.2

Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Academic Expectation 6.3

Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.

Assessment Plan:

Resources, media, and technology:

KWL chart on the dry erase board, Open response paper chart, possible answers on slips of paper for the open response, Dinosaur Data collection sheet, Dinosaur graphing sheet, 9-12 dinosaur book, dinosaur stamps, ink pads, sponge paint, dinosaur sponges, paint trays, manila paper halved, pencils, crayons, tub of dinosaurs

Procedures:

            Can anyone tell me what we have been talking about this past week?

 Give a few students a chance to answer. That is right we have been talking about dinosaurs. Do dinosaurs live today or did they live along time ago? Give a few students a chance to answer. That is right they did live along time ago. Lets see how much you know about dinosaurs. I have a KWL chart lets see if we can fill it out and have at least five things in each column. Then start with the first column what we know about dinosaurs. Then move to the second column what do we want to know about dinosaurs we don’t know already. Finally do the third column, which is, how can we learn the things that we don’t already know. After this has been completed we will do the “Eenie, Meenie, Miney, Mo” to get some of the wiggles out and move into the next part of the lesson. The open response will then be explained to the students and the rewards that go along with the different levels of the rubric. Level three dinosaur eggs is excellent means that students were able to sort the herbivores and carnivores as well as give their characteristics for the first part of the open response. In the second part of the open response the students were able to identify five or more types of fossils. Level two dinosaur eggs are good which means that students were able to sort the herbivores and carnivores and give their characteristics for the first part of the open response but needed some help. In the second part of the open response the students were able to identify four types of fossils or five with help. Level one dinosaur egg is ok means that students were able to sort the herbivores and carnivores but needed help to do so. The students as well gave the characteristics for the first part of the open response but again needed help. In the second part of the open response the students were able to identify three or more types of fossils with help. The reward scale is as follows: Three dinosaur eggs gets two dinosaur cookies and a 1, 2 drink. Two-dinosaur eggs gets one dinosaur cookie and a 1, 2 drink. One dinosaur egg gets a 1,2 drink. As soon as the students have returned from getting their drink they are to sit back down in their special spot and listen for the dinosaur song to be over. It should take one song for everyone to go get their 1,2 drink and be back in their spot. After everyone is in their spots talk with the students about surveys and how we collect data. Ask them to think of some things that we could survey. Let a few students answer. If you think we could survey students about their favorite kind of dinosaur put your finger on your nose. To lead into workstations do “Dinosaur, Dinosaur” with the students and have them sit down facing the workstation area. Then the teacher will introduce the workstation to the students. At the first workstation you are going to be making a dinosaur number book with pages 9, 10, 11, and 12 in it. You are going to choose one stamp and make the number of stamps that is the number written on the page.

That is not all you need to do there is also a line for you to write the number and on each page it tells you how many times to write the number. But what good is a book with out a cover? So at the second workstation you are going to make a cover for your book. First think you are going to do is write your name on the back of the manila paper. Then you are going to choose the dinosaur that you want to stamp and put it on your paper. After you have done this you will put your cover to dry on the drying rack. After they are dry the teacher will staple them together. The last two workstations go together as well. In the first workstation you are going to go in a small group with Miss. Carrie to another classroom. You are going to take your data sheet with you that has your name on it you are going to ask five other student what their favorite dinosaur is and record using tally marks. After you have done this you are going to come back to the room with Miss. Carrie and you are going to count and record how many tally marks you have for each dinosaur. After you have done this you will get you Dinosaur graphing page. On this page there are the dinosaurs that you gave the survey on. Then using your crayon color in the correct number of boxes that matches the number of people who liked that dinosaur. Then after you have done that write the name of the dinosaur that got the most votes on your survey.

Modifications that are to be made for the students who have IEP’s are blanketed because so many of the students IEP’s are similar. For students who do not communicate and share with the group I will use prompting and cueing.

For students who are easily distracted they will be seated toward the front of the class. Behavior modification of positive praise will be used to keep students with behavior issues doing what they are supposed to be doing. For students who have trouble retaining information I will allow them to use the KWL chart time as a review and then the open response they will be encouraged to participate in. For students who do not communicate and share with the group I will use prompting and cueing. For the student who has trouble with fine motor and grasping a pencil a fat pencil is to be used in workstations. For students with social interaction issues modeling of how to correctly interact with other students while collecting data will be modeled and role-played. For the students who are developmentally behind there will be extra time given in workstations. For students who are easily distracted they will be seated by teachers during workstations and will receive reminders to stay on task.

Summative Student Assessment:

            For the first objective the students will have to be able to collect data from peers and create a graph using the data collected. This will be done by going to other classrooms and surveying students to get the data, which will be worked with to put into a graph. In the second objective the students will be able to recall information and facts that they have learned about dinosaurs and fossils through out the unit. This will be done while compiling the KWL chart as well as during the open response question time.

Follow-up/ Foreshadowing:

This is the culminating day of the unit. In the unit following this one topic of survey could be brought out more and worked with in greater depth. In following units as well KWL charts can be done to review topics that are covered. Open responses can also be used in subsequent units to measure which of the materials covered were understood by the students.

Instructional Impact/Analysis of Teaching and Learning:

The students were able to go to other classrooms and successfully collect data from other students. However, some students did forget to only collect data from five other students. Others forgot to mark the answers on their paper to the survey. These problems were watched for and before the students left the other classroom their papers were checked to make sure they had their data recorded. When the graphing was done the students were able to successfully count how many people had voted for each dinosaur on the data sheet. However they did have problems recording the number next to the correct dinosaur at the bottom of the data sheet. Some students also had trouble making sure that they were coloring in the correct number of blocks for each dinosaur because on the graph they were in a different order. When told to really look at the graph though the students were able to chart their information without any problems. The students also completed an open response on dinosaurs and fossils during this lesson. This they successfully completed with no problems. They were able to tell what a herbivore and carnivore are and tell the kind of teeth they have. They also were able to sort a group of dinosaurs into those two groups based on characteristics. I was extremely surprized that the students would remember fossils that we had only talked about one day when doing the open response section on fossils.

Instructional Refinement:

I feel that there was a lot of sitting and listening in this lesson, which is hard for the age group. Even though there were wiggle songs done I would have liked to found another way to add some movement into this lesson. I think the students responded very well to the hands on part of the open response where they sorted the dinosaurs. I think this part of the lesson really got some of the students involved that would have normally just kind of sat back and not participated. I would have just liked to have found a way to keep them engaged throughout the whole lesson and not just parts of it.