LESSON PLAN SCREENCAST My lesson plan is adapted

LESSON PLAN SCREENCAST My lesson plan is adapted from the GADOE website: https: //www. georgiastandards. org/Frameworks/GSO%20 Frameworks/1% 20 Science%20 Framework%20 Plants%20 and%20 Animals. pdf By Shanyon Storey ITEC 7430: Summer 2014

CLASS BACKGROUND v Multi-grade: Kindergarten, First, & Second v Students With Disabilities (SWD) v Assistive Technology (AT) needs v Communication Needs (Speech)

STANDARDS: GPS v S 1 L 1. Students will investigate the characteristics and basic needs of plants and animals.

STANDARDS NETS-S: v Communications & Collaboration v Digital Citizenship v Technology Operations & Concepts

OVERVIEW This is a 4 - 6 week unit Week 1: TSW identify the basic needs of plants TSW identify the parts of the plant (root, steam, leaf, flower) Week 2: TSW identify the basic needs of animals Week 3: TSW compare and describe how various animals changes as they grow TSW compare and describe how various animals move Week 4: TSW Investigate how weather and seasonal changes affect plant and animals

ENDURING UNDERSTANDING Plants and animals live in different environment and have unique features to help them survive Plants parts have special functions Plants need: air, water, light, and nutrients Animals need: air, water, food, and shelter Animals have physical characteristics

CULMINATING ACTIVITY Students will create a Plant and Animal Poster identifying their parts and listing their needs. The teacher will guide the class in collaborating on a class Power. Point presentation based on the plants and animals featured in student posters.

ESSENTIAL QUESTIONS What do all plants need to survive? What do all animals need to survive? Why can’t animals all live in the same place? How do animals adapt to their environment? What are characteristics of animal groups? Why are plants and animals important to us?

PRIOR KNOWLEDGE: Students need to know what plants and animals are, and the difference between them. Students should know the name of one plant and one animal, and say one thing about each.

STRATEGIES: Brainstorming, Compare & Contrast, Cooperative Groups, Concept Mapping, Discussion, Explaining, Explicit Teaching, Providing Examples, Questioning, Proving Wait Time, Using Technology and Web-Based Tools

DIFFERENTIATION Assessment Resources Group Support Pace Task Product

ASSESSMENTS v Pre-Test v Post-Test v Formative Assessments v Culminating Activity: Plant & Animal Poster

TECHNOLOGY # 1 The first technology goal is to create a class Weebly so that students can blog as a means of communication, and collaboration The goal is for students to post once a week during this unit (4 -6 times)

TECHNOLOGY # 2 The second technology goal is to use Socrative to create assessments to track the students’ learning throughout this unit Adapting the paper-based assessments will allow for differentiation and using web devices may serve as Assistive Technology (AT) for students with deficits in fine motor skills that limits their handwriting ability

TECHNOLOGY # 3 The third technology goal is to use Flickr in conjunction with blogging to enhance the students’ learning by allowing them to select pictures of plants and animals that relate to their post. Later students can use Flickr for their final Plant and Animal Poster Project. NOTE: http: //creativecommons. org/ is a related tool that counts as # 4

TROUBLESHOOTING: v Have backup websites available v Have hands-on and/or paper-based activities v Have a list/ folder/ bag of backup activities that students enjoy (in case of technical problems) v Allow students to vent (30 sec) if/when technology issues arise that you cannot fix or solve

REFLECTION: v This lesson is acceptable to implement in the Fall v Aligning this lesson with first grade standards makes it easy to include kindergarten and second grade students in a multi-grade class v Accommodations made for SWD can work with ESOL students as well