I. Title Page II. Teaching Context III. Introduction to Unit A. Subject Areas B. Learning Goals C. Concept Map IV. Unit GLE’s (Louisiana Standards/Benchmarks) V. Assessment VI. Learning Activities Overview/Unit Schedule VII. Lesson Plans VIII. Community/Family Involvement/Technology A. Culminating Event B. Communication with Parents/Guardians C. Community and Parent Involvement D. Integration of Technology IX. Student Materials and Resources A. Annotated Bibliography B. Book Chart
C. Literature Rationales X. Teacher Resources
A First Grade Unit BY: Katherine Brou
Tabitha Eusea
Cayla Shannon
Kacey Carrigan
Joy Lawson
Dalton Howard
3
II. Teaching Contexts:
Katherine Brou Teaching context
Community
Northwestern Elementary is in the city of Zachary, LA that is located just outside of
Louisiana’s capitol city, Baton Rouge. Zachary is part of East Baton Rouge Parish, however, recently this community decided to break away from the parish school system and form their own division of schools just for the Zachary community. This shows how important education is to the people of Zachary and their school system has been the number one school system in Louisiana for the last six years. The Zachary community’s population is 13,829 with 46.5% females and 53.3% males. According to the U.S. Census Bureau, the primary ethnicity in Zachary is white(59%); however the rest of the population is made up of 35% African Americans, 1% Asian, and 5% mixed races or other. 22% of the population has a college degree which, although not high, is still well above the stat average of 16% and the median income for a household in Zachary is $45,953.
4
District The Zachary Community School District services 4,237 students and spends a total of $56,172,000 breaks down to about $13,257 per student each year. The district’s total expenditure is $16,000,000 more than Louisiana’s average and about $1000 more per student than the state’s average as well. The Zachary community is able to do this through higher property taxes that the residents don’t mind paying for quality education. This only proves how proud the community is of their schools and their successes. School
Northwestern Elementary is the only lower elementary school in Zachary. The school
has 785 students enrolled and 53 teachers making the student:teacher ratio 13.5 to 1. There are 136 children in Pre‐K, 324 in Kindergarten, and 325 in 1st grade. 37% of the students at Northwestern are eligible for free lunch while 9% are eligible for reduced lunch. The population at Northwestern consists of 40% African American, 58% Caucasian and 1% Hispanic/Asian. Classroom
The classroom is set up with 21 desks, a reading table, round writing table, 5 computers
with desks, and two desks in the listening center. There is only one closet and one filing cabinet for storage. The rest of the storage consists of open shelving that Mrs. Spangler mostly provided herself. There is child’s work, posters, or decorations covering most of the walls and
5
space in the room. Aside from the 5 computers, the teacher has a smart board, overhead projector, and 2 iPod Touches showing that there is a lot of opportunities for technology in the classroom. From what I have seen parent involvement is not terrible. There are a few parents who come whenever asked in their free time. Mrs. Spangler sends home a newsletter each week to keep family informed, however, does not invite parents into her classroom except for on field trip days. The classroom rules and behavior management are part of a school‐wide system of checks/x’s. When a child disobeys one of the four rules, he/she gets an x or check. Mrs. Spangler adheres to this system pretty highly. The schedule of Mrs. Spangler’s class is very consistent. It also allows for plenty of time for ancillary subjects such as P.E., music, art, and Spanish. These blocks in the schedule sometimes take away from the productivity of the children’s day and leaves little time in the morning or afternoon. Student Characteristics
Mrs. Spangler’s classroom includes 18 children, 10 boys and 8 girls. Ten out of the
eighteen receive free or reduced lunch. There are 8 African American children, 9 Caucasian children, and 1 child of Hispanic descent (from Guatemala). There are no children with special needs or official IEP’s in the classroom and a few in the process of being evaluated. However there is one adopted child. Also, over the course of the semester, my classroom lost 2 students, both girls. All of the students in my class are native English speakers. Within the classroom, the
6
children are on 4‐5 different learning levels depending on the task at hand with about 2 children at a level a lot higher than average, and 2 way below average. Instructional implications
Because there are so many different levels in the classroom, instruction and assessment
really needs to be individualized. Mrs. Spangler does a great job of individualizing direct instruction during guided reading lessons, but other than that most lessons are not differentiated for each child’s level/strengths & weaknesses, as they should be. Whole group and small group activities/lessons alike can be prepared to suit the needs of these different levels. Centers are also a great way to challenge the different children on their own personal level. These lessons should be engaging and challenging for each child so as to keep all children interested and learning! The support of the administration, district, and parents definitely influences instruction, allowing one the freedom to imagine creative activities for the children because if something is needed, I will most likely be able to get it due to the support of public education from the parents and community of Zachary. My classroom also has a diverse background having a child from Guatemala. Her first language is still English, seeing as she was adopted; however she is still in touch with her heritage. It would be great to help this child grow, as well as our class’ acceptance, by showcasing the country and its different characteristics in comparison to us. It would be a learning experience for all of us!
7
Cayla Shannon
Teaching context
Community:
The Zachary community is a community that prides themselves on their schools. Zachary is actually part of East Baton Rouge and they were so concerned with education that they separated into their own school district, which has been number one in Louisiana for six years. Zachary has a population of 13,829 people. 6, 437, of those people are males and the rest females. In Zachary the ethnicity is largely white, however 35 % are black, 1% is Asian, and 5% are some sort of mix of two races or other, according to the United states Census Bureau
District:
Zachary community school district contains 5 school agencies and 4,237 students. The total district expenditure is $56,172,000 that is $16,000,000 more that the state’s average. The district spends $13,257 per student that is also 1000 more than the state’s average. These facts conclude the statement made earlier about Zachary taking pride in their schools; they are able to provide an enormous amount of money towards schools.
8
School:
Zachary has one lower elementary school, Northwestern. This school is home to 785 students and 53 teachers. The school consists of 136 Pre K children, 324 Kindergarten children, and 325 1st grade children. The school is mostly dominated by two races that being black and white. There are 40% black students and 58% white students. The minority races include Hispanic and Asian both at 1% in the school. The school is well under the state’s average of students eligible for free lunch, with only 37% eligible for free and 9% eligible for reduced lunch. This means that many of the students at Northwestern are not at a poverty level, and many of them may receive help at home.
Classroom factors
Mrs. Manchester’s classroom is a little crowded it has 22 desks, one reading table, one art table, and a teacher’s desk. There is students artwork hung throughout the classroom along with resources for the students to use as they learn how to read and write. The classroom has many technology features in it. There are 5 computers in classroom, smart board, overhead projector, and a computer lab across hall. Parent involvement is extended through the weekly newsletter that Mrs. Manchester sends out to the parents, this newsletter keeps them informed about what the students will be studying and how the parents can help out. The classroom rules are not
9
heavy enforced. However the students are expected to act in a certain manner. The school has a checks system that Mrs. Manchester adheres to. This system requires the teachers to give checks throughout the day, these checks directly affect the students grade. Mrs. Manchester’s schedule does allow for plenty of time in the classroom however, also requires the students to attend P.E. every day and either library, art, dare, music, and Spanish once a week. This classroom and two other classrooms also switch every day for math groups which is math instruction that is grouped by developmental level.
Student Characteristics
In my classroom, there are 21 students. There are 9 girls and 12 boys, with so many boys in one classroom this has caused some behavior problems to emerge from the students. There are 11 white children and 10 black children. We have 4 children with IEP’s that mostly consists of developmental delays especially with reading and speech. We also have one student that has an IEP developing this student’s delays tend to relate to autism. During this semester we also had 2 students tested for the gifted program. Since there are so many different levels of development in the classroom each lesson has to be differentiated to keep everyone engaged.
10
Instructional Implications
The district, school, and students will influence the way I plan my lessons. I am aware that if I need special materials or resources I will more than likely be able to get them because of the district I am in, I also know that the students will be quickly assessed for any delays or successes in their development. I am also aware that parent involvement may be easier to come by than in most school districts. The student factors must be addressed in each and every lesson. I know that with such a difference in developmental level I need to be fully prepared for students to not understand, take more time than planned, take less time than planned, and understand the materials too easily. This means that each of my lessons must be directed to and individual rather than a whole group. I must also be very aware of the types of lesson’s that I plan, being that there are mostly boys in this classroom I must be aware of boy natural tendencies to be more rambunctious. I must plan lesson’s that are hands on but also controlled.
11
Joy Lawson Teaching Context •
Community, district, and school factors o Northwestern Elementary School located in Zachary, La and is a part of Zachary Community School District o Address: 4200 Rollins Road, Zachary, La, 70791 o 19,598 people in the community and 785 children attending o Socio‐economic Profile
37% of students qualify for free lunches
9% of students qualify for reduced lunch
$45,953 is the median household income for the community
o Race and Ethnicity represented in the school
1% Asian
1% Hispanic
40% Black
58% White
o Other factors
•
Average persons age is 35
Average number of people in a household is 2.9
Average number of rooms in a household is 5.5
Percentage of adult (25+) with college degrees is 22%
Classroom factors o Physical features
Desks are arranged into “tables” creating a group/community feel among students
Front of the classroom has a large dry erase board and projection equipment above it
12
There is a loft on the far left of the classroom used as a station and reading area (decorated with a large bean bag, various stuffed animals and puppets, small wooden bench, and the floor is carpeted)
Near the window is the computer station which is used during center time for teacher chosen activities and to conduct AR tests)
The next corner has a reading table which is where Ms. Bradley focuses on guided reading and assessments (DRA/Benchmarking) she pulls a reading group one at a time during independent seatwork and stations
In the adjacent corner is the Ms. Bradley’s desk, which is rarely used, this is where most of the children’s assignments are kept before they are assignments
Directly behind this is a wall for storage with cabinets long the floor and ceiling which contain various teacher materials
The adjacent wall is lined with the children’s cubby area where their booksacks, jackets, lunchboxes, and other personal items are stored.
Directly next to the cubbies are the books shelves were a variety of books are stored. They are arranged by AR books on one shelf, current event/holiday books and popular books are on one shelf, and the tallest shelf has book containers labeled as “fiction” “nonfinction” “biography” and other various genres of literature
o Availability of technology equipment
There is a computer station with 4 computers that the children are encouraged to use regularly, either in centers or free time to take AR tests
Children also visit the computer lab weekly, during this time each child has use of a personal computer
There is an overhead prijecter hanging from the ceiling that is connected directly to one of the computers in the computer station, Ms. Bradley uses is regularly in the morning when going over the DOL
13
The children also make weekly trips to the library where they are encouraged to choose books of their interest and borrow for a week.
o Parent involvement
At the beginning of each week Ms. Bradley and Mrs. Wall distribute a class newsletter which informs the parents of weekly occurrences. It gives details on what is going to be covered in the class room, announces children’s birthdays, and other activities associated with the school.
Parents are asked to distribute snacks on Friday’s for the class’s “Fun Friday” activities.
Parents are also encourages to help in the classroom, one parent in particular regularly helps by volunteering to file children’s graded assignments
o Grouping patterns
The children’s desks are arranged into 5 groups, each titled a day of the week. This is how the chldren are called to line up, put book sacks away, ect.
o Scheduling
This is the morning schedule. Since my teacher team teaches, the morning focuses on ELA and the afternoons focus on science, math, and social studies. 8:40- 9:00
Journal (DOL)
9:00-10:00
Reading Block
10:00-10:15
Circle Time
10:15-10:50
Language/Spelling/ Writing
o Classroom management
14
Like all of the teachers at Northwestern Elementary, Ms. Bradley uses a behavior system based around checks. Each teacher has a handheld device that is used to record when a student misbehaves and receives a check.
The children record their checks on Conduct sheets, which is received on Mondays. There are boxes labeled with the infraction where the children are to mark their checks. At the end of the day the checks are totaled and a grade is given.
•
0/1 check A
•
2 checks B
•
3 checks C
•
4 checks D
•
5+ checks F
If a child receives 5+checks or is sent to the Character Action Training (CAT) room they automatically receive an F for that days conduct grade. •
The CAT room is a small room with about 6 student desks and a teacher’s desk where children are sent when they are a sever disruption on the classroom. It is similar to a Time Out Room (TOR),
•
Student characteristics o Total of 20 children o Socio‐Economic Status
10 children receive free lunch
10 children pay full price
o Age
6‐7 years old
o Gender
13 males
7 females
o Race/ethnicity
15
10 African American
10 Caucasian
o Culture
All of the students in the class have been born in Louisiana and are currently residing in Zachary.
o Special needs
Speech therapy is the only special service received by 6 of the children in my mentor teacher’s class.
o Developmental Levels
•
1 student is in talented art
5 children are below level
4 children are on level
11 children are above level
Instructional implications o Since most of the children in my mentor teacher’s class is above level, I had to create lessons that are especially differentiated. This way these children’s needs are met as well as the other children in the room. Also, since a portion of th class receives speech therapy regularly, it’s important for me to model English as it should be spoken, especially the enunciation of letters and letter blends in words. Keeping this in mind, I created a lesson that opened with the book Apples to Oregon.
16
Tabitha Eusea  Teaching Context Centered in southeast Louisiana, the geographic location of the school is located in a rural town named Zachary. The community population in the school area is an average about 19,598 people and the total school population is 785 students. The community and school district factors play a very important role in the students learning in the classroom. The Louisiana School Board has ranked the school district of Northwestern Elementary number one for several years. School faculty members achieve this goal along with the help and support of the continuous growth and expansion of the Zachary community.
The physical aspects of the classroom include the classroom space, which is a large square shaped classroom. It is very well decorated with plenty of resources throughout the room. There is technology available through the class computers, the overhead projector and in the reading center with a tape player and headphones. There are plenty of opportunities for parent involvement in the classroom. There is an open door policy where parents can come in the classroom when needed, with little to no announcement. Also,
17
parents can volunteer for special events or field trips to help out or chaperone the events. My mentor teacher has a specific way of organizing her classroom and managing centers and other groups. For instance, there are four separate groups of students that are divided according to their reading group levels. Each group has specific meeting times for reading groups and center time throughout the day. I think that this is a very effective way of organizing the class and maintaining a constant schedule of routines. There is one way in which rules are implemented throughout the classroom and the entire school. There is a system of tracking conduct by students receiving an “x” for certain misbehavior explained on their pre-formulated conduct sheets. The students receive these “x” marks first as a warning, and for each number of “x” they receive, there is a related consequence. Although this is my teacher’s main source of behavior management in the classroom, there are also classroom expectations expected from the students in other areas.
To design instruction and assess learning, there are many student characteristics that I would have to take into consideration. This may involve the different culture and ethnicities within the classroom, or the amount of students
18
per gender. In my placement classroom, the students are around 6 to 7 years of age. There are a total of 23 children with 13 boys and 10 girls in the classroom. The race and ethnicity range in the classroom from 9 white, 12 African American and 2 other race students. In this particular classroom, there are no identified special needs associated with any of the children. Curriculum is mainly differentiated among students through reading group levels. Students are tested throughout the year and placed in their groups accordingly. Centers in the classroom are also differentiated due to the many different materials and manipulative provided in each center. This provides students with different activities while working in centers and can increase interest and engagement while working in the center.
Characteristics of the school community, classroom and individual students will all have a major effect on my assessing and planning for instruction. The school community can be a great help in providing great resources or support for instruction, activities or school events. School staff and other faculty members are also a great provider of helpful information and additional resources. Some teachers may have plenty of experience in the school and
19
would be a great resource to look to for assistance. As far as students, I will have to carefully plan for instruction and assessment before the beginning of the school year. I will have pre-assessments lined up for a few content areas to be conducted individually so that I can have an effective resource to look at for the development of the children throughout the school year. These can be either formal or informal assessments. It will be important to see where each child was at the beginning, and where they were in the end to document growth and development of different types. Overall, I will carefully plan out as much of the school year’s instruction as I can, while still planning for authentic child-initiated activities and lessons throughout the year.
20
Kacey Carrigan  Community, district, and school factors Northwestern Elementary school is located in Zachary, Louisiana. Zachary is located just outside of East Baton Rouge parish. Until 2003, it was actually a part of the East Baton Rouge Parish school district. Since separating from East Baton Rouge Parish, the school district has been very successful. They have been ranked number one overall for 6 consecutive years. The Zachary community is made up of approximately 19,598 people. Of those, 22% have a college degree. The average for people over the age of 25 with a college degree in Louisiana is 16%. Statistics also show that the median household income in Zachary is about $45,953. This can be compared with the Louisiana average which is at about $33, 777. According to statistics, 82% of the population in Zachary owns their own home, while 18% rent. All of these factors play a role in determining that the Zachary community has a higher population of people that would fall into the above average socio-economic profile.
Racial Breakdown: Northwestern Elementary21 Vs Louisiana School Average Louisiana
At Northwestern Elementary school there are a total
Northwestern Race/Ethnicity
School Elementary
of 785 students and 53 teachers. Of those students the racial breakdown can be seen in figure 1.1. As Figure 1.1 shows, when compared to the Louisiana school average, the racial breakdown is about the
Average American Indian
-
1%
Asian
1%
1%
Hispanic
1%
3%
African
40%
55%
58%
40%
American
same across the board except when it comes to the
Caucasian
African American and Caucasian population. They
Figure 1.1
are the two largest groups within the schools and Northwestern’s racial breakdown is almost exactly the reverse of the Louisiana school average. 37% of the students at Northwestern receive free lunch, while 67% of students at the average Louisiana school receive free lunch. This is quite a large difference. The reduced lunch average is about even. 9% of the students at Northwestern receive reduced lunch, compared with the 8% Louisiana average. It should also be noted that Northwestern is a title I school.
Classroom Factors
My classroom is arranged with all of the desks facing the front. This, to me, gives the impression that the teacher rules the classroom and there is little child input. There are a few forms of technology in the classroom. There are four student computers, 1 teacher computer, a
22
star board, and a hand held palm pilot. There is very little parent involvement in my classroom. There is one parent in the classroom who is actively involved. She visits the class once a week to help Mrs. Williams in any way she needs her. She is also the only parent who attends field trips. There were, however, several parents who came in as a secret sharer. Mrs. Williams asks parents to get involved by allowing one every few weeks to come into the classroom and talk about how they use math and reading in their jobs. After the visit the children write in their secret sharer journals about the visit. Although several parents have come in to visit most were from the same families. There are 7 students in my classroom on free lunch and 0 students receiving reduced lunch. Classroom management plays a huge role in my classroom. I wouldn’t say it is a positive role, but it is something my teacher thinks is very important. They have a system of checks. When a child does something the teacher feels is inappropriate she will say the number of the box that the child’s misbehavior corresponds to and that’s where the check is placed. This classroom management plan plays a huge role in the learning experience of the children. The children are grouped during center time. Although they are grouped by ability level, it seems that most of the time children with similar socio-economic statuses are together. Scheduling is another aspect that really affects the children’s learning experience. I found that they have so many enrichment activities that it makes it hard to get through a lesson. It makes the day very hectic and stressful.
23
Student Characteristics
There are 21 students in my classroom. Of those 21, 13 are male and 8 are female.
This
factor alone will affect the learning environment in a huge way. A total of 8 students at 6 years old, while 13 are 7. There are 11 Caucasian students and 10 African Americans. This is a pretty even split between both races, but one cannot overlook the fact that this is still not a very diverse classroom. There is one special needs student in the classroom. Within the classroom there are 4 levels. There are 6 students that fall into the high level, 6 that are medium-high, 2 that are medium-low, and 7 that are low. All of the students in my classroom are English speaking individuals. In my time in this first grade classroom I found that the children were very interested in plants. We talked about them for about a week. I think the reason they were so interested in them was because they were able to actually touch the plant and get very familiar with it. The type of lessons they did with plants fit into all of the learning styles. This is why I believe they enjoyed learning about them so much.
Instructional Implications
Given all of these statistics I believe that the two factors playing the biggest role in influencing learning is the value Zachary places on education and opportunity to integrate so many learning styles into one topic. Since Zachary values education so much, the children are
24
willing to learn, especially if it is something that they can relate to. Plants can be found anywhere and that’s what makes them so great. The second factor, the opportunity to integrate so many learning styles, has the ability to create an environment of success. Knowing that so many learning styles can be integrated into one unit tells the teacher that every single child in the classroom will have the opportunity to be successful at at least one thing, if not more. Because plants are so accessible, it also ensures that every child will be able to relate to the topic on some level. Already having some background knowledge on plants will only help to increase their knowledge base.
25
Dalton Howard Community: Zachary is a community that emphasizes education and family. In the state of Louisiana, Zachary is known for its education; it is ranked number one in the state. •
13,829 people.
•
6, 437 males, the rest females.
•
35 % black
•
1% is Asian
•
5% other
District:
•
There are 4,237 students in Zachary
•
Total district expenditure = $56,172,000
$16,000,000 more that the state’s average. •
$13,257 per student. $1,000 more than the state’s average.
School:
•
Zachary has one lower elementary school, Northwestern. o
785 students and 53 teachers.
136 Pre K children, 324 Kindergarten children, and 325 1st grade children.
40% black students and 58% white students •
Minority races = Hispanic and Asian both at 1%.
26
•
37% eligible for free and 9% eligible for reduced lunch. With these numbers, the majority of the school’s children are not impoverished.
Classroom factors
Mrs. Collins’ classroom is small, but stocked well. There are 22 student desks, a reading table, an art table, computer tables, and an adult-sized desk for Mrs. Collins. Mrs. Collins uses vertical space to hang up resources for the children. These resources include noun/verb/adjective posters, 50 states posters, literacy charts, and reading strategies. The hallway vertical space is where Mrs. Collins displays the children’s artwork.
There are 5 computers, an overhead projector, and a star board in Mrs. Collins’ classroom. Down the hall, a computer lab is made available to the students.
Parent involvement is heavily present in Mrs. Collins’ classroom. Every Tuesday, Mrs. Collins prepares for a “mystery reader”, often a student parent, to come into the classroom and read one or two books to the children. A newsletter is also sent to all parents on a weekly basis, as well as notes about the children’s homework, and upcoming dates. The newsletter is a comprehensive weekly summation of homework, spelling, vocabulary, and mathematics. Tips for how the parents can help their children are included.
27
Classroom rules are enforced by a “mark” system in Mrs. Collins’ classroom. There are four main rules, and four boxes for the children to put marks in. If a rule is broken more than twice in the same day, Mrs. Collins will have the children put a mark in the appropriate box. The children comply to this system well, however not much progress seems to develop.
Student Characteristics
•
22 students
•
13 girls, 9 boys
•
12 white students, 10 black students
•
1 student on free and reduced lunch
•
There are 8 children with IEP’s, all gifted. These children are taken out of the classroom almost on a daily basis for gifted & talented exercised with a specialized teacher
•
This classroom is PACE, meaning the children in this class are participating in an advanced curriculum. Mrs. Collins does an amazing job challenging these children, and maintains their interest by differentiating activities in her classroom.
Instructional Implications
Activities are and instruction is planned with knowledge of available resources. Northwestern Elementary has materials well-stocked at all times, as well as many different
28
educational resources. These resources include a room that can be closed off to all distraction and noise with closed doors. In this room, children are appropriately assessed for developmental issues and successes.
I understand that the children in my classroom, although all tested as PACE material, learn at different levels and in different ways. All lessons must be flexible for expansion or to be collapsed. Because of this need for differentiation, I often put the children into groups for instruction.
29
Missy Tucker Teaching content
Community:
The Zachary community’s primary focus is on their school systems, which has been number one in Louisiana for the past six years. Zachary school systems operate in a grade center concept. By the time of graduation, the students in this area will have attended all schools in the district. Zachary’s community population is 13,829. 6,437 of this population are females. The primary ethnicity in Zachary is white; however there are 35% African Americans, 1% Asian, and 5% are from mixed races or other according to the United States Census Bureau.
District:
Zachary community school district contains 5 school agencies and 4,237 students. The total district expenditure is $56,172,000, which is $16,000,000 more that the state’s average. The district spends $13,257 per student each year. This amount is 1000 more dollars than the state’s average district spends. Zachary has the means to spend money towards their school system. It is obvious by the amount of money put towards education that Zachary takes pride in their school system, and they try to maintain the high standards that have been meeting for the past six years.
30
School:
Zachary has one lower elementary school, Northwestern. Northwestern Elementary geographic location is 4200 Rollins Road, Zachary, Louisiana 70791. Northwestern Elementary has a student enrolment of 785 and 53 full time teachers. The school contains three grades, including Pre-K, Kindergarten, and first grade. There are 136 children in Pre-K, 324 in Kindergarten, and 325 in first grade. Northwestern’s population primarily consists of Caucasians and African Americans students. There are 40% African Americans students, 58% Caucasians students, and 1% Hispanic and Asian students. Northwestern is under the state’s average of students eligible for free and reduced lunch; 37% of the students are eligible for free lunch and 9% of the students are eligible for reduced lunch. These numbers suggest that the students at Northwestern are above poverty level, and may have caregivers that work with their children at home.
Classroom factors
Mrs. Gehling’s classroom is located in the middle of the hallway on one of the first grade hallways. In her classroom, Mrs. Gehling has 23 desks arranged into four groups, one reading table, one loft, four computers, two desks for the writing center, one art table, one teacher desk, and one student teacher desk. The classroom is “fish” themed; therefore most of her classroom is
31
decorated according to this theme. Mrs. Gehling has one bulletin board in her classroom designated for displaying students’ artwork, and has resourceful posters, such as reading strategy tips, classroom guidelines, 100 chart, alphabet chart, timeline, etc. that children can use to assist them with their learning. She includes technology in her classroom by using the computers, smart board, and overhead projector. The students also attend a computer class several times a week to help them advance in their technological skills.
Mrs. Gehling encourages family involvement in her classroom by instilling an “open door� policy. She encourages volunteers to assist her throughout the week to help with classroom activities, AR testing, and field trips. She sends home a weekly newsletter that keeps the parents informed about upcoming events, such as, field trips, information about the curriculum, and ways in which their assistance is needed. Mrs. Gehling offers parents an opportunity to get involved in a variety of ways such as by bringing in snacks, providing pencils, volunteers for field trips, etc. This allows parents who are not able to give their time an opportunity to get involved.
Mrs. Gehling has four classroom rules listed on a chart in her room. This chart is visible to all students, and is referred to often. The four rules, follow teacher directions, keep hands, feet, and objects to self, raise hand when you need assistance, and stay in assigned area, coincide with
32
the “check system” that the teachers are required to use. She enforces these rules within her classroom. She provides students with an initial warning, and if the behavior occurs she gives them a check. These checks affect the students’ behavior grade, and the school with existential gifts, such as pizza party, ice cream floats, etc, rewards students with less than 8 checks throughout the month. Mrs. Gehling’s class maintains on a regular schedule throughout the week. The students learn their basics curriculum skills in the classroom, and are able to engage in extracurricular activities throughout the week including PE, library, art, dare, music, and Spanish. Northwestern understand students’ need for physical activity; therefore they allow students to engage in 30 minutes of PE and 30 minutes of recess every day.
Student Characteristics
There are 23 students in my classroom, which are between the ages of 6-9. There are 11 girls and 12 boys, and of this group there are 1 Hispanic, 11 African American, and 11 Caucasian. We do not have any students with an IEP; however, we do have students who visit a speech therapist and reading specialist a couple times a week. During this semester we have had one child tested for the gifted program here at Northwestern Elementary. Due to the individual needs of each child in this classroom, each lesson is differentiated. One way I assure to meet the needs of the students is through both formal and informal assessments. I do this at the beginning and
33
end of each lesson in order to assure all the needs of the students and the lesson objectives were and are being met. Another way I meet the needs of the students is by providing a variety of techniques to appeal to my students' different learning styles. I include a mixture of visual, oral, etc. techniques to maintain the interests of my students throughout the lessons. Most of the students in my class speak English as a first language; however, one student’s first language is Spanish. This child is given additional help with language arts skills. She visits a reading specialist a couple times a week, to ensure that she receives the help needed to become a successful learner.
Instructional Implications
A variety of factors, including the community, students, and school, will influence the way I prepare and teach my lessons. Zachary is a community focused on education; therefore, if I worked in this school district classroom materials will be readily made available to me. However, if I was not able to receive classroom materials, I would apply for grants or ask parents and communities for help in supplying classroom supplies. I would also use resources such as, the Junior League, to help get specialized materials and equipment to help assist my special needs students. I will also have an open door classroom policy, and encourage caregivers’ assistance within the classroom. I am aware that some communities, such as Zachary, have an enormous
34
amount of parental help; whereas, this is not the case in other districts. If parental help were made available, I would integrate lessons that would be able to incorporate other individual help, and I would also be able to do more hands on, small group lessons. Since I have children with different needs in my classroom, it would help me teach lessons in small group, rather in whole group. Having a small group will help me individualize my lessons based off of the developmental levels of each student, and will allow me to focus on meeting all of their individual needs. During whole group lessons, I will prepare activities that can allow students to work at their own levels. I will also need to allow more time for these types of lesson, to assure that all students fully understand and grasp the concepts being presented. Since I have more boys in my class, I also need to be conscious of making the lessons active and physical to maintain their attention. This would require me to provide hand motions or bodily movement for poems and hands on activities that allow for movement and socialization.
35
III. Introduction to Unit
A. Subject Areas This unit includes 7 literacy lessons, 3 science lessons, 2 math lessons, and 2 social studies lessons. However, all of our lessons are very integrated and work across the curriculum. We also have some aspects of art as well as technology throughout all of our lessons.
B. Learning Goals 1. TCW expand his/her knowledge of plants. 2. TCW increase awareness of the plant environment (habitat). 3. TCW understand plant relationships.
36
C. Concept Map
37
IV. Unit GLE’s
English Language Arts GLEs Reading and Responding Standard 1:
1. Demonstrate understanding of phonemic awareness by: • •
creating and stating a series of rhyming words, including consonant blends distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words
•
distinguishing long‐ and short‐vowel sounds related to the same letter in one‐syllable spoken words (e.g., the a is short in ran and long in make)
•
segmenting single‐syllable real and nonsense words with as many as five sounds (phonemes) into separate sounds (phonemes) and blending as many as five sounds (phonemes) into single‐syllable real or nonsense words, without looking at the word or letters in print
adding, deleting, or substituting sounds (phonemes) to create new words (ELA‐1‐E1) Use pictures and context clues to confirm meaning of unfamiliar words (ELA‐1‐E1) Identify the author and the illustrator of a book (ELA‐1‐E2) Identify literary devices, including dialogue (ELA‐1‐E4) Retell a story’s beginning, middle, and end (ELA‐1‐E5) Retell important facts from informational text (ELA‐1‐E5) Compare the similarities/differences between events in a story and events in life (ELA‐1‐E6) Identify themes in texts and relate themes to personal prior experience or experience of others (ELA‐1‐E6) •
3. 8. 13. 14. 15. 16.
17.
Writing Standard 2: 24. Identify an author’s purpose for writing (e.g., to entertain, to inform, to describe) (ELA‐7‐E3) 28.
Participate in group writing activities and processes, including: •
using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing
•
planning for writing by completing a partially completed graphic organizer
38 • •
writing a first draft of a story, letter, or description using complete sentences conferencing with a teacher or peers about how to improve writing and incorporate ideas into final paper
• •
revising/editing own writing in first draft creating individual and class‐written texts for publication (ELA‐2‐E3)
Writing/Proofreading Standard 3: 42. Spell unfamiliar words using various phonics strategies, including: • • • •
segmenting sounding out matching familiar words and word parts using word walls and word banks (ELA‐3‐E5)
Speaking and Listening Standard 4: 46. Follow classroom procedures (e.g., organizing materials) according to teacher directions (ELA‐4‐E2) 53. Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA‐4‐E5) Information Resources Standard 5: 57. Locate information using the organization features of various media, including:
58. 59. 61. 62.
• the keyboard to enter information on a computer • a picture dictionary (ELA‐5‐E1) Use various sources, including print materials and observations, to gather information to explain a topic (ELA‐5‐E2) Record data through pictures or words (ELA‐5‐E3) Use technology to publish class work such as research questions and answers (ELA‐5‐E4) Locate and read information on simple charts and graphs (ELA‐5‐E6)
39
Math GLEs: Number and Number Relations 1. Count to 100 by 1s, 5s, 10s, and 25s (N‐1‐E) (N‐3‐E) (N‐4‐E) 9. Apply estimation strategies to estimate the size of groups up to 20 (N‐2‐E) (N‐8‐E) Measurement 20. Measure length to the nearest inch and centimeter using appropriate tools (M‐1‐E) (M‐2‐E) 22. Select appropriate non‐standard units for linear measurement situations (e.g., sticks, blocks, paper clips) (M‐2‐E) Data Analysis, Probability, and Discrete Math 32. Given a set of data, construct and read information from bar graphs and charts (D‐1‐E) (D‐ 2‐E) 33. Determine whether an object satisfies a simple logical classification rule (e.g., belongs and does not belong) (D‐1‐E)
Science GLEs Science as Inquiry The Abilities to Do Scientific Inquiry 1. Predict and anticipate possible outcomes (SI‐E‐A2) 2. Use the five senses to describe observations (SI‐E‐A3) 3. Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (SI‐E‐A4) 4. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI‐E‐A5) (SI‐E‐B4) 5. Use the five senses to describe observations (SI‐E‐A3) 8. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI‐E‐A5) (SI‐E‐B4)
40 Physical Science Properties of Objects and Materials 15. Measure length and width of a variety of objects and materials by using nonstandard tools, such as a paper clip, cube, shoe, and hands (PS‐E‐A2) Forms of Energy 25. Discuss what type of energy makes objects work (e.g., car/gasoline, waterwheel/water, lamp/electricity) (PS‐E‐C6) (PS‐E‐C7) Life Science Characteristics of Organisms 26. Describe the differences between plants and animals (LS‐E‐A1) 27. Identify what animals and plants need to grow and develop (LS‐E‐A1) Organisms and Their Environments 34. Record evidence of plants and animals in the schoolyard or other environments (LSE‐C2 Earth and Space Science Properties of Earth Materials 39. Identify the characteristics of soil, according to color, texture, and components, including living (biotic) and nonliving (abiotic) substances (ESS‐E‐A6)
Social Studies GLEs Geography The World in Spatial Terms 1. 2. 3. 4.
Identify and use simple map symbols and key/legend (G‐1A‐E1) Describe a map as a representation of a place (G‐1A‐E1) Locate places on the school campus and describe their relative location (G‐1A‐E2) Create simple maps to identify the relative location of places in the school and community (G‐1A‐E3) Roles of the Citizen 5. Define the meaning of the term classroom citizen (C‐1D‐E1) 6. Identify ways to participate in public service within school or community (e.g., volunteer, donations, parent organizations) (C‐1D‐E5)
41
V. Assessment Pre Assessment Evidence The students interests will be determined through observation and interaction with the children. If the children seem interested in plants on the playground, or a seed that they found (like the children in Katherine’s and Kacey’s classroom) then this is the perfect unit for their interests. The lessons will be individualized to meet the needs and abilities of the different children in the class. The lessons we provided can be easily personalized for different levels and abilities of children. All of these lessons serve as a solid base for a lesson, but need to be tweaked to suit each different class. Formative Assessment Each lesson plan also includes its own assessment, however, the teacher will constantly be collecting artifacts and evidence of student learning to contribute to each child’s portfolio. Throughout the unit, using careful observation, the teacher will be able to assess how the unit will progress. The timeline of the unit we provided is a guideline and of course can be changed and either extended or shortened to cater to the different classes. Summative Assessment As mentioned before, each lesson contains its own personal assessment criteria and even rubrics. However, the teacher will be collecting artifacts, pictures, checklists, and anecdotal records throughout the entirety of the unit to document the children’s learning and growth. An overall rubric of the goals and objectives of the unit is included below and each child will be assessed using this throughout the unit. As the teacher sees evidence of one objective being mastered, she can mark it off on the child’s rubric. The list of state standards/GLE’s can also be made into a checklist for each child so that the teacher can also determine which of these each child has met.
Objective: I. TCW expand knowledge of plants. 1. Plant life cycle
2. What plants need to survive 3. Parts of the plant 4. Function of the plant parts II. TCW increase awareness of the plant environment (habitat). 1. Record/observe evidence 2. Become familiar with plants 3. Vegetable habitat 4. Containers plants can grow in III. TCW understand plant relationships. 1. What plants need to grow
2. What plants can be used for 3. Difference between plants and animals (i.d. and classify) 4. How to care for plants 5. How to plant plants 1. Work cooperatively 2. Use 5 senses 3. Predict 4. Find and use research 5. Record Data 6. Construct a chart 7. Graphing 8. Estimating 9. Counting 10. Measurement 11. Drawing 12. Create a map
13. Identifying authors purpose 14. Comparing stories to own reality 15. Sequential order 16. Beginning, middle, end of story 17. Describing an object 18. I.D. author and illustrator 19. Speak about a personal experience with plants
Has Met: I. 1. 2. 3. 4. II. 1. 2. 3. 4. III.
Comments (date and how)
1 2. 3. 4. 5. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
42
43
VI. Learning Activities Overview/Unit Schedule LESSON 1: “Life of a Plant” (LITERACY) – Dalton LESSON 2: “Super Scientists Study Plants!” (SCIENCE) ‐ Katherine LESSON 3: The Tiny Seed (LITERACY) ‐ Missy LESSON 4: Measurement (MATH) ‐ Kacey LESSON 5: Jack’s Garden (LITERACY) ‐ Tabitha LESSON 6: The Sunflower (MATH) ‐ Tabitha LESSON 7: Planting a Rainbow (LITERACY) ‐ Cayla LESSON 8: Recycling Containers (SOCIAL STUDIES) ‐ Dalton LESSON 9: Growing Vegetable Soup (LITERACY) ‐ Kacey LESSON 10: Tops and Bottoms (SOCIAL STUDIES) ‐ Missy LESSON 11: Our Schools Terrain (SOCIAL STUDIES) ‐ Joy LESSON 12: Plants and Animals (SCIENCE) ‐ Cayla LESSON 13: The Giving Tree (LITERACY) ‐ Katherine LESSON 14: Apples are Delicious and Nutritious (LITERACY) ‐ Joy
Plant Unit Schedule 1 Lesson 1 (1) Lesson 2 (1,2,3)
2 Lesson 3 (1) Lesson 4 (1)
3 Lesson 5 (1) Lesson 6 (1)
4 5 Lesson 7 (2) Lesson 9 (2)------Lesson 8 (2,3)----- ----------------
6 ------------------------------Lesson 10 (3,1)
7 -----------------------------Lesson 11(2,3)
8 9 --------------------end Lesson (9) -------end Lesson8 Lesson 12 (3) Lesson 13 (3)
10 Lesson 14 (3) Culminating Event
The number(s) in parentheses correspond to the Objectives that the lessons correspond to: OBJECTIVES: 1. TCW expand his/her knowledge of plants. 2. TCW increase awareness of the plant environment (habitat). 3. TCW understand plant relationships.
44
VII. Lesson Plans LESSON 1: “LIFE OF A PLANT” (LITERACY) Name: Dalton Howard Grade Level: 1st Date: 4-24-11 Group Size: 22 Lesson Topic: Rhyming words in poetry (to follow homophone lessons) Objectives: (TLW) 1. TLW increase knowledge of plants TLW expand his/her knowledge of a plant's life cycle, going from seed to plant TLW increase his/her knowledge of the three things plants need in order to survive. GLE’s/Benchmarks: Literacy • Retell important facts from informational text (ELA-1-E5) • Spell unfamiliar words using various phonics strategies, including: Segmenting Sounding out Matching familiar words and word parts Using word walls and word banks (ELA-3-E5) • Demonstrate understanding of phonemic awareness by: Creating and stating a series of rhyming words, including consonant blends Distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words (ELA-1-E1) Science • Identify what animals and plants need to grow and develop (LS-E-A1) • Identify the characteristics of soil, according to color, texture, and components, including living (biotic) and nonliving (abiotic) substances (ESS-E-A6) Teacher Materials/Resources: • Poem, printed clearly on chart paper. Include a few pictures, and laminate final product
45 • Dry/erase markers and eraser • Highlighter tape • Scissors (for teacher use only) • Elmo or projector (depending on what is available) • A pointer Student Materials/Resources: none. Technology Integration: Use an Elmo or projector for the introduction. If a projector is being used, have a transparency sheet to copy the pre-assessment poem onto. This includes having access to a copy machine for preparation. Pre-Assessment: • Send a poem home with each student, a poem that has rhyming words. This poem should include rhyming words that end the same, and that end differently. Instruct the children in person when you are having out the assignment. Also, print these instructions clearly on the assignment for clarity. • Have the children circle each set of rhyming words. After they have circled all of the words that rhyme, have them highlight the words that rhyme, but end differently. Lesson Procedure and Activities: Introduction: Have a discussion with the children about the assignment they were given (the pre-assessment). Talk about which words rhyme, and why they rhyme. What does it mean for words to rhyme? Discuss which words rhymed, but were spelled differently. Ask the children how this is possible? Ask questions about homophones to remind them that there are different combinations of letters that can make the same sounds in the English language. Activities: 1. Go through steps written in introduction (in above paragraph). 2. Reveal poster chart with the poem “Life of a Plant”, by Risa Jordan, propped up so that the children can easily see all of the words. 3. Read the poem through once by yourself. Use a pointer as you read to model rhythm. 4. Have the class read the poem through once as a whole; use the pointer again. 5. Ask the children what this poem is about (listed below are some ideas to get them started). Be sure to ask more questions than give answers.
46 a. Plants come from seeds – “What do plants start as?” b. Plants need sun, soil, and water in order to grow – “What do plants need to grow?” c. Plant roots get minerals from soil – “What do plants need from soil?” d. Plants can be short and tall e. Plants have leaves, flowers, and stems – “What are parts of a plant?” f. Some plants produce fruits, some produce vegetables – “What kinds of plants do we eat?” g. It is a cycle! 6. Tell the children that they are going to do the same thing with this new poem as they did with their homework poem. Ask the children if they see any words that rhyme? Children will raise their hands. 7. Choose a volunteer to come up and circle, with a dry/erase marker. Try not to choose the same child twice. Do this for each set of rhyming words (listed below): a. Seed and need b. Underground and around c. Stout and about d. Sizes and rises e. Stems and gems f. Fruit and root g. Fro and go h. Going and showing 8. After this, focus on seed and need. Ask them what they notice about the endings of these two words (the both end in “eed”). 9. “What about words that don’t end the same way? Do you see any that aren’t spelled the same way?” Children will raise their hands. Choose a volunteer (a child that has not yet had a chance to go) to come up and put highlighter tape on these words. 10. At the end of this activity, the chart should have all rhyming words (all at end of lines) circled (one circle for each set), and ___ pairs of words with highlighter tape on them. Words with highlighter tape on them are listed below: a. Sizes and rises b. Fruit and root c. Going and Showing – use judgement about whether or not this one should be pointed out. The “w” in showing makes them different, but the “ing” at the end of both words makes them similar. If a child raises their hand and points out these words, point these two things out.
47 Closure: Sum up the activity by having a discussion with the children. Ask them what they have learned about rhyming words first. After, ask them to tell you something they learned about plants that they did not know before. Introduce the post-assessment poem to the children; this should be sent home soon the same way the pre-assessment was. This poem should include more words that rhyme, but are spelled differently. Accommodations/Modifications: How will you organize and manage instruction to make the lesson appropriate for 1. The age of the children – first grade is a good place to introduce plants. Plants can be directly observed by the children, and the GLEs listed in this lesson plan have been listed as first grade benchmarks. 2. The interest and abilities of each individual child – plants come in so many different colors, shapes, and sizes, which keeps things interesting. Plants are also a real-life and hands-on way to introduce life cycles. 3. The context/culture of the classroom - If class were PACE, each child would receive his/her own copy of the poem while participating in shared reading. First time = shared on chart paper or transparency with overhead projector (or even an ELMO if available). Post-Assessment/Evaluation: This is the poem that has been introduced in the closure portion of this lesson plan. Collect the day after it was sent home to collect post-assessment data. "Life of a Plant" by Risa Jordan A plant will grow from a tiny seed,
Flowers bloom from buds on stems,
Some water, soil, and sun is all you need.
They are as pretty as precious gems.
First the roots grow underground,
Some plants give us juicy fruit,
They suck up minerals from all around.
Some have vegetables at the root.
Then come stems, some tall, some stout,
New seeds travel to and fro,
And next the branches spread about.
By wind and water, on the go.
Leaves grow in all shapes and sizes,
And the cycle keeps on going,
Watch this new life as it rises.
Soon new stems and leaves are showing.
48
LESSON 2: “Super Scientists Study Plants!” (SCIENCE) Name: Katherine Brou Grade Level: 1st Date: 4.26.11 Group Size: whole group (18‐25) Lesson Topic: Super Scientists Study Plants! Objectives: (TLW:) Short term, specific and observable
TCW observe and record evidence about plants. TCW acquire an understanding of what plants need to grow TCW increase his/her knowledge of the parts of the plants. TCW expand his/her knowledge of what plants can be used for. GLE’s/Benchmarks: (*BOLDED – main focus of lesson; NON-BOLDED – will be touched on throughout lesson)
*34. Record evidence of plants and animals in the schoolyard or other environments (LSE‐ C2) *26. Describe the differences between plants and animals (LS‐E‐A1) *27. Identify what animals and plants need to grow and develop (LS‐E‐A1) 2. Pose questions that can be answered by using students’ own observations and scientific knowledge (SI‐E‐A1) 5. Use the five senses to describe observations (SI‐E‐A3) 8. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI‐E‐A5) (SI‐E‐B4) 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI‐E‐A1 Teacher Materials/Resources: •
Various data/observation sheets (see end of lesson plan)
•
Camera for teacher documentation
•
Anything needed for teacher documentation of child progress
Student Materials/Resources: •
Various data/observation sheets (see end of lesson plan)
•
Students science journals
49 •
Some sort of playground/outside
•
Something to write/record with
•
Clipboards
•
A few cameras
Technology Integration: Technology will be integrated by providing the children with the option of using cameras to take pictures during the data collection/observation time of the assignment. We will also use technology again when we view the pictures together using the projector.
Pre‐Assessment: TTW use his/her previous observations/assessments of the children (checklists, anecdotal records, etc) to determine the appropriateness of the lesson as well as the child’s interests, needs, and abilities. If a more direct assessment is needed, TTW randomly pre-assess 5-7 students (of different levels and abilities) to gain an idea of the class range and average. Use this rubric as a guide to pre-assess the children. Accurate answers (+1 pt each) The child can name plants or animals he/she has seen in the schoolyard. (+1 point per plant/animal) The child can name the different parts of a plant and their function (+1 point per part and function) The child can name different materials that plants need to survive. (+1 point per material) The child can name different functions of plants (what they provide) (+1 point per function) TOTAL:
Inaccurate answers (+0 pts)
Comments
50 Lesson Procedure and Activities: Introduction: (About 5 minutes) Gather the children on the carpet and introduce the idea of plants. Ask the children what they know about plants and if they have any questions. Lead the discussion so that it covers different topics such as the names of different plants, parts of the plant, what plants need to survive, and what plants produce. At the end of the discussion introduce the activity/lesson to the children. Tell them the class is going to go outside and be super scientists! Show them all the data sheets and materials available to them. Allow them time to think about what they want to use. Be sure to include the following questions in your discussion or leave them as questions for the children to investigate: •
What are some of the different parts of the plants? What do these parts do??
•
What do plants need to survive? How is this similar/different to other living things?
•
What do we, as humans, use plants for? What are some other ways plants can be used (by other living things)??
Activities: (about 15-20 minutes minimum; as much as your schedule allows!) •
TTW allow the students to choose their materials that are laid out around the room. Once the children have chosen their materials they are to return to the rug.
•
TTW take the students outside to the playground (or another safe, relatively small, and enclosed area) and allow the students time to wander and observe plant life. o
TTW first remind the children what this time is for (learning about plants, not playing on the playground), as well as tell the children to stay close. Ask if the children have any questions as well!
•
TCW use data sheets, journals, or cameras to observe plant life on the playground.
•
TTW walk around talking to different children individually or as a small group about what they see.
•
TTW pose open‐ended and critical thinking questions to the child/children appropriately for his/her level of thinking and interests/activity at the time. These questions can include but are not limited to:
51 o
I see you are looking at that tree. What do we use that tree for here on the playground? Do you think other living things or animals use the tree too? What do you think they use them for?
o
Look at all those different plants you have found! What are some of the things they have in common? What do you think those things are used for? What is different about them?
o
What parts of the plant do you see on this tree? Does the grass have the same parts? Do they look the same?
o
What do you think these plants both need to survive? What are they getting right now? Why do you think this plant is not looking so alive? Does it need anything?
o
How many different colors do you see on the plants around the schoolyard?
o
Do any of the plants you are looking at have a smell? Why do you think they have a smell?
o
What about the animals in the schoolyard, are they using the plant for anything? What?
o
That is a pretty interesting looking plant! Do you know what it is called? Why don’t you ask _____ if you can borrow the camera real quick and take a picture of it, then you can record as many things as you can about the plant and research it when we return to the classroom!
•
TTW gather the children and return to the classroom for a discussion about what they observed and saw.
•
TCW gather on the rug and discuss what they saw/observed/recorded/documented.
•
TTW pull up some of the children’s pictures on the overhead allowing the entire class to view what other children saw.
•
TTW allow the children adequate time for discussion and sharing and will pose questions for all students to think about and learn from. o
If the children have a particular interest (such as plant parts, a specific plant, what plants need, what plants are used for) examine this interest further in the discussion.
o
Maybe talk about what the different plants are named and if there are a lot that the children do not know maybe talk about what they could do to find out/research it!
o
You can also ask children about plants they have seen at home or anywhere else that are different than the ones they saw today. How are they different/alike? What do they remember about the plant?
o
The discussion is very open ended and particular to the children in the class, but this is the culminating experience that will tie together everything the children have observed for themselves and one another, so it is very important that the teacher be very
52 engaged in what is going on and listen to the children so she can pull a great learning experience out of it! Closure: (About 5 minutes.) The end of activity discussion will serve as a sort of closure to the experience. At the end of the discussion the teacher should suggest to children who are interested that they go home and look around their house for different plants or things made from plants. Tell them to talk to their parents or siblings and if they find out anything very interesting that they would like to share they will be more than welcome to.
Accommodations/Modifications:
The lesson itself is very open‐ended so that any accommodations or modifications are actually
built into the lesson itself. Children are able to make a lot of individual choices throughout the lesson (how to observe, what to observe, who to work with/not work with, what to share with their classmates) which allows the lesson to suit their individual interests. The fact that the children are able to choose how they observe also accommodates their ability level. If you have a more or less advanced child in your class it is easy to modify the lesson for the lower‐level child or challenge the higher‐level child through a different level data sheet. Encourage these children to choose what is on their level. Challenge them! The fact that the children can simply observe on his/her level in his/her science journal really makes this lesson accommodating to all levels. The teacher walking around interacting with the children as well as the discussion afterwards with different levels of questions also helps accommodate the different levels of the individual children in the class. The teacher talking about what plants are used for takes into account the context/culture of the classroom. Children are allowed to share their own ideas of what plants are used for so if their culture has different ideas/ways of using plants they can share. The discussion also allows a time for a child of another culture to talk about a plant he/she has seen that the class maybe has not heard of! Post‐Assessment/Evaluation:
I would not give a formal assessment/evaluation of the child’s knowledge of this topic right after this
lesson because this is part of a larger unit and other lessons will be touching/expanding on similar objectives. I would however be gathering information on the children throughout the observation time outside and the discussion time inside for the child’s individual portfolios. Taking pictures, marking checklists, anecdotal notes or running records are all great ways to observe the children during this time for growth that can be added into their portfolios. If a formal assessment was needed for this lesson I would use the same rubric as in the pre‐assessment part of the lesson plan.
53
Name / Picture of Plant:
How many I see:
Comments
54 Things Plants Have in Common
Plant Name
Roots
Stems Leaves Flower ______ ______
55 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
56
I See Plants Using:
What?
How?
Why?
57
In the schoolyard, plants are used for: (USE PICTURES OR WORDS)
1. 2. 3. 4. 5.
58
LESSON 3: The Tiny Seed (LITERACY) Name: Missy Tucker
Grade Level: 1st grade
Date: 5- 3- 11
Group size: 32
Title of Lesson: The Tiny Seed Objectives: •
The students will orally retell the story by stating what happened in the beginning, middle, and end.
•
The teacher will be able to identify the author and illustrator.
•
The student will orally compare the similarities between how the sunflower grew in the story and how a flower grows in real life.
•
The students will orally describe their own experience or experience of others with plants.
GLE’s/Benchmarks: •
Retell a story’s beginning, middle, and end (ELA‐1‐E5)
•
Compare the similarities/differences between events in a story and events in life (ELA‐1‐E6)
•
Identify themes in texts and relate themes to personal prior experience or experience of others (ELA‐1‐E6)
•
Identify the author and the illustrator of a book (ELA‐1‐E2)
Teacher Materials/ Resources: •
The Tiny Seed by Eric Carle
•
Tissue paper
•
Cardstock
Student Materials/ Resources: •
The students will need a pencil, markers, crayons, and glue.
Technology Integration: The teacher will pull up Eric Carle’s Website and show the students how Eric Carle creates his pictures using tissue paper.
59 Pre-Assessment: I will observe the children in their guided reading groups. I will have the students read a book other than The Tiny Seed by Eric Carle, and ask the children individually to answer the following questions. •
Can you tell me what happened in the beginning of the story?
•
Can you tell me what happened in the middle of the story?
•
Can you tell me what happened in the end of the story?
•
Can you tell me or point to the author of the book?
•
Can you tell me or point to the illustrator of the book?
Lesson Procedure and Activities: Introduction: The teacher will begin the lesson by asking the students if they have ever seen a flower, and if they know how a flower might grow. Activities: •
The teacher will begin reading The Tiny Seed by Eric Carle.
•
The teacher will ask questions throughout the story to keep the students engaged.
•
The teacher will ask the students to describe orally what happened in the beginning, middle, and end of the story.
•
The teacher will ask the students if the flower in the story grew the same way a flower in real life would grow.
•
The teacher and the students will discuss different ways that flowers can grow.
•
The teacher will show the students the pictures in the book, and explain that the illustrator uses tissue paper to create his pictures.
•
The teacher will show the students a video clip from www.eric-carle.com to help them get a better understanding on how the illustrator creates these pictures.
•
The teacher will hand out one piece of white card stock to the students.
•
The teacher will also place two‐three baskets of tissue paper on the students’ desk to share.
60 •
The teacher will give the students an opportunity to create their own picture from the book by using the materials provide.
•
The teacher will give students who finish early the opportunity to either create another picture or write a sentences describing their picture.
Closure: The students will get a chance to share their illustrations with the class. Accommodations/ Modifications: •
The teacher will read an age appropriate book, which provides information regarding the life cycle of a plant.
•
The teacher will engage the students in open‐ended and guided questions throughout the lesson.
•
The teacher will engage the students in the lesson by giving them the opportunity to create their own illustrations.
•
The teacher will make themselves available for assistance and questions.
•
The teacher will provide the students with extra materials for the students who finish early.
Post Assessment/ Evaluation: I will observe the children in their guided reading groups. I will have the students read a book other than The Tiny Seed by Eric Carle and the books used in the post assessment, and ask the children individually to answer the following questions. •
Can you tell me what happened in the beginning of the story?
•
Can you tell me what happened in the middle of the story?
•
Can you tell me what happened in the end of the story?
•
Can you tell me or point to the author of the book?
•
Can you tell me or point to the illustrator of the book?
References www.eric-carle.com
61
LESSON 4: Measurement (MATH) Name:
Kacey Carrigan Grade Level: 1st
Date: May 3, 2011 Group Size: 22
Lesson Topic:Measurement Objectives: (TLW:) TLW increase their ability to identify parts of plants TLW acquire knowledge of measurement TLW increase knowledge of recording and graphing
GLE’s/Benchmarks: Math GLEs: Measurement 20. Measure length to the nearest inch and centimeter using appropriate tools (M-1E) (M-2-E) 22. Select appropriate non-standard units for linear measurement situations (e.g., sticks, blocks, paper clips) (M-2-E) Data Analysis, Probability, and Discrete Math 32. Given a set of data, construct and read information from bar graphs and charts (D-1-E) (D-2-E) 33. Determine whether an object satisfies a simple logical classification rule (e.g., belongs and does not belong) (D-1-E) Science GLEs The Abilities to Do Scientific Inquiry 7. Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (SI-E-A4) 8. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) Physical Science
62 Properties of Objects and Materials 15. Measure length and width of a variety of objects and materials by using nonstandard tools, such as a paper clip, cube, shoe, and hands (PS-E-A2)
Teacher Materials/Resources: Box of different plant parts (at least 24 parts, some shouldn’t be plant parts) 5 tubs containing rulers, unifix cubes, large paper clips, red/yellow counters, and Mardi Gras beads Student Materials/Resources: A stem for each child (for introduction) Standard and non standard measurements (For introduction, enough for the whole class to share) Ziploc bag charts and graphs (attached) Blank computer paper (should be on each table in case children want to make their own recording materials).
Technology Integration: I did integrate technology into my lesson. I planned on using it as a reference point. Prior to the lesson I would find appropriate websites the children could access for research. It could, for example, be referenced if a student was unsure of what they found in the field. Having to research it would force the child to problem solve on their own and acquire more background knowledge. Pre-Assessment: The teacher will perform the pre-assessment during the introduction and the beginning of the lesson. The teacher will ask open ended questions to the students and record their response on a chart (attached). Using the information she collected from the pre-assessment, she will group the children by ability level. The groups should be put together having a good mix of ability levels, some with the same level and some with a level above.
63 Lesson Procedure and Activities: Introduction: •
Gather students on the carpet o
•
The teacher will be holding a box of different plant parts.
She should have one child at a time come up and chose a part from the box. o
This will provide the children and the teacher the chance to talk about why it is or isn’t a plant part
Activities: •
The teacher should begin by asking the children what they think measurement is. o
•
The teacher should then ask the children to suggest ways that we measure o
•
She should take a few minutes for the children to make predictions
She should take a few minutes for prediction
She should provide a stem for each child and ask them how we might figure out how tall the stem is. o
Provide both standard and non standard measurements for the children to experiment with
•
Provide a few more examples until the children are comfortable with the concept of measurement
•
Tell the children they are going on a plant part hunt. o
They should be split into 2 groups of 5 and 3 groups of 4
o
They should be given about 5‐10 minutes to search on the playground for different plant parts
o •
They should be given bags to collect their materials
When they return to the classroom there will be areas set up for each group to work on measurement o
The tables will contain tubs of different materials for measurement (i.e. rulers, unifix cubes, large paper clips, red/yellow counters, and Mardi Gras beads )
•
The members of the group may work together to figure out how they plan to measure and record or work individually.
64 o
They should measure using the provided manipulatives
o
They may record by using the graph or chart provided (attached, A, B, & C), or by creating their own method. When recording, the children must understand that in order to compare the materials, the objects used to measure must match. For example, a stem being 5 unifix cubes long does not compare to a root being 3 paper clips long.
o
*The teacher should let the students know that if they are having trouble identifying any of the parts they collected, they use the internet to research what it might be .
•
Give them time to work on measuring and recording.
Closure: Have students come up and compare their findings.
Accommodations/Modifications: I will organize and manage my lesson by knowing the children I am teaching. Being able to explore on their own and construct their own knowledge will keep them interested and engaged in the task. The variety of options will serve as the differentiation in the lesson. The students will be able to choose a method for measuring and recording that they are comfortable with.
Post-Assessment/Evaluation: When the students are presenting their findings, the teacher should have a checklist (attached) to evaluate each child’s understanding of the objectives.
65 A: This sheet might be used by a medium or high level student. They might feel comfortable with writing, drawing, or gluing the plant parts they found and recording their measurements with little aid.
To Measure I used___________________________
In the field I found a‌. When I measured it, it was __________ __________ long.
66 B: This sheet would probably be used by low and medium level students. This chart provides them with picture cues to reference if they are unsure of the name of a certain plant part they found in the field.
To Measure I used___________________________
In the field I found a‌. When I measured it, it was __________ __________ long.
Stem Leaf Root Flower
67 * C: This sheet might be used by the high level students. They could use it to graph their findings. They would probably use either the A or B sheet prior to filling out this graph to help them organize their data. With a little assistance the low or medium level students might use this graph as well. To create the graph, the students might use real objects, colors, or pictures.
68 * Example of Pre-assessment: The teacher will use this during the intro and the beginning of the lesson
Student
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Can the student identify at least one part of a plant?
What level of understanding does the child have of measurement? (0-None, 1Very little, 2Some, 3- Large)
What level of Comments: understanding does the child have of recording and graphing? (0None, 1- Very little, 2-Some, 3Large)
69 *Example of post-assessment: The teacher will use this to evaluate the children as they present their findings
Student
Student A
Student B
Student C
Student D
Student E
Student F
Can the student identify at least one part of a plant?
What level of understanding does the child have of measurement? (0-None, 1- Very little, 2-Some, 3Large)
What level of understanding does the child have of recording and graphing? (0None, 1- Very little, 2-Some, 3Large)
Comments:
70
LESSON 5: Jack’s Garden (LITERACY) Literacy Lesson: Jack’s Garden Name: Tabitha Eusea
Grade Level: 1st
Date: 4/24/11
Group Size: 23
GLE’S/Benchmarks: •
Use pictures and context clues to confirm meaning of unfamiliar words (ELA‐1‐E1)
•
Participate in group writing activities and processes
•
Follow classroom procedures (e.g., organizing materials) according to teacher directions (ELA‐4‐E2)
•
Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA‐4‐E5)
•
Use various sources, including print materials and observations, to gather information to explain a topic (ELA‐5‐E2)
Objectives: •
Students will be able to identify and label the following parts of a plant: root, stem, leaf, bud, and flower
•
Students will be able to explain the function of each part of a plant
Materials: •
Jack's Garden by Henry Cole
•
Teacher‐made patterns of plant parts (each part is hole‐punched)
•
Poster of plant parts (matches plant part patterns)
•
Live plant(s)
•
Different books on plants and plant life (fiction and non‐fiction)
•
Yarn, markers, hangers, tape, scissors
•
Computers
71
Pre-Assessment: Ask students the following questions as a pre-assessment of their knowledge and understanding of plant parts and their functions. Take anecdotal notes. -Do you have plants at home? -What different parts make up a plant? -How do plants help us? Vocabulary: •
Stem ‐ Part of a plant that supports other parts, such as leaves, flowers, buds; part of a plant that carries water and nutrients from the ground to other plant parts.
•
Root ‐ Underground part of a plant, which serves to anchor the plant in place; also delivers water and nutrients from the ground to the stem.
•
Leaf ‐ Lateral outgrowth from the stem whose primary function is food manufacturing.
•
Bud ‐ An incompletely opened flower.
•
Flower ‐ Part of a plant that is usually colorful and protrudes from the stem; serves in reproduction.
Lesson Procedure/Activities: -Introduction: Before beginning the lesson, bring in at least one live plant for the classroom and introduce it to students. Allow students to observe and become familiar with the plant. Ask students if they can name any and/or all of the parts of the plant. As a class, after discussion, write the parts of the plant on the board. Ask students if they know any functions that each part of the plant might have and write the responses on the board. -Activities: Read Jack’s Garden to the class. Review, locate, and point out the plant parts and their functions discussed in the introduction. After the story is read, review the different parts of the plant the pre-made poster. Next, the students will create a plant mobile. Divide the students into five different groups for the following: roots, stems, leaves, buds and flowers. Each group will collect one of each of the various plant parts for each of their groups to complete the plant mobile. Each student will receive a hanger and yarn. Cut the yarn pieces with one at 2, 4, 6, 8, and 10 inches. Have the following instructions visible in some way for all students to see:
72 - Label each plant part on the line provided - Attach each piece of yarn on the mobile. Place them in order that they exist in a plant (starting with the roots on the longest string, then the stem, leaf, bud and last the flower on the shortest) - Each flower part with need to be labeled on the back. Students will write 1. the function of the part of the flower and 2. an interesting fact about the part During this activity, each group will be allowed 5 to 10 minutes at the computers to look up interesting facts about their plant part. After each group has completed their research about their plant part, they will share their mobile and fact to the class so that the rest of the groups can write down the responses on their mobiles for each plant part. As the students present, write their responses on the board next to the names of the parts that were written on the board during the introduction. -Closure: For closure, discuss the facts further with the students and hang the mobiles to be displayed in the class. For an extension exercise, have students write a story in their journals about how plants are a part of their life. Accommodations/Modifications: •
The teacher will be available to all and any students for assistance during the activity part of the lesson.
•
Students who finish before the others may read the plant books that have been brought in.
Post-Assessment: •
Evaluate the students’ mobile to gain the individual students' understanding of the parts of a plant and their function.
•
Ask the students the same questions asked in the pre‐assessment and take anecdotal notes.
73
LESSON 6: The Sunflower (MATH) Math Lesson: The Sunflower Name: Tabitha Eusea
Grade Level: 1st
Date: 4/24/11
Group Size: 23
GLE’S/Benchmarks: •
Count to 100 by 1s, 5s, 10s, and 25s (N‐1‐E) (N‐3‐E) (N‐4‐E)
•
Apply estimation strategies to estimate the size of groups up to 20 (N‐2‐E) (N‐8‐E)
Objectives: •
Students will be introduced to plants
•
Students will become familiar with the parts of the plants
•
Students will practice skills with drawing and describing an object
•
Students will practice estimating and counting
Materials: •
A sunflower plant
•
Paper
•
Crayons, markers, etc.
Pre-Assessment: •
•
Assess each child by asking the following questions: o
Do you know what the name of this plant is?
o
What is estimation? Can you describe what it means?
Have a picture of a sunflower and point to each part of the flower and take notes on which parts the children could correctly identify.
Lesson Procedure/Activities: -Introduction: •
Show the students the sunflower plant including all parts of the plant
•
Ask the students to describe what they see verbally as a class
•
Identify all the parts of the plants with the students (roots, stem, petals and seeds)
74 -Activity: •
Provide students with a large piece of drawing paper
•
First, students will predict how many pedals they think are on the sunflower
•
Count the correct number of pedals and put the number on the board
•
Next, have the students estimate the number of seeds they think are in the plant
•
Count the seeds and put the number on the board
•
Allow students to observe the roots and stem
•
Have students draw the sunflower based on their observations and data collected
-Closure: •
Students can compare their estimations with the correct numbers for each part of the plant
•
Students can share their artwork with the class
Accommodations/Modifications: •
Students can ask questions for assistance when needed throughout the lesson
•
Students will work independently and as a whole class
•
The art activity will be individualized. Children can create their sunflowers on their own level using their individual skills and whichever materials they choose
Post-Assessment: Conduct the same assessment as the pre-assessment
75
LESSON 7: Planting a Rainbow (LITERACY) Name: Cayla Shannon Grade Level: 1st Date: Spring 2011 Group Size: whole/ small group Lesson Topic: Planting a Rainbow creating a composition (plants)
Objectives: TCW: identify and create a beginning, middle, and end of a story TCW: increase understanding of the planting process
GLE’s/Benchmarks: 14. Retell a story’s beginning, middle, and end (ELA-1-E5) 17. Identify themes in texts and relate themes to personal prior experience or experience of others (ELA-1-E6) 29. Independently write a variety of grade-appropriate compositions, including: • simple letters, notes, and stories • simple informational descriptions • simple rhymes and poems (ELA-2-E4) 42. Spell unfamiliar words using various phonics strategies, including: • segmenting • sounding out • matching familiar words and word parts • using word walls and word banks (ELA-3-E5) Teacher Materials/Resources: -Planting a Rainbow by Lois Ehlert Student Materials/Resources: •
Assortment of paper
76 •
Staples
•
Hole punch
•
Glue
•
Crayons
•
Markers
•
Pencils
•
Pens
Technology Integration: technology not included
Pre-Assessment: •
The teacher will observe children and ask the questions in the chart attached, to better understand the level at which the students understand the planting process.
•
Over two days ask the students to identify beginning, middle, ending of stories read in class or individually, keep a tally of their first attempt with the chart provided.
Lesson Procedure and Activities: Introduction: •
Introduce and set a purpose for reading Planting a Rainbow, “ this is a book about plants, while I read this story I would like for you to pay close attention to the beginning steps, the middle step, and the end steps to planting garden.”
•
Read book; point out “gardening vocabulary” such as seedlings, sow, bulbs, catalogue, and sprout.
•
Ask questions : o
What was the beginning steps of planting a plant
o
What was the middle steps
o
What was the end steps
o
Why do you think the seedlings need to be moved to the garden?
77 Activities: •
Explain activity: o
“ we are going to make our own book about a plant that you would like to put in our garden next week, the book will need to include all the steps you will have to do to grow the plant” “start thinking about the type of plant you would like to grow and I will come around and help you get started”
•
The children will brainstorm about what plant they will plan to plant, and using the steps will create a step by step book of what they will have to do when planting.
•
During this time the teacher will distribute ample materials, and assist anyone who needs it, while asking questions to scaffold the children’s understanding of how plants grow, such as: “ what will happen next after you do that…..how will you know what type of plant it is…..what might you do after that step?” and using the new vocabulary for the book.
Closure: •
Discuss the importance of steps to stories and procedures, “could we grow a plant if we sow the seeds before we plant them in the ground?”
•
After all books are made, the class will share their books
•
The class will plan for the garden by assigning spots on a chart to the plants chosen
Accommodations/Modifications: •
The teacher will engage the children by providing choice throughout the lesson
•
The teacher will provide assistance where needed with children that are having trouble
•
Different book styles will be available for developmental levels, such as: fewer pages, more pages, fewer steps expected, more steps expected, spelling help, page numbering. o
The better understanding of the lesson the children have the more detail the book should have.
Post-Assessment/Evaluation: Repeat pre assessment, observe while creating books to collect notes on understanding of planting process , graph growth
78 Students:
If we want a plant to grow what is one of the first things we must do?
When a plant is planted what are some things we must do to keep it alive?
What are some different types of plants?
What is a seedling?
What is different about a seed and a bulb?
Sue Lucas Joe Amanda Ashley
Insert child’s answer along with a X if the answer is correct Students:
Beginning of the story correct
Middle of the story correct
Ending of the story correct
Lexi Mary Sue Lucas Joe
Put a X in the correct box for each story asked over the two days, ex: if you asked Mary about 5 different stories she would potently have five X’s in each category.
79
LESSON 8: Recycling Containers (SOCIAL STUDIES) Name: Dalton Howard Grade Level: 1st (or 2nd) Date: 4-24-11 Group Size: 5 Lesson Topic: recycling old “containers” for a class garden Objectives: (TLW •
TCW increase awareness of plant environment (habitat)
•
TLW expand his/her knowledge of what types of containers plants are able to live within
•
TLW enhance his/her knowledge of what three essential things plants need in order to survive.
•
TLW experience first‐hand experience with how to properly care for plants
•
TLW will expand his/her knowledge of how resources from our own habitats can be used to create new habitats.
GLE’s/Benchmarks: Social Studies •
Define the meaning of the term classroom citizen (C‐1D‐E1)
•
Identify ways to participate in public service within school or community (e.g., volunteer, donations, parent organizations) (C‐1D‐E5)
•
Explain ways in which people in the local community depend on the physical environment to satisfy basic needs (G‐1D‐E1)
Science •
Describe structures of plants (e.g., roots, leaves, stems, flowers, seeds) (LS‐E‐A3)
Teacher Materials/Resources: •
•
Different containers that were once used (to be recycled) o
Old shoe or boot
o
Egg carton
o
Plastic water bottles
o
Anything that can have drainage holes added to it!
Hammer
80 •
Sharp nails
•
Soil
•
Variety of seeds: cosmos, radishes, bell pepper, Swiss chard, Kale, sweet peas, beans… anything that will sprout within a few days or a week. These seeds should be in packages with pictures on them.
•
Chart paper, blank besides title “What Do Plants Need?”
•
Digital camera
•
Outside area where garden can “live”
Student Materials/Resources: •
Containers from home that aren’t being used o
Send a letter home to parents a week in advance (minimum), telling them about this lesson. Ask for containers that aren’t being used, like old shoes, egg cartons, water bottles, etc.
Technology Integration: A digital camera will be used to document this experience. Pre-Assessment: in the form of questions, to be asked during center time, when small groups of children can be pulled aside. •
What do you think it means to recycle?
•
Do you see anyone recycle things where you live or go to school? If yes, what kinds of things?
•
Why do you think it is important for us to recycle? Can you think of another way to be a good citizen?
•
What do you think are the main parts of a plant?
Lesson Procedure and Activities: Introduction: introduce the new recycling box in the classroom (if one hasn’t already been installed). Ask the children what they think it means to recycle. Talk about how re-using materials means that new ones don’t have to be created and materials aren’t wasted. Be sure to ask more questions than give answers. Discuss the kinds of things we recycle at school, and at home.
81 Activities: 1. Gather the children to an area where planting can take place, preferably outside. 2. Follow the steps listed in the introduction (in above paragraph), and appoint a secretary! This child will be in charge of the digital camera, and will take pictures throughout the process. 3. Lay out the materials the children have brought in from home. Ask the children what we could use these items for. 4. After children have been given plenty of time (but not too much) to think about the question in step 2, tell the children that they are going to use these containers to create a classroom garden. 5. Show the children the soil, water bucket, and seeds they will be using. Introduce each item by itself. 6. Choose one of the recycled containers, and show the children the hammer and nails. Explain to them that these materials are dangerous, and that you will be handling them. 7. Poke drainage holes into the bottom of the container you have chosen. Ask the children why drainage holes are important. See what they know or think before explaining that drainage holes are use so that when we water the plants, the water can go through the container. 8. Ask the children which material should go into the container first. Choose a volunteer to fill the container with some dirt after they have given their ideas. Have the secretary take a picture. 9. Show the seeds to the group of five children, and introduce each seed in their packets. Ask the children what kinds of seeds they see/think they see. 10. Have one child sprinkle one seed type into the example container. Have the secretary take a picture 11. Have another child cover the seeds with more dirt. Have the secretary take a picture. 12. Have another child water the container until they see water coming out of the drainage holes. Have the secretary take a picture. 13. Set the container aside, and reserve other containers for the next group of five children. 14. Repeat process with each group. Closure: Explain to the children that they have just created a part of their very own classroom garden. Tell them that each friend will take a turn watering and caring for these plants. Explain to them that a certain part of the day, every day, will be devoted to caring for our new plants. Accommodations/Modifications: How will you organize and manage instruction to make the lesson appropriate for 1. The age of the children – this is a very hands-on experience for the children to have. They can see every part of this activity first-hand, and they get to fully participate in it.
82 2. The interest and abilities of each individual child – because they get to see and touch every part of this activity (except for the hammer and nails), they should remained interested. 3. The context/culture of the classroom – this activity is appropriate because it can be altered to any population of children. Prediction sheets could be added to create more of a challenge, and more sophisticated readings could be added as well. Post-Assessment/Evaluation: Repeat the process described in the pre-assessment portion. Ask the same questions: •
What do you think it means to recycle?
•
Do you see anyone recycle things where you live or go to school? If yes, what kinds of things?
•
Why do you think it is important for us to recycle? Can you think of another way to be a good citizen?
•
What do you think are the main parts of a plant?
83
LESSON 9: Growing Vegetable Soup (LITERACY) Name:
Kacey Carrigan Grade Level: 1st
Date: May 3, 2011 Group Size: 22
Lesson Topic: “Growing Vegetable Soup” Objectives: (TLW:) •
TLW acquire a better understanding of the importance of sequential order
•
TLW increase knowledge of habitats of vegetables
GLE’s/Benchmarks: English/Language Arts GLEs: Reading and Responding Standard 1: 8. Identify the author and the illustrator of a book (ELA-1-E2) 13. Identify story elements, including: speaker or narrator setting characters plot problems and solutions (ELA-1-E4) 14. Retell a story’s beginning, middle, and end (ELA-1-E5) 15. Retell important facts from informational text (ELA-1-E5) 16. Compare the similarities/differences between events in a story and events in life (ELA-1-E6) 17. Identify themes in texts and relate themes to personal prior experience or experience of others (ELA-1-E6) Science GLEs: Science as Inquiry The Abilities to Do Scientific Inquiry 1.Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-EA1) 2.Pose questions that can be answered by using students’ own observations and scientific knowledge (SI-E-A1) 3.Predict and anticipate possible outcomes (SI-E-A2)
84 Teacher Materials/Resources: o
Growing Vegetable Soup by Lois Ehlert
o
Vegetable seeds:
4 onions
5 carrots
5 potatoes
4 green beans
5 cabbage
4 broccoli
5 tomatoes
4 green peppers
4 zucchini
4 ears of corn
Student Materials/Resources: •
Poster board
•
Blank paper
•
Markers
Technology Integration: Technology is integrated through the use of computers. The children will have access to the computer if they decide to print pictures to represent the steps on their chart. They may also use it to research what it takes to create a garden. Pre-Assessment: The teacher will perform the pre-assessment during the introduction to the lesson. Using a checklist she will evaluate their knowledge of sequential order. Lesson Procedure and Activities: Introduction: •
Gather students on the carpet o
The teacher should begin by asking the students what they think the steps are to creating vegetable soup.
o •
Allow them time to answer and predict
Discuss what they think it takes to grow the vegetables that go into the soup
85 o
Allow them time to answer and predict
o
Do they think it’s important to follow certain steps to growing vegetables?
Activities: •
Introduce the book, Growing Vegetable Soup by Lois Ehlert. o
•
Allow the students time to predict what they think the book might be about
Once the students have had enough time to predict, the teacher should read the book. o
Throughout the story the teacher should be sure to point out the importance of sequence.
•
After reading the story, the teacher should have the children discuss whether or not they thought the order of the story was important. o
•
They should justify their answer
Following along with the story, the teacher should give the students examples of how the story would have been different if it didn’t follow the order it did o
For example, could they have made the soup if they hadn’t grown the vegetables yet?
•
The teacher should explain to the students that she wants to have a special event. o
She wants to use the book as a reference to make vegetable soup, but she needs all of the students help
o
She should ask the children if they can think back to the book and make a chart of steps she must take to make the soup
•
The teacher should divide the students into 3 groups of 4 and 2 groups of 5. o
Each group will work together to create a sequence of events chart. They may each make their own on blank computer paper, or work together to make one on a poster board.
o
They can write, draw, or print pictures to represent the steps. •
•
They may reference the book when making their chart.
After giving the students about 15 minutes to create their chart they should gather back at the carpet to present their creations.
•
The teacher should explain to the students that she wants to begin making the soup. She should ask them what they should do first.
•
After deciding they need to plant the vegetables, the teacher should ask the children to return to their group tables. o
•
Each table will be assigned two different vegetables
After each group has received their vegetables, the students should be allowed to plant them.
86 Closure: •
After planting the vegetables, the students should refer back to their chart and check off that step as completed. o
•
The completion of the step should be indicated in some way.
The charts should be hung around the room as a reference for children to look at.
Accommodations/Modifications: I will organize and manage my lesson by knowing the children I am teaching. Allowing the children to work together to solve problems. This is done through working together to come up with the steps to “grow vegetable soup.” Allowing the children to work in the way they feel most comfortable with and providing hands-on activity keep them engaged and focused on the task at hand. Children of all cultures can relate to at least seeing vegetables. This lesson gives them an opportunity to see how they grow and gives them a reference to use later in life.
Post-Assessment/Evaluation: As each step in “growing vegetable soup” is completed in future lessons, the teacher will be able to evaluate the students’ understanding through observation and anecdotal notes. Example of pre-assessment: To be used during the lesson introduction
Student
Student A Student B Student C Student D Student E Student F Student G
Does the child have an understanding of what sequential order is? 1-none, 2-very little, 3-some, 4-high
Does the child have Comments an understanding of what it takes to grow vegetables? 1-none, 2very little, 3-some, 4high
87
LESSON 10: Tops and Bottoms (LITERACY) Name: Missy Tucker
Grade Level: 1st grade
Date: 5- 3- 11
Group size: 32
Title of Lesson: Tops and Bottoms Objectives: •
The students will use their five senses to orally describe the different vegetables.
•
The students will use the like and dislike chart to record the different vegetables they like and dislike.
•
The students will orally identify what plants need to grow.
•
GLE’s/Benchmarks: •
Ask Questions about objects and events in the environment (e.g., plants, rocks, storms) (SI‐E‐A1)
•
Use five senses to describe observation (SI‐E‐A3)
•
Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI‐E‐A5)(SI‐E‐B4)
•
Identify what animals and plants need to grow and develop (LS‐E‐A1)
Teacher Materials/ Resources: •
Tops and Bottoms written by Janet Stevens
•
Vegetables including carrots, radish, lettuce, tomatoes, etc.
Student Materials/ Resources: •
The students will need a pencil.
Technology Integration: I will not be using technology. I want the children to see the vegetables first hand, rather than on a computer. I also wanted the children to have the opportunity to taste the vegetables.
88 Pre-Assessment: •
I will orally ask the students the following questions to determine their previous knowledge of vegetables. o
What types of vegetables have you heard of?
o
What types of vegetables do you like to eat?
o
Do you know what plants need to grow?
Lesson Procedure and Activities: Introduction: The teacher will begin the lesson by asking the students to orally name different types of plants. Activities: •
The teacher will begin reading Tops and Bottoms to the students.
•
The teacher will explain the different types of vegetables growing in the garden.
•
The teacher will ask the students to identify what the vegetables need to grow.
•
The teacher will describe the differences between how the different vegetables grow.
•
The teacher will ask the students to recall how the different vegetables in the story grew.
•
The teacher will talk about the different vegetables mentioned in the story.
•
The teacher will pass around vegetables for the students to look at.
•
The teacher will provide samples of each vegetable for the students to taste.
•
The teacher will give the students a recording sheet and a likes and dislikes chart to record their observations.
Closure: The teacher and students will discuss the types of vegetables, and form a class graph showing the students’ favorite vegetable that they liked. Accommodations/ Modifications: •
The teacher will read an age appropriate book, which provides the opportunity to discuss the different types of vegetables that grow.
•
The teacher will engage the students in open‐ended and guided questions throughout the lesson.
•
The teacher will engage the students in the lesson by giving them a chance to use their senses to observe different types of vegetables.
89 •
The teacher will engage the students in the lesson by allowing the students to record their observations and likes and dislikes.
•
The teacher will engage the students in the lesson by giving them a chance to graph their favorite vegetable.
Post Assessment/ Evaluation: •
I will orally ask the students the following questions to determine their previous knowledge of vegetables.
o
What types of vegetables have you heard of?
o
What types of vegetables do you like to eat?
o
Do you know what plants need to grow?
90
LESSON 11: Our Schools Terrain (SOCIAL STUDIES) Name: Joy Lawson Grade Level: 1st Date: 4‐26‐11 Group Size: whole group Lesson Topic: “Our School’s Terrain” Objectives: •
TLW create a map of the school with explicit directions to the classroom.
•
TLW become familiar with the plants on the school’s grounds.
•
TLW use research materials to classify and identify common plants on the school’s campus.
GLE’s/Benchmarks: Social Studies: •
Identify and use simple map symbols and key/legend (G‐1A‐E1)
•
Describe a map as a representation of a place (G‐1A‐E1)
•
Locate places on the school campus and describe their relative location (G‐1A‐E2)
•
Create simple maps to identify the relative location of places in the school and community (G‐1A‐E3)
ELA • Locate information using the organization features of various media, including: o the keyboard to enter information on a computer o a picture dictionary (ELA‐5‐E1) • Use various sources, including print materials and observations, to gather information to explain a topic (ELA‐5‐E2) • Record data through pictures or words (ELA‐5‐E3) • Use technology to publish class work such as research questions and answers (ELA‐5‐E4) • Locate and read information on simple charts and graphs (ELA‐5‐E6) Teacher Materials/Resources: •
Camera to document children’s exploration
•
Journal to record anecdotal notes
91 •
Books that center on common plants in Louisiana like Louisiana by Judith Jensen Hyde o
These books should be incorporated into centers before this lesson takes place and also used as research references.
•
Make necessary preliminary steps to approve the campus walk, or schedule a field trip to LSU or another area of town that showcases a variety of plants common to Louisiana.
Student Materials/Resources: •
Clip board and paper
•
Writing utensils
•
Access to internet and other research materials
•
Compass
Technology Integration: The students will be able to use the classroom computers to help identify unfamiliar plants that have been discovered during the exploration of the school’s campus.. Pre‐Assessment: Create a KWL chart about the plants that surround the school with the students before beginning the lesson and exploration of the campus. Lesson Procedure and Activities: Introduction: Read Louisiana by Judith Jensen Hyde aloud, paying particular attention to the plants (if any), that are found on the school campus. This book and others similar to it must be previously exposed to children, even if it’s simply placed in the classroom library. Activities: The children will group off and record details of the school’s campus, paying special attention to the plants that are common. Once everyone returns to the class, each group will create a map of the school leading from the classroom to the playground (or the area most dense with plant life). The map must include a key, compass rose, and details of plants and structures noticed during the nature walk. The children are then to
92 use the resources available in the classroom to identify the plants that were observed on the school grounds. Closure: Discuss the new plants that were discovered. This can also lead into another lesson, centered on creating a “scientific journal” of the plants found on the school’s campus. This depends on the children’s interest level in researching the plants and reporting their findings. Accommodations/Modifications: •
By having the children work in groups, each individual is able to showcase their strengths. The student that writes well can be the recorder, the student that draws well can drw the outline of the map, and so on.
•
Since the lesson focuses on plants found at the students’ school, it’s something they can see, especially since they are all familiar with the school grounds.
Post‐Assessment/Evaluation: Revisit the KWL chart that was created and complete it once the school maps are created.
93
LESSON 12: Plants and Animals (SCIENCE) Name: Cayla Shannon class/small group
Plants
Grade Level: 1st
Date:
Group Size: whole
Lesson Topic:describing the differences between plants and animals Objectives: (TLW:) •
TCW: describe the differences between plants and animals
•
TCW: predict and anticipate possibilities of plants and animals
•
TCW: construct a chart to display information
GLE’s/Benchmarks: - Science 3. Predict and anticipate possible outcomes (SI-E-A2) 5. Use five senses to describe observations (SI-E-A3) 8. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 26. Describe the differences between plants and animals (LS-E-A1) - Math 32. Given a set of data, construct and read information from bar graphs and charts (D-1E) (D-2-E)
Teacher Materials/Resources: •
Power point (attached)
•
Venn diagram outline
•
Brain pop : https://secure.brainpop.com/trial/step1/
•
Venus fly trap
Student Materials/Resources: •
‐science journal
•
‐markers
94 •
pens
•
Dictionaries
Technology Integration: Technology is used to compare plants and animals in the lessons introduction. A power point will be provided and children will interact with the computer to predict the outcome of the item.
Pre-Assessment: At carpet time, a few days before the lesson tell students, “we are going to be talking about plants and animals for the next few days, I want to make a Venn diagram so we can compare animals and plants so on this side of the Venn diagram we are going to list everything we know that only plants have, and on this side of the chart we will say things only animals have and here in the middle we can place things that they both have.” The teacher will then fill in the side of the chart as the students say their predictions; the teacher will also observe who gives an example and who gives correct examples. Finally tally the chart with the amount of information that is correct in the Venn diagram
Lesson Procedure and Activities: Introduction: •
Show the students the power point (attached)
•
Ask if the object on the screen is a plant or an animal
•
As the items get tougher to figure out begin to talk about camouflage and adaptation of plants and animals as a survival skill.
Activities: •
Discuss what animals can do, eat, look like ( if time allows show brain pop video about how plants eat)
•
Discuss what plants do ,eat, and look like
•
Discuss the differences of the two
•
Show Venus fly trap, allow the students to predict if this is an animal or a plant. Give clues “this thing has roots, this thing does eat flies, this thing moves”
•
Explain why the fly trap is in fact a plant
95 Closure: •
“Draw a plant and a animal in your science journal label as many things as you can that makes the plant a plant and the animal the animal write about things only plants can do and things only animals can do”
•
“talk with a partner about what you will write about in your science journal, then go document what you know”
Accommodations/Modifications: •
The teacher will engage the children by providing choice throughout the lesson
•
The teacher will provide assistance where needed with children that are having trouble
•
Differentiation will be provided by the type of vocabulary expected in the journals, when a higher level student is writing a journal you want it encourage use of rich plant vocabulary, where if a lower level student is writing a journal you want to encourage complete sentences and their clarity of writing.
Post-Assessment/Evaluation: Use the same assessment as the pre-assessment. Tally how many are correct and graph (attached)
96
Animals
Plants
97
LESSON 13: The Giving Tree (LITERACY) Name: Katherine Brou Grade Level: 1st Date: 4.26.11 Group Size: whole group (18‐23) Lesson Topic: The Giving Tree, authors purpose, and what we use plants for Objectives: (TLW:) Short term, specific and observable •
TCW increase his/her knowledge about what plants can be used for.
•
TCW practice identifying the authors purpose for writing.
•
TCW compare the story to his/her own life.
GLE’s/Benchmarks:
ELA •
15. Retell important facts from informational text (ELA‐1‐E5)
•
16. Compare the similarities/differences between events in a story and events in life (ELA‐1‐ E6)
•
24. Identify an author’s purpose for writing (e.g., to entertain, to inform, to describe) (ELA‐7‐ E3)
Social Studies •
14. Identify the basic human needs of food, clothing, and shelter (G‐1D‐E1)
•
15. Identify various types of human shelters and describe building materials used for construction (G‐1D‐E2)
•
45. Speak clearly at a speed and volume appropriate for purpose and setting (ELA‐4‐E1
** Many of the GLE’s based on writing and proofreading (#36‐44) are also covered in this activity as the teacher works with the students when they write about what they use plants for. Teacher Materials/Resources: •
The book The Giving Tree
•
Paper
Student Materials/Resources: •
Paper
•
Pencil/pen
By: Shel Silverstein
98 •
Markers/crayons
•
Any type of art supplies the teacher is willing to let the children use for this activity
Technology Integration:
An option instead of reading the book to the children, the teacher could also use this link
(http://www.youtube.com/watch?v=1TZCP6OqRlE ) to watch it animated and read on the projector. This is pretty cool because it is animated like the drawings in the book appear!
Pre‐Assessment: I will use my previous observations/assessments of the children (checklists, anecdotal records, etc) to determine the appropriateness of the lesson as well as the child’s interests, needs, and abilities throughout the lesson.
Lesson Procedure and Activities: Introduction: (About 5 minutes) •
TTW gather the children on the rug and ask the children why people write stories and books. The discussion will go on for a little while bringing up different purposes (entertain, inform, describe). Maybe, discuss the question “Can we learn something from a book even if the author’s intent was not to inform?” (ONLY if your children are able to comprehend this concept)
•
TTW then tell the students they are going to read a book and she wants them to think about why the author wrote the story.
Activities: •
TTW introduce the book to the children; talk about the title and author and predict what they think the book might be about.
•
TTW do a picture walk with them through the book pointing out anything in particular that might help the children understand the book.
•
TTW read the book to the children asking questions throughout to keep them engaged.
•
TCW actively participate in the reading of the book through answering questions.
•
TTW finish the book and ask the children what they thought.
•
TTW lead a discussion about the book centered on the author’s purpose for writing it.
•
TTW ask questions during the discussion such as:
99 o
What did the tree get used for in the story?
o
Have you ever used things like this before? Did you know they came from a plant/tree?
o
Why do you think the author wrote this book?
o
Did we learn anything from the book?
What makes you think the author wrote it for this purpose?
•
TCW actively participate in the discussion answering questions and sharing their thoughts.
•
TTW ask the children to think about what they saw the tree used for in the book and then think about what they use plants for.
•
TTW tell the children they are going to show her what they use plants for.
•
TTW ask the students to return to their seats as she passes out paper for them to show her what they use plants for. (Some may be the same as the story and some may be different!)
•
TTW encourage the students to write either a story or a description about what they use plants for (few sentences to a paragraph depending on their developmental level). TTW will allow the students to draw along with their description as well (especially for those at a lower level).
•
TTW walk around while the children are working and scaffold their writing and understanding of the book.
Closure: (About 5 minutes.)
Once the children have finished their paragraph about what they use plants for, the teacher will
have some students share theirs with the class. She will pull names randomly using Popsicle sticks as a fair way of calling on children. This will allow the children to share their work with one another and put an
Accommodations/Modifications:
The lesson is appropriate for children in 1st grade (around age 6) but can easily be modified for
older or younger grades by adding or taking away parts of the activity. The activity afterwards can be made more or less challenging depending on the child’s age and developmental level. This lesson is very accommodating for the context/culture of the classroom because it allows the children to talk about what they would use plants for personally. This allows the children to be able to freely think about their personal life and choose something from it (from their personal culture). Post‐Assessment/Evaluation: The teacher will be able to evaluate students understanding through observations including anecdotal notes. The child’s own work will also be a reflection of if the child understood the lesson.
100
LESSON 14: Apples are Delicious and Nutritious (LITERACY) Name: Joy Lawson Grade Level: 1st Date: 4‐26‐11 Group Size: whole class Lesson Topic: “Apples are Delicious and Nutritious” Objectives: •
TLW use research methods to find recipes featuring apples.
•
TLW work cooperatively to create a book of recipes for the class.
•
TLW write the procedures and ingredients necessary to complete a recipe.
GLE’s/Benchmarks: ELA •
Identify the author and the illustrator of a book (ELA‐1‐E2)
•
Identify themes in texts and relate themes to personal prior experience or experience of others (ELA‐1‐E6)
•
Write simple stories with a central idea or event; a beginning, middle, and end; and details (ELA‐2‐E1)
• Participate in group writing activities and processes, including: o using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing o planning for writing by completing a partially completed graphic organizer o writing a first draft of a story, letter, or description using complete sentences o conferencing with a teacher or peers about how to improve writing and incorporate ideas into final paper o revising/editing own writing in first draft o creating individual and class‐written texts for publication (ELA‐2‐E3) •
Independently write a variety of grade‐appropriate compositions, including: o simple letters, notes, and stories o simple informational descriptions o simple rhymes and poems (ELA‐2‐E4)
101 • Write a legible sentence demonstrating proper figure grounding on a line and appropriate spacing between words (ELA‐3‐E1) • Use standard English punctuation, including: o correctly writing common contractions such as isn't, we’ll and I'd o periods, exclamation points, and question marks at the end of sentences o commas to separate words in a series (ELA‐3‐E2) •
Use a beginner's dictionary to verify correct spelling (ELA‐3‐E5)
Teacher Materials/Resources: •
Apples to Oregon by Deborah Hopkinson and illustrated by Nancy Carpenter
•
Classroom computers
•
Food magazines
•
Recipe books
•
Simple applesauce recipe o
Apples, cinnamon, water, lemon juice
o
Pot, hot plate, peeler, plastic knives, stirring spoon
o
Paper cups, plastic spoons
Student Materials/Resources: •
Construction paper
•
Markers
•
Pencil
•
Paper.
Technology Integration: Students will work in pairs to find apple recipes using the classroom computers. They will also have access to recipe books and magazines in the classroom. Pre‐Assessment: Before beginning this particular lesson, I would add some new books to the library center that focus on popular vegetables and fruits. I would also add recipes, aprons, and chef hats to the dramatic play area. While the children are in centers are would be sure to observe their interactions with the new materials and note whether or not to continue with this lesson or made revisions to it beforehand.
102 Lesson Procedure and Activities: Introduction: This is when I would briefly introduce and read Apples to Oregon; this would be a fun way to get the children interested in apples and lead them into the idea of creating dishes featuring apples. Activities: Upon completing the book, the students will discuss favorite recipes made with apples. This can be done with a web diagram with the whole class, or the children can be in groups of three or four. This will be where the recipe ideas come from as well as the other resources previously introduced to the class. Each group will come up with at least one recipe featuring apples to add to the classroom cookbook centered on apples. Closure: To close this lesson, the students will make applesauce as a class and enjoy it! Using a simple applesauce recipe previously tested by the teacher, the children will help make the recipe in the classroom. This is also a prime opportunity to invite the student’s family members to help organize and monitor this activity. Accommodations/Modifications: •
The lesson begins with an age appropriate picture book then focuses on having the children independently search for recipes using the internet, cookbooks, and recipe magazines. The most difficult aspect of the lesson is making the applesauce which is where parent and family involvement fits perfectly.
•
To be sure that each child’s abilities and interests are taken into consideration, organizing the actual classroom cookbook would be done according to various “committees.” There would be a group of editors that proofreads the recipes, the illustrators will decorate the actual cookbook, and the publishers will help copy and bind the cookbook.
•
Each child or group will submit a recipe to the classroom cookbook. The recipe can be a popular dish or something that relates solely to that child’s family or culture. Either way diversity will be demonstrated with the classroom cookbook.
Post‐Assessment/Evaluation: The classroom cookbook will showcase each child’s efforts and contributions to the activity.
103
VIII. Community/Family Involvement/Technology A. Culminating Event Making Vegetable Soup Our culminating event is going to be making vegetable soup. We hope to use the some or all of the vegetables that we grow in the garden and have the children bring in vegetables from home. We will have the recipe written out on chart paper with picture cues. We will also send a letter home at the beginning of the unit asking parents for their participation in this event. We will arrange the classroom into 5 stations that are focused on preparing the vegetables for the soup. Each station will have a parent volunteer and a few vegetables to prepare for the soup. After all the vegetables are prepared we will add all the vegetables into the slow‐cooker to make vegetable soup that we will enjoy at lunch time. Also during this event, the children’s work will be displayed around the classroom for any visitors to view the child’s growth.
B. Communication with Parents/Guardians We will send home the following newsletter at the beginning of the unit as well as a note that will ask for involvement. Dear Parents, If you are able to bring anything please check and sign the materials you are able to bring. Thanks you for your help! •
Apples
•
Carrots
•
Cinnamon
•
Tomatoes
•
Lemon juice
•
Green beans
•
Small bowls
•
Cabbage
•
Spoons
•
Zucchini
•
Onion
•
Recyclable containers
•
Corn
•
Flower seeds
•
Green peppers
•
Vegetable seeds
Thanks again!!
104
II. This month our class will be focusing on plants. We will mainly be focusing on the students knowledge of plants, the different enviornments plants grow in, and different plant relationships.
Things To Do at Home: •
Look at plants around house
•
Cook with vegtables
•
Start your own garden
•
Look for things made by plants (paper, recycleable
Big Events in the Classroom:
materials)
We wil be planting vegtables What can you help with
We wil be planting flowers
•
Bring vegtables for soup (sign up shee on back)
We wil be making applesauce
•
Recycleable containers ( old shoes, egg cartons,
Finally we will be Making vegtable soup
plastic water bottles)
I. The classroom as always, is and will be open for vistors and participation througout this project. If you wish to see your child’s progress please feel free to visit the classroom to see our documentation.
•
Flower seeds
•
Apple sauce: Apples, cinnamon, lemon jucie, cups, spoons
105
C. Community and Parent Involvement Throughout this unit there will be plenty of opportunities for parent/community involvement. Parents are always in the classroom and will be encouraged to participate in activities throughout this lesson (planting vegetables, collecting materials, projects at home, and making vegetable soup). We will have an expert in Urban Forestry with a concentration in Plant Pathology visiting the classroom for some demonstrations and discussions about plants.
D. Integration of Technology We will be integrating technology throughout the unit. Several lessons require the children to research information on the internet about plants using kid friendly websites such as, www.brainpop.com, www.askkids.com, and www.kids.yahoo.com. We will also be using a digital camera and computers to document the children’s progress throughout the unit. Several lessons also use projectors, PowerPoint, cameras, ELMO, and videos throughout the lesson.
106
IX. Student Materials and Resources
A. Annotated Bibliography
Anthony, J.P., & Arbo, C. . (1997). The dandelion seed. Dawn Pubns. This book tells a great story that teaches children about the cycles of plant life as it follows a dandelion seed around the world. This would be a great book to use for lessons, read-alouds, or in the center. Aston, D. (2007). A seed is sleepy. Chronicle Books. This simply written book is an introduction to how seeds turn into plants, and how they spread. Ayres, K. (2007). Up, Down and Around. Somerville, MA: Candlewick. This book helps explain to students that not all plants grow the same. They will discover that some grow underneath the ground and some shoot up above. This book is a simple rhyming book with great colorful illustrations Back, C., & Watts, B. (1990). Bean and Plant. , MD: Silver Burdett. This great nonfiction book that includes an interactive cd, follows the development of a bean plant from shoot to bean pod. Barry, F. (2008). Big Yellow Sunflower. Candlewick Press. Big Yellow Sunflower explores how things grow. This book is written with simple, rhythmic text. Big Yellow Flower describes plant development from a seed, to a seedling, to a full grown plant. This book asks opening ended questions throughout the book to enhance children’s learning. This book may be appealing to children since the pages fold out to form a sunflower. Batten, M. (2010).Hungry plants. Random House Children’s Books. This book gives a description of carnivore plants. Hungry Plants describes the anatomy and behaviors or meat eating plants. This book contains clear, engaging text and illustrations. Blackaby, S., Blackaby, D., & Blackaby, C. (2005). Plant plumbing: a book about roots and stems (growing things). Picture Window Books.
107 This book helps to teach children all about plants “plumbing system,” their roots and stems. Bodach, V. (2007). Flowers (plant parts). Capstone Press. This is part of a series of six nonfiction books that give information on the different plant parts. This particular book focuses on flowers. Bodach, V. (2007). Fruits. Capstone Press This book is one of a six part series; all of the books are great for introducing parts of a plant in any PreK- Kindergarten classroom. This book has small sentences and features full page photos. This book focuses on the fruits of different plants it also shows the types of fruits we eat and how they are used to spread seeds. Bodach, V. (2007). Leaves. Capstone Press This book is one of a six part series; all of the books are great for introducing parts of a plant in any PreK- Kindergarten classroom. This book has small sentences and features full page photos. This book is the book that focuses on the many different leaves plants have. Bodach, V. (2007). Seeds (plant parts). Capstone Press. This book is part of a series of six nonfiction books that provide information on plant parts for young children. This particular book focuses on seeds. Bodach, V. (2008). Roots. Capstone Press This book is one of a six part series; all of the books are great for introducing parts of a plant in any PreK- Kindergarten classroom. This book has small sentences and features full page photos. This book focuses on roots; the type we eat and the type that just help the plant grow. Bodach, V. (2008). Stems (plant parts). Capstone Press. This is part of a series of six nonfiction books that provide information on plant parts for young children. This particular book focuses on stems. Bulla, C.R., and Schuett, S. (2010). A tree is a plant. Hapercollins Children’s Books. Through impressionistic paintings and a simple text, the book describes its seasonal cycle. Bulla discusses the parts of the tree and their functions without complex explanations of the mechanisms involved in fruit formation, photosynthesis, etc. Concepts such as water intake are emphasized with arrows indicating its route within the plant. The charming paintings, many of which are full-page and large enough for
108 comfortable group sharing, depict numerous outdoor scenes peopled by children of various ethnic backgrounds. An appended section includes instructions for a transpiration experiment and suggests a method for measuring the age of a tree. Burnie, D. (1997). Eyewitness explorers: flowers. DK Children. This book is a nonfiction book full of great pictures and information on the diversity and purpose of flowers. Campbell, S. (2010). Growing patterns. Boyds Mills Pr . These striking photos show children how numbers and patterns exist in nature. Carle, E. (2009). The Tiny Seed. , MA: Little Simon. Eric Carle uses his wonderful illustrations to examine the art and beauty of a tiny seed. Cole, H. (1997). Jack's Garden. , ME: Greenwillow. A very pretty and informative book to observe plant growth from tilling to blooms. Cole, J. (1995). The magic school bus plants seeds a book about how living things grow. Scholastic Inc. Ms. Frizzle’s class is growing a garden behind the school. A field trip emerges when a child wishes to get a flower she planted at her old school. The class gets on the magic school bus, which turns into a lady bud, and heads to the old school. On their adventure the children learn about plants and how seeds are made. De La Mare, W. (2001). The turnip. David R. Godine Publisher . This is a story about two brothers, one good and one evil. Each brother provides the king with a gift, and the evil brother learns that greedy behavior does not lead to desirable outcomes! Doyle, M. (2002). Jody's Beans. , NH: Candlewick. This book focuses on the steps in growth of runner beans throughout the year Ehlert, L. (1991). Growing Vegetable Soup. , MA:Sandpiper Shows how vegetable soup is formed starting from growing all the necessary and possible ingredients. Ehlert, L. (1992). Planting a Rainbow. , DC: Sandpiper. This Lois Ehlert book explains the yearly cycle and process of planning, planting, and picking flowers in a garden.
109 Ehlert, L. (1994). Eating the alphabet. Sandpiper. While teaching upper- and lowercase letters, Ehlert introduces fruits and vegetables f rom around the world. A glossary at the end provides interesting facts about each food. Fomseca , M. (1999). Louisiana gardens. Pelican Publishing. This book provides many pictures of significant botanical aspects of the state of Louisiana. Fowler, A. (2001). Plants that eat animals. Children’s Press This is a nonfiction children’s book that can be used from 4 -8 years old. The book has great real life pictures and describes different plants that actually eat animals. This book is great to use when teaching the difference between plants and animals. Galiano, E. (2009). V is for Venus Fly Trap: A Plant Alphabet Book. Farmington Hills, MI: Sleeping Bear Press. This book contains many interesting facts about certain plants, while using each letter of the alphabet. This book not only touches on plants and specific plant feature, but it also goes into some detail about other important aspects that plants provide us with such as advances to medicine and science. Other areas are also covered in the book such as exotic species of plants, plants impact on a healthy lifestyle and food crops and economy. Gibbon, G. (1993). From Seed to Plant. , ID: Holiday House This is a simple introduction to how plants reproduce, discussing pollination, seed dispersal, and growth from seed to plant. Has colorful illustrations a great step-by-step how to grow a bean plant. Gibbons, G. (1993). From seed to plant. Holiday House. This book can be used from kindergarten to 2nd grade. The book introduces how plants reproduce, pollinate, disperse seeds, and grow from seed to plant. Gibbons, Gale. (2007).The vegetables we eat. Holiday House Inc. This non-fiction book explores the many shapes, colors, and forms of vegetables. This book characterizes vegetables into categories based off of the part of the plant that you eat. This book illustrates the way the vegetable grows in the garden, and how it looks out of the garden. The pictures also show people harvesting and eating the plants. The author also gives suggestions on how to start your own garden.
110 Goodman, E. (2009). Plant secrets. Charlesbridge Publishing. This is a fun book about the life cycle of many different plants, their names, and where they grow. Helbrough, E. (2007). How flowers grow. Usborne Pub Ltd. This is a book about what flowers need to grow, and how the process occurs. Heller, R. (1999.The reason for a flower. Puffin. This book is a colorful explanation for how pollination occurs, and why flowers are important. Heller, R. (1999). The Reason for a Flower. , UK: Puffin This book is a great book with rich vocabulary that focuses on plant parts and their function. Hopkinson, D. (2004). Apples to Oregon. Simon & Schuster Children's Publishing This book takes place in the 1880’s and tells the tale of a young girl and her family’s journey to Oregon. The father wants to move, but does not want to leave his apple trees behind in Iowa. They fill up wagons and take the plans and trees with them. On their journey they are faced with several challenges along the way, however, the young girl always manages to save the day for the family. The illustrations in the story were created with vivid oil paintings and help to reflect the changing scenery of the developing story line. Hyde, J. J. (2007). Louisiana. Children’s Press. This book features a map, a "Words You Know" section which reinforces the text, photographs that are directly related to the text, high interest topic s help introduce early readers to basic geographic facts and can also serve as early introduction to travel guides. Jennings, T. (2010). Plants. London. QED Publishing This book involves exploring different areas and habitats in which certain birds, bugs and plants are found. There are many great photographs throughout the text to help classify the different habitats for each animal or plant. Jeunesse, G., Delafosse, C.D., & Perols, S. (1996).Atlas of plants (first discovery books). Cartwheel Books (Scholastics). This is a great book for children that features the different plants things can be seen together and apart which make it very interesting for the children!
111 Jordan, H. J. (1992). How a Seed Grows.: Collins. This book helps children to gain a basic understanding of how seeds grow and work. The book takes the readers through the main processes of seeds from sowing bean seeds to roots, to the seeds in the garden. Illustrations are full and inviting and made with water-color. Kalman, B. (2007). Plants are living things (introducing living things). Crabtree Publishing Company. This book is great for children 4-8. The book shows different ways plants can grow, where they can grow, and how plants eat. Kalman, B., & Sjonger, R. (2006). Plants in different habitats (nature's changes). Crabtree Publishing Company. This book explores how plants adapt in different environments. Kudlinski, K. V. (2007). What Do Roots Do? Lanham, MD: North Word Books for Young Readers. This book is all about roots, their functions and the different types of roots. This book is written in a rhyming and descriptive text to engage children in the discovery and investigation of the hidden life of roots in plants. Kudlinski, K. V. (2007). What do roots do?. Cooper Square Publishing LLC. This book talks about roots and what they do for plants. It’s the “underground” story! Lauber, P. (1991). Seeds: Pop, stick, glide. , MA: Knopf Books for Young Readers This book examines the many ways plants pollinate and how the seeds spread. Levin, B. (1992). The apple orchard cookbook. Berkshire House. This book gives the history and other facts about apples. The book provides many recipes that can be used with children such as applesauce. Lovejoy, S. (1999). Roots, shoots, buckets,& boots. Workman Publishing Company. This book can serve as a great resource and idea book for teachers or parents when planning to garden with children. I provides creative ideas about how to garden, it also provides sill y ideas that many children will enjoy. McMillian, B. (1994). Growing flowers. HarperCollins. Award-winning photo-illustrator Bruce McMillan takes his camera in search of some of nature's gorgeous colors found in gardens and orchards, so expect the unexpected.
112 Muldrow, D. (2010). We planted a tree. Golden Books. A story about different families all around the world and their experience with planting trees. Otten, J. (2002). Watch me plant a garden. Children's Press. This book gives the children instruction as to how to plant a garden! It has great step-bystep directions with lots of pictures! Palman, B. (1996). How a Plant Grows. New York, NY: Crabtree Publishing Company. This book is formatted with large text and features full-colored illustrations on each page of the book and also includes some photographs. The book includes information on green plants and their structure. This book also goes into some detail about the importance of the relationship that plants have in the food chain. Parachute Press. (2009). John Deere: how does it grow. DK Publishing Inc. This book is a non-fiction book which teaches children about how things grow. John Deere: How Does it Grow is narrated with simple text, and illustrated with beautiful photographs. This book explains how grass, flowers, fruits, and vegetables grow. Rey, H. A. (2009). Curious George Plants a Tree. Houghton Mifflin Harcourt Books. Curious George visits a science museum, where he becomes aware of an event hosted by the museum called “Green Day.” During “Green Day” is an event dedicated to recycling and planting trees. After hearing about this event Curious George become interested in helping out. George begins to find and recycle things around town; however, some of these items are not ready to be recycled. After getting to mischief around town, George and the members of his community attend ‘Green Day” and plant trees. Richards, J. (2006). A Fruit is a Suitcase for Seeds. , AL: First Avenue Editions. This book is an introduction to fruit and seeds, focusing on their purpose, growth, and how they work together. Rissman, R. (2009). Plants. Heinemann-Raintree. This book includes many different dazzling real-life pictures for children to look at and learn about the different parts of a plant. Schuh, M. C. (2011). Tomatoes grow on a vine. Capstone Press. This cohesive collection clumps fruits and vegetables into categories according to their structure. Each title introduces the plant's life cycle with a sequence of labeled, close-up
113 photos. The remaining chapters cover each step in the sequence: planting the seed, growth, harvest, and seed formation. Apples and Blueberries mention pollination and dormancy while Carrots mentions the vegetable's biennial pattern of seed formation. The titles conclude with examples of other fruits and vegetables with the same development pattern. Whimsical covers in jewel tones and well-chosen, full-page and spot photos add to the overall appeal. The small trim size makes these books more appropriate for individual use. Schuh, M.C. (2011). Blueberries grow on a bush. Capstone Press. This book focuses on the life cycle of the blueberry plant. There is a focus on the transformation that the pant undergoes during the growth process of the plant. This book is also a part of a series of nonfiction books focusing on how plants and vegetables grow. Schuh, M.C. (2011). Lettuce grown on the ground. Capstone Press. This book gives insight on the care and keeping associated with properly growing lettuce plants. The illustrations area actual photographs of the lettuce plant during it’s growth and development. Silver, D. and Wynne, P. (1997). Backyard. McGraw-Hill. This book reveals and exciting journey of discovery in your own backyard: a place alive with creepers and crawlers, lifters and leapers, singers, buzzers, climbers, builders, and recyclers. Backyard invites children to sharpen their senses by looking, listening, touching and smelling a place that might already seem familiar from the ground up! Silverstein, S. (1964). The Giving Tree. New York, NY: Harper & Row. This book has simple text and illustrations, however it is a very popular piece of literature. The book follows a young boy who has different experiences with the “giving tree.” The tree gives the boy materials from the tree as he needs them and when the boy is happy, the tree is happy. Siminovich, L. (2011). I like vegetables. Candlewick Press. This book is a picture book that helps children learn about the different types of vegetables. I like Vegetables provides textured pictures which allow children to use their sense of touch to learn and investigate. Sollinger, E. (2011). Olivia Grows a Garden, Simon Spotlight. The plot of this story is revolved around the main character, named Olivia, planting a
114 garden. The seed that she plants are all mystery seeds and the story develops as she anxiously awaits the growth of the plants in her garden. Stevens, J. (1995). Tops and bottoms. Houghton Mifflin Harcourt. This book is a Caldecott Medal Honor book, which opens from top to bottom, rather than traditional side to side. This book describes how a hardworking hare tricks a lazy, sleeping bear. Tops and Bottoms is a funny, enjoyable book that discusses the various ways vegetables can grow. Stewart, M. (2008). How do plants grow (tell me why tell me how). Marshall Cavendish Children's Books. This book is appropriate for children in 1st-4th grade. The book explains how plants grow, how they eat, and how they reproduce. Stewart, M. (2008). How do plants grow. Marshall Cavendish Children's Books. This book includes fun facts about different plants and is a great introduction into details of how plants grow. Stone, M. (1991). Flora of louisiana. Louisiana State University Press. The volume contains more than 200 pages of full-color and black-and-white illustrations. Each drawing is accompanied by a short text that gives information about the plant, including a physical description and details about habitat and growing conditions. Times for Kids Editors (2006). Time for kids: plants! HarperCollins Publishers. Times for Kids: Plants! is an informational magazine that informs children about plants. This magazine discusses the different sizes, shapes, and colors of plants. This magazine also includes information regarding pollination and descriptions of the parts of a plant. Germination is illustration with the planting and sprouting of a bean seed. This article does not just include facts about plants, it also includes information regarding the purpose of plants. This magazine is both interesting and informative. Wellington, M. (2007). Zinnia’s flower garden. Puffin. Springtime is here, and Zinnia can't wait to plant her seeds and watch them grow. She carefully takes care of her garden, watering her plants, weeding, and waiting patiently for something to sprout. And soon enough, the first seedlings appear! With art just as colorful as a garden in bloom, young readers will enjoy watching Zinnia's beautiful garden grow, and may even be inspired to start one of their own.
115 Woodier, O. (2001). Apple cookbook. Storey Publishing. This cookbook provides recipes with the main ingredient being apples. Many of the recipes are appropriate for children to cook on their own. Worth, B. (2001). O Say Can You Seed: All About Flowering Plants, Random House Books for Young Readers. This book is a great read for young children and includes the familiar character of The Cat in the Hat. Throughout the book, the character explores and investigates many different plant parts and seed dispersal. Worth, R. (2010). Johnny Appleseed: select good seeds and plant them in good ground. Enslow Publishers. John Chapman, Johnny Appleseed, traveled through the mountains and snow to get to Pennsylvania. Johnny Appleseed set out to Pennsylvania to plant apple trees for the American settlers. Johnny Appleseed planted many apple nurseries, and became an iconic figure to the American settlers on the frontier.
B. Book Chart
116 Title and author I Like Vegetables by: Lorena Siminovich Curious George Plants a Tree by H.A. Rey John Deere: How Does It Grow by: Parachute Press Big Yellow Sunflower By Frances Barry Johnny Appleseed: Select Good Seeds and Plant Them in Good Ground by: Richard Worth Time for Kids: Plants! By: Time for Kids Editors Tops and Bottoms by: Janet Stevens The Magic School Bus Plants Seeds: A Book About How Living Things Grow by: Joanna Cole A Fruit is a Suitcase for Seeds by Jean Richards Bean and Plant by Christine Back and Barrie Watts From Seed to Plant by Gail Gibbon Growing Vegetable Soup by Lois Ehlert Jack’s Garden by Henry Cole Jody’s Beans by Malachy Doyle Planting a Rainbow by Lois Ehlert Seeds: Pop, Stick, Glide by Patricia Lauber The Reason for a
Read‐Aloud
Center
Resource
Lessons
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
117 Flower by Ruth Heller The Tiny Seed by Eric Carle What do Roots do? By: Kathleen V. Kudlinski Up Down and Around By: Katherine Ayres How a Seed Grows By: Helene J. Jordan The Giving Tree By: Shel Silverstein How a Plant Grows By: Bobby Kalman Plants By: Terry Jennings V is for Venus Fly Trap: A Plant Alphabet Book By: Eugene Galiano Apples to Oregon By: Deborah Hopkinson O Say Can you Seed: All About Flowering Plants by: Bonnie Worth (Dr. Seuss Book) Olivia Plants a Garden By: EmilySollinger The Turnip by: Walter De la Mare A Reason for a Flower by: Ruth Heller Plants by: Rebecca Rissman Louisiana Gardens by: Mary Fomseca and Steven Brooke A Seed is Sleepy by: Diana Hutts Aston We Planted a Tree by: Diane Muldrow Plant Secrets by: Emily Goodman How Flowers Grow by: Emma Helbrough
√
√
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
√
118 How Do Plants Grow by Melissa Stewart Growing Patterns by Sarah C Campbell Leaves (Plant Parts) by: Vijaya Bodach Roots (Plant Parts) by: Vijaya Bodach Fruits (Plant Parts) by: Vijaya Bodach Plants are Living Things: Introducing Living Things By: Bobbie Kalman How Do Plants Grow (Tell me why Tell me How) by Melissa Stewart Plants That Eat Animals by: Allen Fowler From Seed to Plant by: Gail Gibbons Roots, Chutes, Buckets, and Boots: Gardening Together With Children by: Sharon Lovejoy The Apple Orchard Cookbook by Janet M. Christensen and Betty Bergman Levin Apple Cookbook by Olwen Woodie The Vegetables We Eat by: Gail Gibbons Hungry Plants By: Mary Batten Flora of Louisiana by Margaret Stones Louisiana by Judith Jensen Hyde Eating the Alphabet by Lois Ehlert
Yes
Yes
Yes
Yes
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
119 Zinnia’s Flower Garden by Monica Wellington Growing Colors by Bruce McMillan Tomatoes Grow on a Vine By Mari C. Schuh Lettuce Grows on the Ground by Mari C. Schuh Blueberries Grow on a Bush by Mari C Schuh A Tree is a Plant by Clyde Robert Bulla and Stacy Schuett One Small Square:Backyard by Donald Silver and Patricia Wynne What Do Roots Do? By Kathleen V. Kudlinski An Atlas of Plants by: Jallimard Jeunesse, Claude D. Delafosse, and Sylvaine Perols (Mar 19966) Eyewitness Explorers: Flowers by David Burnie Watch Me Plant a Garden by: Jack Otten Plants in Different Habitats, Natures Changes by: Bobbie Kalman Plant Plumbing: A Book About Roots and Stems (Growing Things) by: Susan Blackaby, Delage Blackaby, and Charlene Blackaby The Dandelion Seed by: Joseph Anthony and Chris Arbo
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
120 Flowers (Plant Parts) by: Vijaya Bodach Stems (Plant Parts) by: Vijaya Bodach Seeds (Plant Parts) by: Vijaya Bodach
X
X
X
X
X
X
121
C. Literature Rationales
Katherine Brou Literature rationale
Language and literacy development is one of the key foundations to any person’s
education, learning, development, and communication. Communication helps one to acquire information, clearly understand concepts and feelings, as well as express thoughts and ideas to be comprehended by others (Bichart, Jablon, & Dodge, 1999). In our culture, communication is everything and literacy and language are the foundations for communication. This makes being literate is not only highly valued but also necessary to a child who wants to grow and fully function in our society today. It is my job as an educator of young children, to know, understand, and implement ways to help the children in my classes continue to grow and develop their language and literacy. It is through communication, research and investigations that students learn. These things would not be possible without literacy. “Learning to use language well is central to a child’s success in many areas… learning to read and write… getting along with other children… and expression of knowledge in any subject” (Brewer, 2007, p. 272). Language and literacy are the foundation of many assignments, instruction, and interactions in our school today. Literacy
122
is not just its own subject in and of itself, but it is the way that we learn all other subjects throughout school. When focusing on language and literary development as its own domain, one can see, there are four main facets of language and literacy development: listening, speaking, reading, and writing. All four of these aspects are equally important to becoming literate and therefore a better learner and communicator. The early years of a child’s life are the most impressionable as far language development goes because “children’s early literacy behaviors lay the foundation for their development” (Brewer, 2007, p. 510). Language and literacy development is an ongoing process that begins at birth, which is why it is very important for adults that are around young children to remember that they are being observed and to try and serve as role models for literacy and good language. As an educator of these especially receptive young children, my future classroom will be full of great language and literacy models. I also plan to exhibit excellent language and literacy practices and strategies for the children to experience first hand. I plan to have lots of materials and displays of language (such as a word wall) provided around my classroom for the children to use as models and refer to when they need it. I also plan to model the different ways language can be used such as labeling, writing stories, communication, reading information, reading for pleasure, conversation, following directions and even for play (lots of games have rules you need to understand in order to have fun with your friends). This
123
can be done directly through lessons and activities as well as indirectly but should nevertheless play a vital role in any early childhood classroom. Language and literacy is one of the six main domains in the Children’s Comprehensive Curriculum and it is considered the one that connects them all as language connects all that we learn through communication (Kostelnik, 2011, p. 245). Most children begin learning language through conversation inside and outside of school. Language and literacy, however, should be taught or focused on daily in the classroom. This can be done in many different ways both directly and indirectly. Some direct ways of focusing on language and literacy development is through guided reading lessons, shared reading lessons, read‐alouds, and literacy centers. All of these approaches focus on literary development as their main purpose. Some indirect ways a child’s language and literacy can be developed is through modeling, independent reading opportunities, and allowing children time to converse and interact with one another. Literacy can and should also be integrated across the curriculum. It is also very easy to integrate seeing as it is the basis for all other subjects and many stories relate to other topics and can be used as an introduction to a unit. Information about topics can also be gathered through reading, speaking, and listening. It is because of this ease of integration teachers should be able to reach any and all children and help foster their language and literacy skills.
124
Overall literacy is the basis for not only education, but communication and life in our society today. This is why I believe that teachers need to keep literature as one of the primary focuses of the classroom so as to foster a great foundation for the children we teach. With my future classes I plan on using this knowledge to promote literacy development so as to help establish this foundation to help the child with all his/her future successes. References Bickart, T. S., Jablon, J. R., & Dodge, D. T. (1999). Building the primary classroom: a complete
guide to teaching and learning. Washington, DC: Teaching Strategies, Inc.
Brewer, J.A. (2007). Introduction to early childhood education: preschool through primary
grades. Boston, MA, United States of America: Pearson Education, Inc.
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate
curriculum: best practices in early childhood education. Upper Saddle River, NJ:
Pearson Education, Inc..
125
Cayla Shannon  Literature Rationale
Literacy is a skill that relates to all other areas of the curriculum, in order to successfully teach any other subject, the lesson should include literacy. Teaching literacy should be one of the most important goals in teaching, especially in the early years of education when children are first learning fluency, comprehension, phonemic awareness, vocabulary, and phonics. With a successful literacy curriculum students will improve their skills in communicating and clarifying their ideas and feelings, obtain information, and they will develop an appreciation for literature and writing (Bickart, Jablon, & Dodge, 1999). Children learn literacy and language though listening, speaking, reading, and writing (Bickart, Jablon, & Dodge, 1999), as an effective teacher all of these aspects should be in the classroom and throughout the curriculum.
Listening is a skill of literacy that helps children understand main ideas of stories, comprehend others ideas, reflect on personal experiences, and speaking and listening turn taking (Bickart, Jablon, & Dodge, 1999). In my classroom I plan to base my lessons on classroom discussions these discussions will help my students develop their listening skills. These skills will be addressed every day; however they will also be integrated with the topic of the curriculum. For example, if we are studying plants we will have many discussions on plants; this
126
discussion will allow the students to share what they know and also listen and comprehend what others are saying.
My classroom meeting will not only develop the children’s listening skill it will also help develop the children’s speaking skills. Speaking is a developmental skill that permits children to ask and answer questions, express themselves, convey ideas, and is the main source for play (Bickart, Jablon, & Dodge, 1999). When a child is able to speak frequently in a natural setting they can be prompted to notice things such as their voice, they began to understand how their voice can show feeling and expression. This is a key factor in fluency. (Padak, & Rasinski, 2008) In my classroom I will create community environment that allows the students to ask questions and debate with one another during shared and guided reading groups also, this strategy will allow the students to develop their speaking skills and develop a more clear idea about what the story is about.
Reading is the key to literacy in the primary grades; once reading is accomplished the child can better understand the world. Reading teaches children how to sustain an interest in reading, better understand stories and ideas, use strategies to construct a meaning from print, make predictions and respond to stories in various ways, and understand the purpose of reading. (Bickart, Jablon, & Dodge, 1999) To teach reading I plan to have effective instruction depending
127
on the developmental level of my students. I will be sure that they are phonically and phonemically ready for reading. In my classroom I plan to encourage reading by providing a large variety of books in my library and centers, making signs, writing notes, and having reading based centers (Bickart, Jablon, & Dodge, 1999).
Finally writing is a skill that will also be integrated in my classroom. Writing helps children show meaning to their feelings, compose stories, develop handwriting, and reflect and revise (Bickart, Jablon, & Dodge, 1999). Children learn writing skills by conveying meaning with their writing. In my classroom I plan to provide ample opportunities for the students to show meaning, I plan to make lists, signs, and messages for the classroom. I also plan to have the children write in their journals daily. I also plan for my students to give written responses to stories , studies in science and social studies, and other classroom issues. (Bickart, Jablon, & Dodge, 1999)
Overall, literature is the foundation of all learning. Literacy helps children develop comprehension, writing, reading, and vocabulary skills. These skills are key in the success of their future. This is why; I believe it should be a primary focus in the curriculum of early educators.
128
Resources
Bickart, T. S., Jablon, J. R., & Dodge, D. T. (1999). Building the primary classroom: a complete
guide to teaching and learning. Washington, DC: Teaching Strategies, Inc.
Padak, N, & Rasinski, T. (2008). Evidence-based instruction in reading a professional development guide to fluency. Boston: Pearson
Padak, N & Rasinski, T. (2088). Eveidence-based instruction in reading a professional development guide to comprehension. Boston: Pearson
129
Tabitha Eusea Literature rationale I think that literacy is one of the most important factors of education in early childhood education and forms the base and foundation for future learning. There are many aspects involving learning through literacy in the classroom. “Learning involves reading for understanding, enjoying literature and experiencing the power of putting ideas into print” (Bickart, T. S., Jablon, J. R., & Dodge, D. T. 1999). Literacy is part of everyday life and students will need to be efficient learners in all areas of literacy and develop necessary skills for all areas of literacy as they develop in their learning. It is important that the students do not only learn literacy effectively, but also that students learn through enjoyment, enthusiasm and personal experience.
Literature should be incorporated all throughout the school year and in several methods of instruction. I feel that all content areas are important in the early childhood classroom, however literacy is so important that it should be implemented everyday throughout the school year in some way. There are many different types of literature that can be used including: read-alouds,
130
guided reading, shared reading, literature circles, independent reading, class plays and skits, writing content and much more. These literature activities can be introduced to teach a specific literacy goal, or can also be tied into a specific theme occurring in the classroom at the time. Another way that literacy can be taught in the classroom is through centers. Established literacy centers can help students explore and engage in helpful learning experiences to further their learning. Literacy centers can include a spelling, writing, reading and listening center. Students can have the freedom to choose which center they want to go to and can also be provided with choices within the centers. This is just one more way in which literacy can be integrated throughout the school year in everyday learning.
Literacy does not have to be taught solely as a literacy lesson or activity. Literacy ties in to all other learning subjects and can be incorporated into learning in many ways. For instance, when teaching a science or social studies lesson, there are many ways that literacy can be incorporated into the lesson. Some ways in which it can be implemented is through books related to the topic, songs, poems, etc.
131
Overall the style and methods of teaching literacy will be very important for the effectiveness for students learning. It will be very important that this curriculum is hands-on, authentic, engaging, interesting, and often initiated by child interest. Students will need to have initial interest in the learning content and also be able to maintain that interest to have positive learning outcomes.
Reference:
Bickart, T. S., Jablon, J. R., & Dodge, D. T. (1999). Building the primary
classroom: a Complete Guide to Teaching and Learning. Washington, DC: Teaching Strategies, Inc.
132
Kacey Carrigan “Teachers who surround children with books, give them interesting reasons to write, and use meetings for in-depth discussions make language and literacy a vital part of the classroom.” (Bickart, Jablon, & Dodge, 2007, 256) Through my work this semester both in the classroom and on projects, I have found literacy to be a very valuable tool. Without a doubt literacy can be worked into any topic the class is covering. It is an easy resource to pull when introducing a topic or trying to further something that has already been taught. Perhaps the biggest reason to use literacy throughout the curriculum is that without it, one would not be able to become a functioning member of society. Using literacy in the classroom may play the most important role in the development of not only future literacy experiences, but the development of other skills.
Literacy may be the easiest thing to incorporate into the curriculum. It is the only content area that can be easily placed into any topic the teacher is trying to teaching. According to Copple and Bredekamp (2009) it is important to combine literacy with the other content areas because it helps in the development comprehension of language, vocabulary, and communication skills within those different areas (211). For example, when teaching a math lesson I integrated literacy by using the book, The Grouchy Ladybug by Eric Carle. It was a time lesson and the story follows a grouchy ladybug as she attempts to fight every animal she meets. Each page
133
featured an hour increase in time and clock as a visual aid. I had also taught an adjectives lesson earlier that morning and used the same book. The lesson focused on adjectives for feelings and that book definitely has no shortage of feelings. Using the same book, on the same day, for two different lessons gave the children a chance to see how many ways literacy can be used. This showed them that there is more than one purpose for a single book. I’m sure I could have used it again for a social studies lesson, or even science. I now believe that literacy is not just a tool for teaching language. There are so many rich resources that fall into the category of literacy that can spread across the curriculum, making the learning experience mean so much more.
Another important reason to using literacy throughout the curriculum is that it is plays such an important role in a person’s future. It would be very difficult, if not impossible to function in society without being literate. If children do not have a strong foundation for literacy from birth, it is likely that they will never fully develop adequate literacy skills. According to Copple, Bredekamp (2009) children begin learning language through conversations and interactions with the adults and people they come in contact with in their surroundings (210). When working with children on their literacy development it is most important to model good listening and communication skills (Copple & Bredekamp, 2009, 211). By modeling these skills effectively for the students, they would, in turn, be better able to model the same behavior.
134
Without these skills, children would not be able to function in literacy experiences later in life. The classroom teacher must be very aware of the importance of building a strong foundation for listening, communicating, and reading.
Before this semester I was totally uncomfortable with literacy. I felt like it was the hardest content area to teach and I wasn’t even sure how to go about doing. I now have some tools that I can use to better my ability to teach literacy in my classroom. Not only do I feel more comfortable, but I see the importance of it. Literacy is more than just reading a book to children. It is still reading that same book, but doing something with it.
Works Cited Bickart, T. S., Jablon, J. R., & Dodge, D. T. (2007). Building the primary classroom: A complete guide to teaching and learning. Portsmouth, NH: Heinemann. Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. DC: NAEYC.
135
Dalton Howard Literacy Rationale There are countless important reasons to involve literacy in any and all curriculums, both with reading and writing. Being illiterate in this world is not an option for teachers who “enter and stay in the field because [they] believe that [their] work can make a significant different in the lives of children and their families, and so make a profound and lasting contribution to society” (Copple & Bredekamp, 2007). In order to be a contributing member of society, one must learn to navigate the world in which they live. In order to navigate this world, one must know how to read and write; two significant aspects of human communication. In today’s world, people use several mediums for communication, and sometimes for mass communication. People today are using countless ways to communicate, all of which involve reading and writing. We use facebook, online journals, newspapers, books, letters, hospital forms, books, signs, labels… the list is endless. For this reason, it is essential for us to teach our children how to use and understand language, both written and spoken. I want to foster the development of capable children, who will hopefully grow up to be capable adults. To me, a capable adult must be able to read and write. It is not practical for all communication to take place orally and in person. Because of this, humans created the written
136
word in order to allow for more effective timing and in order to get things done more efficiently. In order for children today to grow up a part of this more efficient world, they must learn how to read and write. I also believe that when children learn to read, they learn a skill that allows them to participate in the world of fantasy. Literature is a safe way for children to exercise their imaginations and creativity. Similarly, writing is a safe way for children to their very own selfexpression. Literacy exposure helps children develop their cognitive thinking and self-reflection skills (Copple & Bredekamp, 2007). When our plans do not always unfold the way we want them to, we must engage in self-reflection in order to ensure that things go better during our next trial. If literacy helps children evolve their self-reflection skills, then it is essential to their future well-being. Anything that is essential to the well-being of my future students is well worth my time and energy. I have also found literacy to be a very effective form of introduction into any activity that covers any content area. Because of the constant exposure young children have to language, it is something they are familiar with, regardless of what level that familiarity is on. Children enjoy stories, and it can be a great way to engage them and calibrate what they are interested in. If an activity involves being able to sort parts of a plant, a book that tells a story about plant parts is an
137
enjoyable way to introduce the idea to the children. In order for children to experience true education, they must be engaged (Dewey, 1938). In order for children to be engaged, they must be interested; therefore, education follows interest. If children react well to a story about airplanes, then the teacher might note that as a sign of interest. Language is one of the first aspects of life that children experience. According to Shaffer and Kipp, children can recognize their mother’s voice before they are even born (Shaffer & Kipp, 2010). Language is something children play with by nature, so involving literacy in the curriculum allows them to refine those skills. The more sophisticated these skills become, the more children can express themselves and participate in collaboration, discovery, and construction.
Works Cited Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children.
Shaffer & Kipp, D.R. (2010). Developmental Psychology: Childhood & Adolescence, 8th Edition. California: Wadsworth, Cengage Learning.
Dewey, J. (1997). Experience in Education. Free Press.
138
Joy Lawson
Literature Rationale A major obligation in the elementary grades is teaching children the importance of language and literacy. Language and literature are both key elements in regards to learning and communicating with others. The major aspects associated with communication include the ability to: acquire information, clearly obtain concepts and feelings, and relay thoughts and ideas so others can comprehend them (Bickart, Jablon, & Dodge, 1999). Learning incorporates “reading for understanding, enjoying literature, and experiencing the power of print” (Bickart, Jablon, & Dodge, p.255, 1999). By the time a child enters a classroom, he/she has been exposed to various forms of language and literature which leads to deriving his/her own beliefs and ideas of both. These varying experiences create mass diversity within any given classroom and in order to appropriately teach literacy and language, a teacher must build upon the varying experiences of children in a classroom while encouraging each child in his/her ability to learn to “read, write, and convey their ideas effectively” (Bickart, Jablon, & Dodge, p. 255, 1999) and (Duckworth, 2006). Children are able to view the connections between learning and everyday life, when literacy and language are taught as a part of significant activities (Bickart, Jablon, & Dodge, 1999). This is also why classrooms should be places were many activities are composed of reading, writing, speaking, and listening (Bickart, Jablon, & Dodge, 1999).
139
Having obtained and mastered language and literacy skills are beyond necessary for children to successfully function in today’s society (Bickart, Jablon, & Dodge, 1999). The National Council of Teachers of English, the International Reading Association, and the writers, of the New Standards Primary Literacy Standards understand this need and have created goals that appropriate literacy and language curriculums should meet. The first goal created states that children should be able to clarify their own thoughts and feelings. When a child forms complicated thoughts and feelings into words he/she is moving towards a heightened understanding and clarity in thinking (Bickart, Jablon, & Dodge, 1999). This skill is also an excellent means for a child to showcase his/her knowledge on a particular subject. The second goal created encourages children to communicate ideas and thoughts with others. Obviously, literacy and language development play essential roles in the way an individual expresses thoughts, ideas, and emotions. Children are more equipped to take control of their learning when they are able to read and write about personal experiences, listen to other’s experiences, and accurately share ideas (Bickart, Jablon, & Dodge, 1999). Another goal is for children to use literacy skills to acquire information. This is best accomplished when a child has an interesting problem to solve and have a desire to pursue and answer to said problem (Bickart, Jablon, & Dodge, 1999). The final goal focuses on developing an appreciation for literature and writing. It is the teacher’s responsibility to encourage this by creating a classroom that fosters the growth
140
and development in each child’s literacy and writing skills. This can be done by simply allowing ample opportunities for the students to “communicate through writing as naturally and freely as they do through their drawings and speech” (Casbergue and Plauche, p. 14, 2005).
There are a variety of ways that teachers can actively ensure that the goals previously mentioned are being met. The best way to ensure this is by integrating language and literacy in the classroom; which will also help children’s learning of both literacy and language constantly progress (Bickart, Jablon, & Dodge, 1999). Using print to organize the classroom and explain routines is a simple and effective way for a teacher to create an environment that fosters literacy. This can include labeling classroom materials, creating attendance charts, and documenting the daily schedule (Bickard, Jablon, & Dodge, 1999). Another way to integrate literacy is by using print in activities and experiences in the classroom. For instance, posting messages/signs for class, using word walls, an especially showcasing children’s work (Bickard, Jablon, & Dodge, 1999). Another option is scheduling work times for reading during the school day. This can include read alouds, shared reading lessons, guided reading lessons, and especially independent reading opportunities (Bickard, Jablon, & Dodge, 1999).
Language and literacy development are both ongoing processes that must be carefully fostered by teachers. It’s important for teachers to capitalize on every teachable moment in the
141
school day and encourage children’s natural inquisitive and investigative nature. By immersing language and literacy across the curriculum, children are more likely to successfully develop and use literacy and language skills.
References
Bickart, T. S., Jablon, J. R., & Dodge, D. T. (2007). Building the primary classroom: A complete guide to teaching and learning. Portsmouth, NH: Heinemann.
142
Missy Tucker  Literature Rationale
One of the most important goals for a teacher in making an effective literacy program is to make the program meaningful and interesting for all children in the classroom (Copple, C. & Bredekamp, S. 2009). I believe that literacy is the basis of all learning and should be integrated throughout the curriculum. Literacy is a skill needed to succeed in all areas of curriculum. Students learn through communicating, researching, and investigating, and without literature this would not be possible. Teaching literacy skills enhances students’ ability to communicate their ideas effectively, expand their vocabulary, and become fluent readers, along with many other beneficial skills.
Reading to students and questioning them, allows students to enhance their communication skills. It is important to give children a chance to communicate their thoughts and feelings with others. Teaching children how to read and write provides them with the opportunity to develop the necessary skills needed to communicate their ideas and feelings clearly with others (Bickart, T. S., Jablon, J. R., & Dodge, D. T. 1999). I also believe that reading to children helps teachers develop a welcoming communication with students, and provides them with the security that their opinions matter. During these discussions, teachers are able to
143
scaffold students to help them construct their learning, and develop effective communication skills.
Reading to children also helps them expand their vocabulary. Helping children enhance their vocabulary is very important since the amount of vocabulary a child has acquired before schooling various tremendously from child to child. Reading books with familiar topics gives students the ability to relate meanings to new words and broaden the child’s vocabulary. According to Evangeline Newton, Nancy D. Padak, and Timothy V. Rasinski, students learn better when they are able to connect their prior knowledge with unfamiliar concepts, such as vocabulary words (Newton, E., Padak, N., and Rasinski, T., 2008).
I believe that one of the main goals of a teacher should help children become fluent readers. Providing students with various types of literacy lesson, including shared, guided, and read aloud, gives students the opportunity to improve their reading skills and helps them become fluent readers. Using these various types of lessons allows teachers to model listening, speaking, reading, and writing skills to students, which are all skills children need in order to become fluent readers. One of the main ways to help children become fluent readers is by providing them with a love for reading. Evidence shows that reading to children encourages their desires to read, which enhances their desire to become fluent readers (Bickart, T. S., Jablon, J. R., & Dodge, D.
144
T. 1999). Read alouds and reading for enjoyment provide children with these types of opportunities. Modeling reading done in shared reading also helps children learn reading strategies and other skills that help children become fluent readers (Padak, N. and Rasinski, T. 2008). These skills can be reinforced in guided reading, where teachers scaffold students in their learning by providing them assistance with reading comprehension and using reading skills appropriately.
Overall, I believe that literature is the basis of all learning. I believe that integrating literature throughout the curriculum enhances students’ communication skills, vocabulary, and reading skills, and provides children with a love for literacy. Literacy helps children develop the basic life skills needed for the success in their future; therefore, I believe it should be the primary focus of the curriculum.
145
Resources
Bickart, T. S., Jablon, J. R., & Dodge, D. T. (1999). Building the primary classroom: a complete
guide to teaching and learning. Washington, DC: Teaching Strategies, Inc.
Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice: in early childhood
programs. National Association for the Education of Young Children.
Newton, E., Padak, N., and Rasinski, T. (2008). Evidence based instruction in reading:
vocabulary. Pearson Education.
X. Teacher Resources Any resources we used for our lessons are already included in the lesson plans themselves. Any references we used to write rationales is included right after the rationale. The annotated bibliography is a list of books to use for the unit. http://www.publicschoolreview.com/school_ov/school_id/33914 http://www.amazon.com