TEAM Lesson Plan
Teacher: Carol Smallwood
Class: Kindergarten Time: 11:10-11:55
Subject: Library
Date: Week 26 – Feb 20 – 24 (Monday is President’s Day)
LESSON OVERVIEW / Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
The students will review our nursery rhyme “Jack and Jill”. Students will learn about how all living things need water to survive. Students will listen to a fiction story (Each Living Thing) and a nonfiction book (What living things Need: Water) and discuss the differences. Students will participate in a science experiment to see the effect of water in plants (celery and food coloring). Students will do a cut and paste activity to divide living things from nonliving things. Students will check out books and color a Jack and Jill take home sheet.
STANDARDS / Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards and/or State Competencies.
RL.K.5 – recognize common types of texts (eg. story books, poems, etc.)
RL.K.2 – With prompting and support, retell familiar stories, including key details
RL.K.10 – actively engage in group reading activities with purpose and understanding
K.1.8 – I know the difference between fiction and nonfiction
K.2.1. Recognize the distinction between living and non-living things
K.3.1. Recognize the basic requirements of all living things.
OBJECTIVE / Clear, Specific, and Measurable – NOT ACTIVITIES
Student-Friendly
The student will recognize and recite our nursery rhyme
The student will learn that all living things need water
The student will observe the scientific process of osmosis through observing a science experiment with celery and food coloring
The student will check out books
LEADERSHIP CONNECTION / 7 Habits
ASSESSMENT/EVALUATION / Students show evidence of proficiency through a variety of assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal
Assessment is informal. I will listen as children recite the nursery rhyme. I will assist students as they decide which things are living and which are nonliving. I will also assess and observe as students use shelfmarkers to find books.
MATERIALS / Aligned with the Lesson Objective
Rigorous & Relevant
Jack and Jill sentence strips
Celery / food coloring / jar / water / knife
Books: Every Living Thing and What Living Things Need: Water
All Living things need water to survive cut and paste page
Jack and Jill take home coloring sheet
ACTIVATING STRATEGY / Motivator/Hook
An Essential Question encourages students to put forth more effort when faced with a complex, open-ended, challenging, meaningful and authentic questions.
Begin by showing the children the celery and telling them that we are going to do a science experiment today.
INSTRUCTION / Step-by-Step Procedures-Sequence
Discover/Explain – Direct Instruction
Modeling Expectations – “I Do”
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
Welcome to the library.
Begin by showing the children the celery and telling the students that we are going to do a science experiment today. A science experiment is when we test an idea we have about science and then observe the results. Show the children the celery and the food coloring. Ask the students what they predict will happen when we put the celery in the water with the food coloring. Write their responses on the white board. Tell them that we will see what will happen at the end of class.
Cut a stalk of celery. Add 3 – 4 drops of blue food coloring to the jar of water. Put the stalk of celery in the jar and stir. Ask if the students have any more predictions about what they think will happen. Tell them we’ll check at the end of class to see if we can tell anything.
Now review our nursery rhyme. Discuss the reasons why Jack and Jill needed to get water (to drink, to take a bath, etc..). Talk to the students about how all living things need water to survive. Move to the rug. Discuss the difference between fiction and nonfiction and read our two books, discussing each one as we go. Show the children the Living Things / Nonliving things cut and paste activity. Show the children how they will cut out the squares and then glue the living things on the Living Things side and the Nonliving things on the nonliving things side.
Back at tables, pass out papers, scissors, glue sticks. Help and monitor children as needed.
Start calling kids to go back to the shelves to check out books. With about 4-5 minutes left, pass out the Jack and Jill take home coloring sheet for the kids’ nursery rhyme magnet at home. Children can color these sheets if they have time.
Before we line up, show the kids the celery. See if we can see any blue coming up the stalk or leaves. Discuss our predictions. Plants absorb water through their roots through a process called osmosis. The water travels up tubes in the stems to all parts of the plants, and is used during photosynthesis to make food for the plant. When food coloring is added to the water, it travels with the water into the celery's stem and then into the leaves. Plants also absorb nutrients from the soil through the roots and up through the phloem in the plant's stems. The food coloring illustrates how nutrients are delivered to all parts of the plant.
If we can’t see any change, ask the kids’ teacher if I can come by later in the afternoon to show the kids the results. Make sure all kids get checked out and then line up to leave.
GUIDED & INDEPENDENT PRACTICE / “We Do”-“You Do”
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension
Students will review our nursery rhyme. Students will demonstrate understanding of living things and nonliving things and how they need water. Students will make predictions regarding a science experiment. Students will check out books.
CLOSURE / Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting
At the end of class, show children how the food coloring is showing up on the celery due to osmosis.
CROSS-CURRICULAR CONNECTIONS
Language arts