What do you see?Science Lesson planJamie-Lee Berends

What do you see?

Grade level: Primary (for both English and French immersion)

Unit: Sight

Estimated Time: 1 hour (60 minutes) Introduction: Approximately 10 minutes Outdoor Activity: Approximately 20 minutes Indoor activity: Approximately 20 minutes Closure: Approximately 10 minutes

Outcomes: Observe, explore and communicate what the students see around them.(100-1, 100-2, 201-4, 202-1, 202-2)

Objectives: Students will be able to work and communicate with classmates on what they observed as well as follow the rules of being outside. Students will be able to describe/show what they have seen by providing an art-based project. Students will be able to repeat some French vocabulary words out loud and use those words to describe their art project.

Materials:Outdoor Materials: Outdoor shoes and clothes Camera (teacher) for use in later lessons Baggies to hold objectsIndoor Materials: Paper Color pencils / crayons Cotton balls Glue

Procedure:a) Science Literacy focus: This part of the unit is an inquiry-based lesson using investigation, observations and prediction.

b) Introduction: To introduce this lesson a quick game of I spy could be played as a whole group. For about 5 minutes let the students describe things around the classroom that they see and let the other students guess what it is. Once the children have guessed we can discuss as a class how the students described things and talk about how details make observation so much more important.

c) Activity:

Provide brief overview of the activity. Rules of being outdoors: remind students that they have to stay together; they are not to play on the equipment and remind them of the hands off rule. Get children ready to go outdoors (weather depending) Give all children a baggie to place the objects they find outdoors When outside, instruct children to all look up (regarder en haut). Tell them to think about all the things they see like the shapes of the clouds or the color of the sky, maybe they see a bird fly by. Then instruct the children to look down (regarder vers tes pieds). What do they see in the ground (they can sit down if they want). Do they see grass, dirt, rocks, bugs etc.? Then allow the students to wander around for approx. 5 minutes to observe and collect 2 or 3 objects they find on the school grounds.Indoor activity: Once everyone is situated back indoors the students can then begin their art representation of what they observed outdoors. Give the students paper, colours, and art supplies to create pictures of what they have seen outdoors. Encourage them to be as accurate as they can. Examples of drawings will probably be: the clouds, the playground, the grass or bugs etc.

d) Productive Questions: What do you see when you look around you? What kinds of things do you usually see when you are looking around your house, school, yard, car etc.? How does your body move when you are looking at things around you? When you looked at the ground or in the sky, what colors did you see?

e) Closure: When the students have completed or are nearly finished their art activity, we would gather at the meeting corner for the closure discussion. First ask some of the productive questions to the class such as: what did you see? What did you feel when you saw what you saw? Did you like anything more then something else? Talk about the different types of things they have seen when they looked up in the sky or down at the ground. (This provides the chance to give the students new French words such as: les nuages (clouds), la couleur bleu (the colour blue), la gazon (grass), les roches (rocks) etc.)

After about 5 minutes of discussion let the children present what they put into their bags. Allow each student to tell you what he or she found and kept. (Good way to go over French words for each object found which can be used in another lesson on nature in the future)

Assessment Strategies: Circulate around the classroom and observe, as students are engaging in the activity. Look for art style, correct use of colors, preciseness of drawing etc. Listen to and record how students are describing what they have seen. Collect student art and see what they have created and if they were able to understand what they seen.

STSE Real World Connections:Most students have the ability to see. So this allows them the ability to understand how to observe something in more detail. This can be used in situations such as: paying more attention to a sport, being able to see details in a coloring picture or photograph or just the general ability to observe the world around them. Observing their parents while they cook at home Being able to notice colors in their surroundings. Being able to draw pictures of their family members, pets or surrounding with more details. Noticing when the seasons change and the leaves on the trees change

Modifications: -For the children who are more prone to running off it may be a good idea to plan accordingly and have an EPA assist the class by joining us outside to make sure there is enough adult supervision.

-For children who are unable to see they could feel what is around them or hear what is around them. They could then describe with words (if they are able to) what they hear when they are outside compared to inside etc.

For some who have a short focus, you may wish to decrease the number of objects expected to be collected and subsequently used in their artwork.