Topic:

Animals Two By Two

Class:Goldfish and Guppies Investigation 1 Part 1

Date:

Content Objective:SW know that fish have identifiable structures

Language Objectives:

SWBAT name/label? the parts on a fish using the sentence structure of: A fish has __________

Student Friendly: I can tell the parts on a fish and label it.

Key Vocabulary:AquariumEyesFinsGillsGoldfishHeadMouthScalesTail“Parts of a goldfish”

Materials:

Higher Order Questions:

Time: Activities:Building Background:Look at pictures of many fishKWL (or just KL) - where do fish live, eat, types, etcLiteracy: Goldfish: Watch It Grow (Pebble Books) by:Gail Saunders-Smith

Links to Experience:Introduce investigation – observation and discussion

Links to Learning:Diagram of fish – as a class – label/name the partsIn pairs – have diagram of a fish – word cut outs – label the parts of a fish.

Key Vocabulary:Word Bank – list of words to choose from to label fishFinish KWL

Time: Student Activities (Check all that apply for activities throughout lesson)Group kids in mixed level groups

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Individual Group Written Oral

Assessment Checklist 1-2 provided in curriculumWIDA LVLS:Lvl 1 – Can they find the parts of the fish that you name (I.E Where is the fin?)Lvl 2: Given the labels, and told the name – label the parts of the fish?Lvl 3-4: Label the fish and tell you what they are?Lvl 5: Use the word bank to help them label their picture

Extra Materials to build background Knowledge/supplement Investigation 1:Promethean Planet – 3 excellent promethean slides designed specifically for Foss Animals 2 x 2. (Search: goldfish – narrow for K.)Books:Memoirs of a Goldfish: Devin Scillian

Topic:

Animals Two by Two

Class:Goldfish and GuppiesInvestigation 1 Part 2

Date:

Content Objective:SWBAT identify that fish have basic needs.

Language Objectives:SWBAT identify the basic needs of fish.

Student Friendly: I can tell what a fish needs so it can survive.

Key Vocabulary:BackwardsBottomCleanDirtyFoodForwardMiddlePreferSurfaceWaterNeedsurvive

Materials:

Higher Order Questions:What does a fish need in orderTo survive?

Time: Activities:Building Background:Whole class: Review what they have learned about fish- Decide what animals need to survive? What do fish need to survive?Literacy: Gilbert Goldfish Wants a Pet by Kelly DiPucchioand/or Mr. Putter and Tabby feed the fish by Cynthia Rylant

Links to Experience:In centers:*care for the goldfish Guiding the Investigation/discussion questions*Put together your own aquarium – a center – as small group, construct an aquarium – what do we need

Links to Learning:Writing: Draw an aquarium with needed suppliesMy fish needs ______________ (students write)

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)Grouping: Group the kids by levels for these centers

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Individual Group Written Oral

Lvl 1 look fors: repeat what fish needs, answer yes/no to discussion questions – draw an aquarium with necessary suppliesLvl 2: Answer: What do fish need (with 1-2 words), Draw and write simply about aquariumLvl 3-5: Tell why a fish needs plant, food, water – describeWriting – more complexMy fish needs ____________ because _________________

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Goldfish and GuppiesInvestigation 1 Part 3

Date:

Content Objective:SWBAT know that fish have senses to help them detect objects in their environment.

Language Objectives:SWBAT list ways in which fish find out about things intheir environment.

Student Friendly: I can tell how fish find out about things in their aquarium.

Key Vocabulary:AboveBehindBelowIn front ofNext toThroughTunnel

Materials:

Higher Order Questions:How do fish know where things are in their aquarium?

Time: Activities:Building Background:Watch the fish – what does it do (maybe a morning center) or opening question: What have you seen the fish do? What if I add a tunnel, etc.

Links to Experience:Set up a class aquarium – tunnel, something to be the plant – let kids “be the fish” – what are they doing.Give directions – go behind the plant, through the tunnel, next to,

Paper Aquariums (in curriculum)

Links to Learning:

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)Grouping: Group the kids by levels for these centers

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Individual Group Written Oral

Lvl 1: Respond to simple command – and demonstrateLvl 2: Respond to simple command – Go behind the plantLvl 3 Respond to 2 commands given 1 at a time Go behind the plant – then go through the tunnel. First go behind the plant (student acts) Now go though the tunnel.Lvl 4-5 Respond to oral direction i.e –Go behind the plant and then through the tunnel.

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Goldfish and GuppiesInvestigation 1 Part 4

Date:

Content Objective:SWBAT know that different fish can be different and the same.

Language Objectives:SWBAT compare and contrast goldfish and guppies.

Student Friendly: I can tell how guppies and goldfish are the same and different.

Key Vocabulary:CompareContrastGoldfishGuppyFemaleMaleSamedifferent

Materials:

Higher Order Questions:How are guppies the same and different as goldfish?

Time: Activities:Literacy: A Fish out of Water

Building Background:Observe goldfish and guppies

Links to Experience:Class T-chart (to contrast), then list how they are the same.Relate to something they are familiar with: How are a cat and dog the same and different (or do two kids in the class –compare/contrast)Now do the same with goldfish and guppies

Links to Learning:Drawing:

-Students draw a goldfish and guppy (or given a blank fish – they fill in parts – tell/label parts that are the same/different.

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Science Journals – link to learning activity:Can they name/draw what is the same/differentLook fors:Lvl 1: Repeat: They are the same because… They are different because…Lvl 2: (on their own say) They are the same because… They are different because…Lvl: 3-5 Are they using the vocab from previous lessons? Fins, scale, gills, tail, goldfish, guppy (same and different)They are the same because…They are different because the goldfish…and the guppy…

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Land and Water SnailsInvestigation 2 Part 1

Date:

Content Objective:SWBAT identify the parts and needs of a snail.

Language Objectives:SWBAT name/label the parts of a snail.SWBAT identify the basic needs of a snail.

Student friendly: I can tell the parts of a snail.I can tell what a snail needs to survive.

Key Vocabulary:Air holeBackwardFenceFootMucous trailShellSidewaysSnailTentacleUpside down

Materials:

Higher Order Questions:What are the parts of a land snail?What do land snails do?

Time: Activities:

Building Background:Are you a Snail Judy Allen and Tudor Humphries

Links to Experience:Observe snails in centers – ask questions (from foss lesson)

Links to Learning:Class discussion – discuss what was observed. “What happened when …”Teacher draw snail – name and label partsStudents in science journals – draw and label parts

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Science Journals/DiscussionIn small group: students can tell you what snails need to survive.

In journal: does student label the parts of a snail?Lvl 1: Drew the snail, can tell “This is a snail”, tentacle, shellLvl 2-3: Can copy class model – and can tell you the words (mucous, airhole)Lvl 4: Does not need class model – draws and labels the snail – basic parts (shell, tentacles)Lvl 5: Does not need class model – draws and labels including air hole, mucous trail, etc.

Other Resources for Investigation 2:Snails – Kevin J. HolmesTiny Snail – Tammy Carter BronsonLet’s Look at Snails – Laura Hamilton Waxman

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Land and Water SnailsInvestigation 2 Part 2

Date:

Content Objective:SWBAT know that snails have senses to help them detect objects in their environment.

Language Objectives:SWBAT list ways in which snails find out about things in their environment.

Student Friendly: I can tell how snails find out about things in their environment.

Key Vocabulary:CenterCircleInnerOuterRace

Materials:

Higher Order Questions:What will make a snail move?

Time: Activities:

Building Background:Literacy: The Snail’s SpellBrief discussion of book

Links to Experience:Racing snails activityPredict which snails will win – and why. Record on board

Links to Learning:Discuss results (use pictures to aid in discussion: i.e. Does a big snail go faster than a slow snail – could ask Which one will win? Big or small snail – show pics of big/small snail)

Class race – 4 students race their snails(If it hasn’t been discovered yet – introduce concept that snails go faster when wet and/or have lettuce to go after)

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Sentence Frames:I think ________ will win because__________

Review and Assessment: (check all that apply)Group Discussion

Do all the students understand what makes a snail go faster?Lvl 1 – Respond: Which snail will win? What if this one is wet? Etc,Lvl 2-3: Student says: The _________ will win because ____________

Lvl 4-5 Can explain which snail will win and how another snail could win depending on different conditions. (Understands and explains the different conditions that will allow a snail to win).

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Land and Water SnailsInvestigation 2 Part 3

Date:

Content Objective:SWBAT know how different snails can be different and the same.

Language Objectives:SWBAT compare and contrast land snails and watersnails.

Student Friendly: I can tell how land snails and water snails are the same and different.

Key Vocabulary:DifferentSameCompareContrastFloatLand snailVialWater snail

Materials:

Higher Order Questions:How are water and land snails the same?How are they different?

Time: Activities:Literacy: FOSS science story: Land and Water snails

Building Background:

Links to Experience:Observe snails – Foss lesson questions

Links to Learning:Class T-chart (to contrast), then list how they are the same.Relate goldfish/guppy conversationCompare/contrast different snails

Draw the two snails in science journal – label parts and/or differences

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Science Journals – link to learning activity:Can they name/draw what is the same/differentLook fors:Lvl 1: Repeat: They are the same because… They are different because…Lvl 2: (on their own say) They are the same because… They are different because…Lvl: 3-5 Are they using the vocab from previous lessons?They are the same because…They are different because the land snail…and the water snail…

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Land and Water SnailsInvestigation 2 Part 4

Date:

Content Objective:SWBAT to notice that there is great diversity among snails.

Language Objectives:SWBAT describe different shells.

Student Friendly: I can tell how the shells look.

Key Vocabulary:DescribeDarkLargeLightSmallSea animalPointySpirals

Materials:

Higher Order Questions:

How can I put the shells in different groups?

Time: Activities:

Building Background:Literacy – use a snail book as listed in extra resources outlined in Part 1 of this investigation

Links to Experience:Sort shells – teacher goes around and asks – FOSS part 4 questionsIf two teachers – divide in two groups.How did the students sort?Have them follow directions: tell students how to arrange shells – largest to smallest, darkest to lightest, etc.

Links to Learning:

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Oral:

Lvl 1: Respond to questions about sort – can explain in 1-2 words – small, big, etc.Lvl 2: These are _______ this is ________ (small, big, etc)Lvl 3: Answers your explicit questions about sort? I.E Where would this shell go? Why?Lvl 4-5: Compare/contrast attributes of shells (how are these different/same, etc) & answer explicit questions.

Review Key Vocabulary:

Review Key Content Concepts:

Topic:

Animals Two by Two

Class:Big and Little WormsInvestigation 3 Part 1

Date:

Content Objective:SWBAT identify the parts and needs of a worm

Language Objectives:SWBAT name/label the parts of a worm.SWBAT identify the basic needs of a worm.

Student friendly: I can tell the parts of a worm.I can tell what a worm needs to survive.

Key Vocabulary:BodyBottomClitellumEarthwormHeadMoistMouthRedwormRoughSegmentSwollentop

Materials:

Higher Order Questions:What are the parts of the redworm?

Time: Activities:Building Background:Promethean Planet: Squirmy Wormy

Links to Experience:Guided observation: as outlined in FOSS lesson guide -Have students draw the worm

Links to Learning:Whole group: look at worm together – what do they noticeSpecifically name parts of worm, use the vocab – point out the parts.Do worm outline on projector (at this point tell them how they can be a 4 – super all star – (the lvl 5 task)Students do worm outline individually (without model)

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Worm outline in science journal:Add labels to worm, write a sentence about worm.Lvl 1: Premade labels (of worm parts) each label read to them and they label worm. (could have worm labeled and students match labels to worm that’s already labeled) WIDA reading lvl 1: “Find matching words”Lvl 2: Same as lvl 1 except the worm outline is not labeled.Lvl 3: Given labels, students use picture of worm and the parts of the worm pointed out (with empty boxes for parts to be labeled) to identify the words (labels) WIDA lvl 3 reading: Use pictures to identify words.Lvl 4: Same as lvl 3 + use familiar words from the unit to tell about the worm (if able, write a sentence about worm)Lvl 5: Same, write 2-3 sentences about worm.

Extra Materials to build background Knowledge/supplement Investigation 3:Promethean Planet: Squirmy WormyBooks:Diary of a Worm – Doreen CroninWiggling Worms at Work – Wendy Pfeffer (about what worms do and how they help earth)Wonderful Worms – Linda Glaser (the physical characteristics, behavior and life cycle)Yucky Worms – Vivian FrenchAn Earthworm’s Life –John Himmelman

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Big and Little WormsInvestigation 3 Part 2

Date:

Content Objective:SWBAT know that worms have senses to help them detect objects in their environment.

Language Objectives:SWBAT list ways in which worms find out about things in their environment.

Student Friendly: I can tell how worms find out about things in their environment.

Key Vocabulary:BackwardBehaviorBurrowForwardHideReactSidewayssoil

Materials:

Higher Order Questions:What do redworms do?

Time: Activities:Extend this activity by either:

a) look for worms outside after a rain and/orb) set up a vermicompost system (located in FOSS resource folio)

Do this so students are better prepared to answer: What do worms do?

Building Background:See above activity

Links to Experience:Observation TerrariumCenter: as outlined in FOSS lesson – observe how worms move,Guided questionsBlock the worms pathGuided questions

Links to Learning:Guided questions

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)WIDA speaking In guided questions expect/push for:Lvl 1: repeat what you say & answer yes/no about wormsLvl 2: Describe using simple phrases about worm movement and answer guided questions with 1-2 word answersLvl 3: Answer explicit questions, in complete sentenceLvl 4: Give detail, use content vocabularyLvl 5: Same as 4 but also explain situations and offer opinions (why might the worm do that, etc.

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Big and Little WormsInvestigation 3 Part 3

Date:

Content Objective:SWBAT know how different worms can be different and the same.

Language Objectives:SWBAT compare and contrast redworms and nightcrawlers

Student Friendly: I can tell how redworms and nightcrawlers are the same and different.

Key Vocabulary:CompareContrastSameDifferentBristleNightcrawlersmooth

Materials:

Higher Order Questions:How are redworms and nightcrawlers the same?How are they different?

Time: Activities:

Building Background:It could still be a worm – Allan Fowler

Links to Experience:Observation – as outlined in FOSS lesson (guided questions)Note: do not introduce the nightcrawlers – let students discover them on their own.Group worms (student sort the worms) – explain how they sorted

Links to Learning:Closing: whole group – introduce the night crawlers – let students share what they observedCompare/contrast chart

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Draw the two worms in science journal, write a sentence that tells how they are the same and how they are different.Sentence frame: The worms are the same because ____________They are different because the redworm ________________ and the nightcrawler ____________Can also use assessment checklist provided by FOSS kit Lvl 1: sentence frame printed on paper, given to students) They can attempt to write, but they tell teacher, teacher either writes it in, or checks off that they know how they are the same/differentLvl 2: (sentence frame printed on paper, given to students) Chooses from Venn diagram and/or compare/contrast chart to fill in blanksLvl 3:Same – but gives more than 1 example of how they are the same/different.Lvl 4: sentence frame is on projector, but they write out whole sentence.Lvl 5: Produce their own sentence to explain how worms are the same and different

If this is done in small groups, teacher can discuss with level 5 how we could write a sentence to tell how the worms are the same/different, but then students independently write it, they don’t look at a sentence frame.

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Pill Bugs and Sow BugsInvestigation 4 Part 1

Date:

Content Objective:SW know that isopods have identifiable structures

Language Objectives:

SWBAT name/label? the parts on an isopod using the sentence structure of: An isopod has _________

Student Friendly: I can tell the parts of an isopod.

Key Vocabulary:AntennaBallBottomCarapaceIsopodLegSectiontop

Materials:

Higher Order Questions:What are isopods and what parts do they have?

Time: Activities:

Building Background:I’m a Pillbug – Yukihisa TokudaAfter book and before observation: KWLK – what do we know about isopodsW – what do we want to know

Links to Experience:Observation, as outlined in FOSS lessonGuided questions – in FOSS

Links to Learning:After observation:L – what have we learned

Turn and talk – partners share 1 idea they learnedPartners team up with another group of partners – Student A tells the others what student B said, and vice versa

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Turn and TalkLook fors:Lvl 1: in first turn and talk (and or in observation time – figure out what “we” will say) – ELL teacher meets with lvl 1’s to come up with something that we can say about isopods – students repeatLvl 2: says 1-2 things about isopodsLvl 3: uses “L” to help them say something they have learned – can share what their partner saidLvl 4-5: more detailed description about what they know about isopods.

Extra Materials to build background Knowledge/supplement Investigation 4:A pill bug’s life – John Himmelman – life cyclePillbug – Stephanie St. PierrePillbugs Up Close –Greg PyersPillbugs Watch it grow – Martha RustadRoly-Poly Pillbugs – Molly SmithRalphina, the Roly-Poly – Claudia Chandler

Topic:Animals Two by Two

Class:Pill Bugs and Sow BugsInvestigation 4 Part 2

Date:

Content Objective:SWBAT know how isopods can be different and the same.

Language Objectives:SWBAT compare and contrast isopods

Student Friendly: I can tell how isopods are the same and different.

Key Vocabulary:CompareContrastSameDifferentFlatterJaggedMoisturePill bugProtectRoll upRounderSortSow bugTurn over

Materials:

Higher Order Questions:How are pill bugs and sow bugs the same?How are they different?

Time: Activities:

Building Background:Review KWL on isopodsDid you notice any differences in the isopods yesterday? – Show the different types of bugs – students name a few examples of how they are different.Explain – this is what we’ll be doing in our centers today.

Links to Experience:Students sort isopods.Teachers ask questions about the sorting? Why sort that way? How do you know this is a pillbug and this a sowbug? Are there other ways they are different?, etc.

Links to Learning:Closing: Whole group : Venn Diagram or Compre/Contrast chart

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Can also use assessment checklistScience journal: Draw the two bugs (or given an outline), labelAdd labels to bugs, write a sentence about bugs.Sentence frames to glue into science journals for lvls 1-3The isopods are the same becase … they are different because the pillbug … and the sowbug…Lvl 1: Premade labels (of isopod parts) each label read to them and they label isopod. (could have isopod labeled and students match labels to isopod that’s already labeled) WIDA reading lvl 1: “Find matching words”Lvl 2: Same as lvl 1 except the isopod outline is not labeled.Lvl 3: Given labels, students use picture of isopod and the parts of the isopod pointed out (with empty boxes for parts to be labeled) to identify the words (labels) WIDA lvl 3 reading: Use pictures to identify words.Lvl 4: Same as lvl 3 + use familiar words from the unit to tell about the isopod (writes how they isopods are the same and different – do on own – can write a sentence about each isopod – The pill bug … The sow bug…Lvl 5: Same, write 2-3 sentences about each isopod.

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Pill bugs and Sow bugsInvestigation 4 Part 3

Date:

Content Objective:SWBAT know that isopods behave in reaction to things in their environment.

Language Objectives:SWBAT list ways in which isopods find out about things in their environment and how they move towards things in their environment.

Student Friendly: I can tell how isopods find out about things in their environment and how they move.

Key Vocabulary:EncourageFinishRacestart

Materials:

Higher Order Questions:

How do isopods move?

Time: Activities:

Building Background:Review snail races

Links to Experience:Isopod Races

Links to Learning:Discussion about the race

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Predicting:Lvl 1 Respond to question: who will win? Attempt to answer whyLvl 2: Who will win? Answers why.Lvl 3: Encourage to use I think … will win becauseLvl 4-5: I think… because … and then revises prediction based on teacher given scenarios (i.e what if I …)

Review Key Vocabulary:

Review Key Content Concepts:

Topic:

Animals Two by Two

Class:Pill Bugs and Sow BugsInvestigation 4 Part 4

Date:

Content Objective:SWBAT know that all animals have needs. They all need food, water, air, and space.

Language Objectives:SWBAT list what animals need in order to survive.

Student Friendly: I can tell what all animals need to live.

Key Vocabulary:AirFoodMoistPlantsSpaceTerrariumwater

Materials:

Higher Order Questions:

What do animals need?

Time: Activities:

Building Background:Read: Animals Two by Two (the big book)

Links to Experience:Guided lesson as outlined in FOSS lessonCall over students group by group (prearrange groups by same language ability)Discuss what these animals will need to have a healthy and comfortable home, discuss ongoing care (outlined in FOSS)

Links to Learning:No. 30 Student sheet – students draw their terrarium

Write a sentence about their drawn terrariumWith 2nd teacher (either ELL or mainstream – or as whole class closing) – generates a list of what animals need to survive)

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Guided Discussion (checklist – teachermade)Can the student identify what these animals need?

No. 30 student sheet WIDA writingLvl 1: Draws what the animals needLvl 2-3: Uses list to write what animals needLvl 4-5: Uses discussion (with mainstream/ELL teacher about what animal needs) as jumping off point to write about what animal needs

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Eggs and Chicks

Date:

Content Objective:SW know that eggs require certain environmental conditions to hatch.

Language Objectives:SWBAT identify the necessary conditions for eggs to hatch.

Student Friendly: I can tell what eggs need so they hatch into chicks.

Key Vocabulary:EggIncubatorMoistureSetTemperatureThermometeryolk

Materials:

Higher Order Questions:What do eggs need to hatch into chicks?

Time: Activities:

Building Background:Discovery education.com Movie: I’m Breaking OutShow chicken egg – so other types of eggs (robin egg, eggs from store, etc) discuss how the eggs are different.

Links to Experience:Use class log or a chart to ensure all students get to take part in turning the egg/checking water.

Links to Learning:Chick Journal – students record daily observationsDay 1 – Journal response: What do eggs need so that they will hatch?

(can have a model with labels) – encourage all students to write sentences)Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Journal Response:Lvl 1: should draw and communicate orally what the eggs need in order to hatch.Lvl 2: same as above with an attempt to label the parts that an egg needs in order to hatch.Lvl 3: should have parts clearly labeledLvl 4: Have all parts labeled, start with sentences: Eggs need ______Eggs need ____Lvl 5: Uses full sentences and pictures to tell what eggs need.

Extra Materials to build background Knowledge/supplement Investigation 5:Promethean Planet: Life Cycle of A chick (shows graphic pictures of chick developing in egg)Where Do Chicks Come From? – Amy SklanskyFrom Egg to Chicken Anita GaneriFrom Egg to Chicken – Gerald LeggChicken (Life Cycles)- David M. SchwartzThe Chick that Wouldn’t Hatch –Claire DanielChick – Ed Vere

Topic:Animals Two by Two

Class:Eggs and ChicksInvestigation 5 Part 2

Date:

Content Objective:SW know that chicks need certain environmental conditions to survive.

Language Objectives:SWBAT identify the necessary conditions needed for chicks to survive.

Student Friendly: I can tell what a chick needs to live.

Key Vocabulary:Brood penFeederHatchShellStrawWater bottleWood shaving

Materials:

Higher Order Questions:What do baby chicks need to live?How do chicks hatch?

Time: Activities:

Building Background:Discovery Education Movie: Farming and Agriculture: Poultrywhile waiting the 18 days for eggs to hatch – watch/read video/book – discuss what chicks do to hatch, what they need.

Links to Experience:Observe chicks hatch

Links to Learning:Chick Journal – four box observation guide. Summarize what happens first, 2nd, etc 1st box – still an egg2nd box – egg has cracks in it 3rd box – chick starts to poke through

4th: chick is out.

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)4 box observation guideLvl 1: draw the parts and tell what happensLvl 2: same but pushed to use 1st, then, nextLvl 3: draw and begin to write what happens at each stageLvl 4- draw and write 1st: …. Then ….Lvl 5 draw and write descriptive sentences

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Eggs and chicksInvestigation 5 Part 3

Date:

Content Objective:SWBAT identify the structures of a chick.

Language Objectives:SWBAT identify the structures of a chick.

Student Friendly: I can find the parts of a chick.

Key Vocabulary:BeakEarEgg toothEyeFootHeadLegNoseStructureToewing

Materials:

Higher Order Questions:What are the parts of a chick?

Time: Activities:

Building Background:Chickens aren’t the only ones

Links to Experience:Holding/watching chicks

Links to Learning:Guided questions (see assessment in order to frame questions)Journal: Draw and write one (or more) sentence about what you know about chicks.Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply)Guided QuestionsChick JournalLvl 1: listening: respond to questions outlined in guided observationLvl 2: Follow one step oral directions with questions outlined in guided observation.Lvl 3: Follow two step directions, given one at a time (i.e. Find the toes? How many are there?)Lvl 4 – 5 Follow multi-step directions Find the toes, tell me how many there are.

Review Key Vocabulary:

Review Key Content Concepts:

Topic:Animals Two by Two

Class:Eggs and ChicksInvestigation 5 Part 4

Date:

Content Objective:SWBAT identify behaviors of chicks.

Language Objectives:SWBAT identify behaviors of chicks.

Student Friendly: I can tell what chicks do.

Key Vocabulary:BehaviorMovementpeck

Materials:

Higher Order Questions:What do chicks do?

Time: Activities:

Building Background:Chickens to the Resuce –John Himmelman (funny book about chicken, students can discuss if the book chick does things that are like or different than their chicks)

Links to Experience:Observe chicks

Links to Learning:Respond to guided questions from Investigation 5 part 4

Key Vocabulary:

Time: Student Activities (Check all that apply for activities throughout lesson)

Scaffolding: Modeling Guided IndependentGrouping: Whole Class Small group Partners IndependentProcesses: Reading Writing Listening IndependentStrategies: Hands-on Meaningful Links to Objectives

Review and Assessment: (check all that apply) (Speaking)Answering questions about what chicks do.Lvl 1: respond with yes/noLvl 2: one or two word answersLvl 3: Answer explicit questions – in sentenceLvl 4: Answer questions in full sentence – compare different chicksLvl 5: above and explain situations and offer opinions (I think…)

Review Key Vocabulary:

Review Key Content Concepts: