8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy http://slidepdf.com/reader/full/plan-for-a-learning-opportunity-field-experience-students-name-kacy 1/46 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy Winarski Field Placement Location: Hartford University School Date when lesson will be taught: Title of the Learning Opportunity Introduction to Animals Age of Children and Grade 2 nd and 3 rd grade Big Idea/Conceptual Theme What is the key knowledge that students will acquire as a result of this Learning Opportunity? Recognize that animals have different needs, that there are many different types of animals but they all need food, shelter, water and air. Learning Opportunity Objectives (List the specific objectives that you want the students to learn.) Students will recognize that there are many different types of animals and they have different ways to meet their common needs. Students will compare and contrast animals and how they meet their needs. Learning Targets: (MPS Learning Targets, State Standards, National Standards) Listen to gain information and connect it to what they already know. Use information to make predictions and draw conclusions. – English Language Arts 3 rd grade target Identify the characteristics of animals that are grouped; for example, group animals by characteristics such as having fur, fins, wings or pouches. – Science 3 rd grade target Use reading strategies that help them analyze and understand the text, such as establishing a plan and purpose for reading. – Reading 3 rd grade target Rationale for Learning Opportunity Why did you choose this topic? I chose this topic because it is important for students to understand the difference
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Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
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8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Field Placement Location: Hartford University School
Date when lesson will be taught:
Title of the Learning OpportunityIntroduction to Animals
Age of Children and Grade2nd and 3rd grade
Big Idea/Conceptual Theme
What is the key knowledge that students will acquire as a result of this LearningOpportunity? Recognize that animals have different needs, that there are many different typesof animals but they all need food, shelter, water and air.
Learning Opportunity Objectives (List the specific objectives that you want thestudents to learn.)
Students will recognize that there are many different types of animals and theyhave different ways to meet their common needs.
Students will compare and contrast animals and how they meet their needs.
Learning Targets: (MPS Learning Targets, State Standards, National Standards)
Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade target
Use reading strategies that help them analyze and understand the text, such asestablishing a plan and purpose for reading. – Reading 3rd grade target
Rationale for Learning Opportunity
Why did you choose this topic?I chose this topic because it is important for students to understand the difference
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
between needs and wants. We can continue to categorize and discuss howanimals are alike and different using the needs they have and what they do tomeet those needs.
Why are you using this teaching format? (large group, small group, desk use,
carpet area, etc.)I will be teaching this lesson in a large group with the students on the rug duringthe story and the discussion. We do not separate into small groups for sciencebecause it is good to have the class all together and let the students constructunderstanding together as a class.
Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students shouldunderstand that all animals need shelter, food, water, and air. They should also beable to compare and contrast how animals are alike and different.
Assessment
How will you know what the students have learned?I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.
How will you know if the students learned what you intended them to learn?I will hear their answers to my questions during discussion.
How will you know if the students understood the lesson or not?I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.
The Lesson
Lesson materials and equipment needed:
Copy of Color Zoo by Lois Ehlert
Lesson teaching steps and total time needed for each part of the lesson
Introductory Action(The “Hook” – book read that is related to lesson, fingerplay, poem,
demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking aboutanimals and how they are alike and different.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
During the lesson15 minutes - We will read through the book Color Zoo and discuss the differentanimals in the book. I will introduce the unit on animals. We will discuss what thestudents already know about animals and their needs.
Wrap up or conclusion5 minutes – we will brainstorm some questions to answer about animals and their needs, how they are alike and different, etc.
How will you modify your lesson to meet the needs of all of the students?Example: student who has an IEP, English Language Learner, etc.
I could have the students discuss in small groups or partners instead of a largegroup.
Participation Structures
How will the students be organized during the lesson? Whole group? Smallgroups?
Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group on the carpet in the back of theroom.
Transitions
Where transitions will occur?
We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by going back to their desksand getting out their homework folders to get ready to go home.
Determine the transitional techniques that you will use:I will use the fast animal facts and straightforward directions, being very clear of my expectations. “Clear your desk of everything.” I will dismiss them by rows to goto the carpet and leave the carpet.
Lesson extension
What are your next possible steps for students who do understand the lessonobjectives?Students could discuss their prior knowledge of animals with students who do notunderstand the lesson.
What are your next steps for students who DO NOT understand the objectives?Students could discuss their prior knowledge of animals with students who do
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
What will be the concluding lesson activity, review of information learned, etc.?We will discuss the book and the students’ prior knowledge of animals. Studentswill be able to ask questions and give final thoughts about the lesson.
What will be the extension lessons, activities (learning centers, etc.?)The students could work in collaborative groups or partners to classify the needsof different animals after the final lesson on animal needs. They could doresearch on a type of animal and present to the class their findings on the needs.
Plan for a Learning Opportunity
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Field Placement Location: Hartford University School
Date when lesson will be taught: Oct. 19th
2009
Title of the Learning OpportunityAnimals and Their Needs – Part One: Air
Age of Children and Grade2nd and 3rd grade
Big Idea/Conceptual Theme
What is the key knowledge that students will acquire as a result of this LearningOpportunity? Students will learn about the difference between needs and wants. Students willlearn about the importance of air to animals.
Learning Opportunity Objectives (List the specific objectives that you want thestudents to learn.)
Students will recognize the difference between wants and needs.Students will recognize that all animals need air.Students will compare and contrast animals based off of their different needs.
Learning Targets: (MPS Learning Targets, State Standards, National Standards)
Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse reading strategies that help them analyze and understand the text, such as
establishing a plan and purpose for reading. – Reading 3rd
grade target
Rationale for Learning Opportunity
Why did you choose this topic?I chose this topic because it is important for students to understand the differencebetween needs and wants. We can continue to categorize and discuss how
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
animals are alike and different using the needs they have and what they do tomeet those needs.
Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)
I will be teaching this lesson in a large group with the students at their desksbecause then I can circulate the room and check on their progress. We do notseparate into small groups for science because it is good to have the class alltogether and let the students construct understanding together as a class.
Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students shouldunderstand the difference between needs and wants. They should also understandthat animals need air to live.
Assessment
How will you know what the students have learned?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.
How will you know if the students learned what you intended them to learn?I will read what the students have written on their worksheets.
I will hear their answers to my questions during discussion.
How will you know if the students understood the lesson or not?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.
The Lesson
Lesson materials and equipment needed:
Copies of the Needs and Wants worksheetAnimals Needs/Animals Need Air worksheetPencils
Lesson teaching steps and total time needed for each part of the lesson
Introductory Action
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
(The “Hook” – book read that is related to lesson, fingerplay, poem,demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking aboutanimals and how they are alike and different.
During the lesson15 minutes – We will read through the Needs and Wants worksheet and discussneeds and wants. Then they will complete the bottom portion by giving examplesof needs and wants they have. After we will discuss the students’ examples.15 minutes – We will read through the Animals Need Air worksheet together.Then the students will complete the worksheet by giving as many examples of animals and how they breathe as they can.
Wrap up or conclusion5 minutes – We will go over the worksheet and have the students share their answers and why they wrote that answer. We will go over any remaining
questions on needs and wants and that animals need air.
How will you modify your lesson to meet the needs of all of the students?Example: student who has an IEP, English Language Learner, etc.
I will have the students tell me the directions to the worksheet in their own wordsto be sure they understand what is expected of them. I could have some of thestudents work in collaborative partners or groups to complete the worksheettogether. I could have the students write short answers not complete sentences.
Participation Structures
How will the students be organized during the lesson? Whole group? Smallgroups?
Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group in their desks.
Transitions
Where transitions will occur?We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by collecting the worksheets
and getting out their homework folders to get ready to go home.
Determine the transitional techniques that you will use:I will use the fast animal facts and straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”
Lesson extension
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
What are your next possible steps for students who do understand the lessonobjectives?These students could do research into the different respiratory systems of animals. They could look up more information on how the bugs breathe and what
the different animals look like from the inside.
What are your next steps for students who DO NOT understand the objectives?These students could work in collaborative groups with the students that dounderstand the objectives to classify the needs and wants of people and comparethem to animals.
What will be the concluding lesson activity, review of information learned, etc.?We will discuss the worksheet and the students’ answers. Students will be able toask questions and give final thoughts about the lesson.
What will be the extension lessons, activities (learning centers, etc.?)The students could work in collaborative groups or partners to classify the needsof different animals after the final lesson on animal needs. They could doresearch on a type of animal and present to the class their findings on the needs.
Name ________________
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Field Placement Location: Hartford University School
Date when lesson will be taught:
Title of the Learning OpportunityAnimals and Their Needs – Part Two: Water
Age of Children and Grade2nd and 3rd grade
Big Idea/Conceptual Theme
What is the key knowledge that students will acquire as a result of this LearningOpportunity?
Recognize that animals need water to survive.
Learning Opportunity Objectives (List the specific objectives that you want thestudents to learn.)
Students will recognize that animals cannot live without water.Students will compare and contrast how animals use water.
Learning Targets: (MPS Learning Targets, State Standards, National Standards)
Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse reading strategies that help them analyze and understand the text, such asestablishing a plan and purpose for reading. – Reading 3rd grade target
Rationale for Learning Opportunity
Why did you choose this topic?I chose this topic because it is important for students to understand the differencebetween needs and wants. We can continue to categorize and discuss howanimals are alike and different using the needs they have and what they do to meetthose needs..
Why are you using this teaching format? (large group, small group, desk use,
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
carpet area, etc.)I will be teaching this lesson in a large group with the students at their desksbecause then I can circulate the room and check on their progress. We do notseparate into small groups for science because it is good to have the class alltogether and let the students construct understanding together as a class.
Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students shouldunderstand the importance of water to animals. They should also be able tocompare and contrast how animals use/get water.
Assessment
How will you know what the students have learned?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.
How will you know if the students learned what you intended them to learn?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.
How will you know if the students understood the lesson or not?I will read what the students have written on their worksheets.
I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.
The Lesson
Lesson materials and equipment needed:
Copies of the Animals Need Water worksheetCopies of the How Animals Use Water worksheetPencils
Lesson teaching steps and total time needed for each part of the lesson
Introductory Action(The “Hook” – book read that is related to lesson, fingerplay, poem,
demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking aboutanimals and how they are alike and different.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
During the lesson5 minutes - We will read through the Animals Need Water worksheet switching off readers and stopping to discuss the information in each section.10 minutes – I will go over the How Animals Use Water worksheet with the
students then give them time to work independently on it.
Wrap up or conclusion5 minutes – We will go over the worksheet and have the students share their answers and why they wrote that answer. We will go over any remainingquestions on animals and their needs.
How will you modify your lesson to meet the needs of all of the students?Example: student who has an IEP, English Language Learner, etc.
I will have the students tell me the directions to the worksheet in their own words
to be sure they understand what is expected of them. I could have some of thestudents work in collaborative partners or groups to complete the worksheettogether. I could have the students write short answers not complete sentences.
Participation Structures
How will the students be organized during the lesson? Whole group? Smallgroups?
Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group in their desks.
Transitions
Where transitions will occur?We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by collecting the worksheetsand getting out their homework folders to get ready to go home.
Determine the transitional techniques that you will use:I will use the fast animal facts and straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”
Lesson extension
What are your next possible steps for students who do understand the lessonobjectives?These students could do research into the different types of animals and how theyuse water. They could look up more information on how animals that live in water use water differently than animals that live on land.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
What are your next steps for students who DO NOT understand the objectives?These students could work in collaborative groups with the students that dounderstand the objectives to explore more examples of how animals that live onland use water differently than animals that do not live on land.
What will be the concluding lesson activity, review of information learned, etc.?We will discuss the worksheet and the students’ answers. Students will be able toask questions and give final thoughts about the lesson.
What will be the extension lessons, activities (learning centers, etc.?)The students could work in collaborative groups or partners to classify the needsof different animals after the final lesson on animal needs. They could doresearch on a type of animal and present to the class their findings on the needs.
Animals Need Water
The bodies of all animals contain water. Every day some of this water
leaves the animals’ bodies. For example, when an animal pants or sweats, it
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Title of the Learning OpportunityAnimals and Their Needs – Part Three: Food
Age of Children and Grade2nd and 3rd grade
Big Idea/Conceptual Theme
What is the key knowledge that students will acquire as a result of this LearningOpportunity? Recognize that animals need food to survive.
Learning Opportunity Objectives (List the specific objectives that you want the
students to learn.)
Students will recognize that animals cannot live without food.Students will compare and contrast what animals eat.Students will compare and contrast how animals get their food.
Learning Targets: (MPS Learning Targets, State Standards, National Standards)
Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts
3rd grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse reading strategies that help them analyze and understand the text, such asestablishing a plan and purpose for reading. – Reading 3rd grade target
Rationale for Learning Opportunity
Why did you choose this topic?
I chose this topic because it is important for students to understand the differencebetween needs and wants. We can continue to categorize and discuss howanimals are alike and different using the needs they have and what they do to meetthose needs.
Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)I will be teaching this lesson in a large group with the students at their desks
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
because then I can circulate the room and check on their progress. We do notseparate into small groups for science because it is good to have the class alltogether and let the students construct understanding together as a class.
Why is this Learning Opportunity appropriate for this group of students?
This learning is appropriate for this group of students because students shouldunderstand the importance of food to animals. They should also be able tocompare and contrast how animals get their food and what animals eat.
Assessment
How will you know what the students have learned?I will read what the students have written on their worksheets.
I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.
How will you know if the students learned what you intended them to learn?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.
How will you know if the students understood the lesson or not?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.
The Lesson
Lesson materials and equipment needed:
Copies of the Animals Need Food worksheetsPencils
Lesson teaching steps and total time needed for each part of the lesson
Introductory Action(The “Hook” – book read that is related to lesson, fingerplay, poem,
demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking aboutanimals and how they are alike and different.
During the lesson5 minutes - We will read through the Animals Need Food informational worksheet
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
switching off readers and stopping to discuss the information in each section.10 minutes – I will go over the Animals Need Food worksheet with the studentsthen give them time to work independently on it.
Wrap up or conclusion
5 minutes – We will go over the worksheet and have the students share their answers and why they wrote that answer. We will go over any remainingquestions on animals and their needs.
How will you modify your lesson to meet the needs of all of the students?Example: student who has an IEP, English Language Learner, etc.
I will have the students tell me the directions to the worksheet in their own wordsto be sure they understand what is expected of them. I could have some of thestudents work in collaborative partners or groups to complete the worksheettogether. I could have the students write short answers not complete sentences.
Participation Structures
How will the students be organized during the lesson? Whole group? Smallgroups?
Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group in their desks.
Transitions
Where transitions will occur?
We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by collecting the worksheetsand getting out their homework folders to get ready to go home.
Determine the transitional techniques that you will use:I will use the fast animal facts and straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”
Lesson extension
What are your next possible steps for students who do understand the lessonobjectives?These students could do research into the different types of animals and how theyget their food. They could look up more information on how animals that eat meathave different features than animals that only eat plants.
What are your next steps for students who DO NOT understand the objectives?These students could work in collaborative groups with the students that do
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
understand the objectives to explore more examples of how animals that eat meathave different features than animals that only eat plants.
What will be the concluding lesson activity, review of information learned, etc.?We will discuss the worksheet and the students’ answers. Students will be able to
ask questions and give final thoughts about the lesson.
What will be the extension lessons, activities (learning centers, etc.?)The students could work in collaborative groups or partners to classify the needsof different animals after the final lesson on animal needs. They could doresearch on a type of animal and present to the class their findings on the needs.
Animals Need FoodAll animals need food. Food gives animals the materials they need so
they can grow and stay healthy. Animals also get energy from food.
Unlike plants, animals cannot make their own food. Instead, they get
their food by eating plants or other animals. Some animals eat only plants.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Title of the Learning OpportunityAnimals and Their Needs – Part Four: Shelter
Age of Children and Grade2nd and 3rd grade
Big Idea/Conceptual Theme
What is the key knowledge that students will acquire as a result of this LearningOpportunity? Recognize that animals need shelter to survive.
Learning Opportunity Objectives (List the specific objectives that you want thestudents to learn.)
Students will recognize that animals cannot live without shelter.Students will compare and contrast how animals find/make shelter.
Learning Targets: (MPS Learning Targets, State Standards, National Standards)
Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, group
animals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse reading strategies that help them analyze and understand the text, such asestablishing a plan and purpose for reading. – Reading 3rd grade target
Rationale for Learning Opportunity
Why did you choose this topic?I chose this topic because it is important for students to understand the differencebetween needs and wants. We can continue to categorize and discuss how
animals are alike and different using the needs they have and what they do to meetthose needs.
Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)I will be teaching this lesson in a large group with the students at their desksbecause then I can circulate the room and check on their progress. We do notseparate into small groups for science because it is good to have the class all
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
together and let the students construct understanding together as a class.
Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students should
understand the importance of shelter to animals. They should also be able tocompare and contrast how animals find shelter.
Assessment
How will you know what the students have learned?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.
How will you know if the students learned what you intended them to learn?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.
How will you know if the students understood the lesson or not?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.
The Lesson
Lesson materials and equipment needed:
Copies of the Animals Need Shelter worksheetsPencils, crayons, markers, colored pencils
Lesson teaching steps and total time needed for each part of the lesson
Introductory Action(The “Hook” – book read that is related to lesson, fingerplay, poem,
demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking aboutanimals and how they are alike and different.
During the lesson5 minutes - We will read through the Animals Need Shelter informationalworksheet switching off readers and stopping to discuss the information in eachsection.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
15 minutes – I will go over the compare and contrast worksheet with the studentsthen give them time to work independently on it.
Wrap up or conclusion5 minutes – We will go over the worksheet and have the students share their
answers and why they wrote that answer. We will go over any remainingquestions on animals and their needs.
How will you modify your lesson to meet the needs of all of the students?Example: student who has an IEP, English Language Learner, etc.
I will have the students tell me the directions to the worksheet in their own wordsto be sure they understand what is expected of them. I could have some of thestudents work in collaborative partners or groups to complete the worksheettogether. I could have the students write short answers not complete sentences.
Participation Structures
How will the students be organized during the lesson? Whole group? Smallgroups?
Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group in their desks.
Transitions
Where transitions will occur?We will transition into the lesson by having the students clear their desks and then
I will read the fast animal facts. We will transition out by collecting the worksheetsand getting out their homework folders to get ready to go home.
Determine the transitional techniques that you will use:I will use the fast animal facts and straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”
Lesson extension
What are your next possible steps for students who do understand the lesson
objectives?These students could do research into the different types of animals and how theyfind shelter in their habitat.
What are your next steps for students who DO NOT understand the objectives?These students could work in collaborative groups with the students that dounderstand the objectives to explore more examples of how animals find shelter in different habitats.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
What will be the concluding lesson activity, review of information learned, etc.?We will discuss the worksheet and the students’ answers. Students will be able toask questions and give final thoughts about the lesson.
What will be the extension lessons, activities (learning centers, etc.?)The students could work in collaborative groups or partners to classify the needsof different animals after the final lesson on animal needs. They could doresearch on a type of animal and present to the class their findings on the needs.
Animals Need Shelter
Most animals need shelter, or a place to live. Shelters protect animals
from other animals and from the weather. Some birds build shelters called
nests high in tree branches. They build their nests out of twigs, grass and
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
What is the key knowledge that students will acquire as a result of this LearningOpportunity? Observe and describe the habitats or organisms, describe how animal homes arealike and different, group animals according to the types of homes they live in.
Learning Opportunity Objectives (List the specific objectives that you want thestudents to learn.)
Students will observe and describe the habitats of organisms.Students will tell how animal homes are alike and different.Students will group animals according to the type of home they live in.
Learning Targets: (MPS Learning Targets, State Standards, National Standards)
Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade target
Identify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade target
Rationale for Learning Opportunity
Why did you choose this topic?I chose this topic because it is important for students to understand the difference between and wants. We can continue to categorize and discuss howanimals are alike and different using the needs they have and what they do to meet those n
Why are you using this teaching format? (large group, small group, desk use, carpet areaetc.)I will be teaching this lesson in a large group with the students at their desksbecause then I can circulate the room and check on their progress. We do not separate intosmall groups for science because it is good to have the class all together and let the studentconstruct understanding together as a class.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students should understand timportance of shelter to animals. They should also be able to compare and contrast howanimals make their homes.
Assessment
How will you know what the students have learned?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.
How will you know if the students learned what you intended them to learn?I will read what the students have written on their worksheets.
I will hear their answers to my questions during discussion.
How will you know if the students understood the lesson or not?I will read what the students have written on their worksheets.I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.
The Lesson
Lesson materials and equipment needed:
Copies of the animal pictures and worksheet for each childOverhead of the animal picturesPencils
Lesson teaching steps and total time needed for each part of the lesson
Introductory Action(The “Hook” – book read that is related to lesson, fingerplay, poem,
demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking about
animals and how they are alike and different.
During the lesson5 minutes - We will look at the animal pictures and go over what type of animaleach picture shows and what home that animal lives in.15 minutes – I will go over the worksheet with the students then give them time towork independently on it.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Wrap up or conclusion5 minutes – We will go over the worksheet and have the students share their answer and why they wrote that answer.
How will you modify your lesson to meet the needs of all of the students?Example: student who has an IEP, English Language Learner, etc.
I will have the students tell me the directions to the worksheet in their own wordsto be sure they understand what is expected of them. I could have some of thestudents work in collaborative partners or groups to complete the worksheettogether. I could have the students write short answers not complete sentences.
Participation Structures
How will the students be organized during the lesson? Whole group? Smallgroups?
Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group in their desks.
Transitions
Where transitions will occur?We will transition into the lesson by having the students clear their desks and thenI will read the fast animal facts. We will transition out by collecting the worksheetsand getting out their homework folders to get ready to go home.
Determine the transitional techniques that you will use:
I will use the fast animal facts and straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”
Lesson extension
What are your next possible steps for students who do understand the lessonobjectives?Students could find another way to classify the animals in the animal picturesother than by their homes.
What are your next steps for students who DO NOT understand the objectives?
Students could practice classifying animals they are more familiar with thenmoving up to the more unfamiliar animals like the albatross and the armadillo.
What will be the concluding lesson activity, review of information learned, etc.?We will discuss the worksheet and the students’ answers. Students will be able toask questions and give final thoughts about the lesson.
What will be the extension lessons, activities (learning centers, etc.?)
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
I could do a journal topic on animals and their homes. The students could writeabout an animal, where it lives, why it lives there, who lives near by it, etc.
Self Evaluation:
What worked well? What might you do differently next time you teach thislesson?
I would include the animal names underneath the pictures; the students
were very confused by some of the animals and needed me to write their names
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Field Placement Location: Hartford University School
Date when lesson will be taught:
Title of the Learning OpportunityUrban Ecology Center
Age of Children and Grade2nd and 3rd grade
Big Idea/Conceptual Theme
What is the key knowledge that students will acquire as a result of this LearningOpportunity? Observe and record information about local animals’ needs – food, shelter, water,
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Learning Opportunity Objectives (List the specific objectives that you want thestudents to learn.)
Students will observe local animals’ habitats.Students will record and explain their findings on animals’ shelters, food, water sources, etc.
Learning Targets: (MPS Learning Targets, State Standards, National Standards)
Listen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts3rd grade targetIdentify the characteristics of animals that are grouped; for example, group
animals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetDiscuss probability, meaning the chance that something can happen in everydaylife, using terms such as certain, impossible, and equally likely. – Math 3rd gradetarget
Rationale for Learning Opportunity
Why did you choose this topic?I chose this topic because it is important for students to practice observing,predicting and recording information. We can continue to categorize and discuss
how animals are alike and different using the needs they have and what they do tomeet those needs.
Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)I will be teaching this lesson in a large group with the students breaking into pairsfor the students to do their observation of the local habitat.
Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because students should be
able to observe, record, predict and make inferences on information. They shouldalso be able to compare and contrast how animals in the local habitat meet their needs. This lesson connects the information we previously learned about animalsand their needs to the students’ lives by putting them in a place near their schoolor neighborhood where animals cohabitate with humans.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
understand what is expected of them. I could have some of the students work incollaborative partners or groups to do their observations and recordings. I couldhave the students write short answers and do drawings not write completesentences.
Participation Structures
How will the students be organized during the lesson? Whole group? Smallgroups?
Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group in their desks and at the UrbanEcology Center.
Transitions
Where transitions will occur?
We will transition into the lesson by having the students clear their desks and thengoing over expectations for the lesson.
Determine the transitional techniques that you will use:I will use straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”
Lesson extension
What are your next possible steps for students who do understand the lesson
objectives?These students could do research into the different types of animals inSoutheastern Wisconsin and Milwaukee specifically to see if their information theycollected is compatible to what the experts have found.
What are your next steps for students who DO NOT understand the objectives?These students could do research in collaborative groups with the students thatdo understand the objectives to explore the different types of animals inSoutheastern Wisconsin and Milwaukee specifically to see if their information theycollected is compatible to what the experts have found..
What will be the concluding lesson activity, review of information learned, etc.?We will discuss the students’ observations, predictions and drawings in their field
journals. Students will be able to ask questions and give final thoughts about whatthey saw.
What will be the extension lessons, activities (learning centers, etc.?)The students could work in collaborative groups or partners to classify the needsof different animals after the final lesson on animal needs. They could do
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
research on a type of animal and present to the class their findings on the needs.
Plan for a Learning Opportunity
Field Experience Student’s Name: Kacy Winarski
Field Placement Location: Hartford University School
Date when lesson will be taught:
Title of the Learning OpportunityIndividual Animal Research
Age of Children and Grade2nd and 3rd grade
Big Idea/Conceptual Theme
What is the key knowledge that students will acquire as a result of this LearningOpportunity? Recognize that animals need shelter, air, food, and water to survive.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
Learning Opportunity Objectives (List the specific objectives that you want thestudents to learn.)
Students will recognize that animals cannot live without food, water, air and
shelter.Students will research how one particular type of animal meets its needs for water, air, food and shelter.
Learning Targets: (MPS Learning Targets, State Standards, National Standards)
Research topics using computer resources and the Internet. – English LanguageArts 3rd grade targetListen to gain information and connect it to what they already know. Useinformation to make predictions and draw conclusions. – English Language Arts
3rd
grade targetIdentify the characteristics of animals that are grouped; for example, groupanimals by characteristics such as having fur, fins, wings or pouches. – Science3rd grade targetUse nonfiction books to research new information and connect it to what they
already know. – Reading 3rd grade target
Rationale for Learning Opportunity
Why did you choose this topic?I chose this topic because it is important for students to make connections between
what they know and have learned from the unit with what they still wish to learnabout animals. We can continue to categorize and discuss how animals are alikeand different using the needs they have and what they do to meet those needs.The class can practice using different tools like the encyclopedia and the internetto find the answers to their questions. It is also important for students to be able topresent their findings to the class.
Why are you using this teaching format? (large group, small group, desk use,carpet area, etc.)I will be teaching this lesson in a large group for the directions, then I will havestudents work independently or in collaborative partnerships because I want the
students to have an opportunity to research an animal they are interested in.
Why is this Learning Opportunity appropriate for this group of students?This learning is appropriate for this group of students because these studentsshould be given an opportunity to find information about something they areinterested in to present to the class. The class is not often given choices or anopportunity to use the tools like the library, internet, encyclopedia, etc.
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
How will you know what the students have learned?I will read what the students have written on their posters.I will hear the students talk about how their animal meets their needs during their presentation to the class.I will hear their answers to my questions during discussion.I will hear the students’ questions during discussion.
How will you know if the students learned what you intended them to learn?I will read what the students have written on their posters.I will hear the students talk about how their animal meets their needs during their presentation to the class.
I will hear their answers to my questions during discussion.
How will you know if the students understood the lesson or not?I will read what the students have written on their posters.I will hear their answers to my questions during discussion.I will hear their questions during discussion and work time.
The Lesson
Lesson materials and equipment needed:
Animal encyclopedias, computers with internet access, non fiction books onanimals, paper, colored pencils, markers, glue, scissors, miscellaneous artsupplies for the posters
Lesson teaching steps and total time needed for each part of the lesson
Introductory Action(The “Hook” – book read that is related to lesson, fingerplay, poem,
demonstration of what the lesson is about, etc.)2 minutes- I will read some fast animal facts to get the students thinking about
animals and how they are alike and different.
During the lesson5 minutes – Review wants and needs, the animal needs (air, water, shelter, food)10 minutes – I will go over the instructions on how to complete the researchproject. Possibly pair students up to work together. Give the students a fewminutes to pick their animal.15 minutes – visit the library for the students to find non fiction books on their
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
animals, use the encyclopedias20 minutes – Visit the computer lab and allow the students to find informationfrom approved sites like National Geographic25 minutes – Let students organize their information on a poster.25 minutes – Students will present their information to the class.
Wrap up or conclusion15 minutes – compare and contrast the different animals chose in the class basedoff of their needs.
How will you modify your lesson to meet the needs of all of the students?Example: student who has an IEP, English Language Learner, etc.
I will have the students tell me the directions to the project in their own words tobe sure they understand what is expected of them. I could have some of thestudents work in collaborative partners or groups to complete the project together.I could have the students make a collage of pictures rather than written sentences
and have them explain it as their presentation.
Participation Structures
How will the students be organized during the lesson? Whole group? Smallgroups?
Sitting at desks? Sitting in group area? In classroom? In hallway?The lesson will be taught to the whole group for directions then the students willbe individually working or working in pairs I assign.
Transitions
Where transitions will occur?We will transition into the lesson by having the students clear their desks. We willtransition out by getting out their homework folders to get ready to go home.
Determine the transitional techniques that you will use:I will use straightforward directions, being very clear of my expectations. “Clear your desk of everything but a pencil on your name-tag.”
Lesson extension
What are your next possible steps for students who do understand the lessonobjectives?These students could do research into a different type of animal and have themcompare and contrast the two types of animals in another poster. (one poster for each animal and one for the compare and contrast)
What are your next steps for students who DO NOT understand the objectives?
8/14/2019 Plan for a Learning Opportunity Field Experience Student’s Name: Kacy
These students could work in collaborative groups with the students that dounderstand the objectives to explore an animal and how they meet their needs.
What will be the concluding lesson activity, review of information learned, etc.?We will compare and contrast all of the animals the students did projects on.
Students will be able to ask questions and give final thoughts about the lesson.
What will be the extension lessons, activities (learning centers, etc.?)We could visit another habitat and observe the way animals meet their needsthere. Ex: a farm, the zoo, an aquarium