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Name: Lilly Lo Date: March 12, 2013 Regular Domain (Language, Motor, Cognitive, Affective, Aesthetic, Social Language!

Listening, tal"ing to #artner$grou# discussion

Lesson #2 Observed DDP

Cognitive! %hin"ing if so&ething 'ill float, 'h( it floats, 'h( it sin"s) #lace ite& into float or sin" chart Social! Large *rou# discussion, s&all grou# 'or" (#airs Activity Name (to hel# (ou organi+e (our files ,ill it float or sin"Goal
,.SCO/S./ MOD0L 0ARL1 L0AR/./* S%A/DARDS ..2 SOC.AL A/D 0MO%.O/AL D030LOPM0/% C20L2 2 0ngages in social interaction and #la(s 'ith others2 C20L2 4 De&onstrates understanding of rules and social e5#ectations L.S%0/./* A/D 6/D0RS%A/D./* A20L27 Derives &eaning through listening to co&&unications of others and sounds in the environ&ent2 A20L22 Listens and res#onds to co&&unications 'ith others2 A20L24 8ollo's directions of increasing co&#le5it(2 92 SP0A:./* A/D COMM6/.CA%./* 920L2 2a 6ses vocali+ations and s#o"en language to co&&unicate2 Language 8or& (S(nta5! rule s(ste& for co&bining 'ords, #hrases, and sentences, includes #arts of s#eech, 'ord order, and sentence structure C2 0ARL1 L.%0RAC1 C20L2 7 Sho's an a##reciation of boo"s and understands ho' #rint 'or"s2 IV. APPROACHES TO LEARNING A. CURIOSITY, ENGAGEMENT,AND PERSISTENCE A.EL. 2 Engages in meaningfu ea!ning "#!$ug# a""em%"ing, !e%ea"ing, e&%e!imen"ing, !efining an' e a($!a"ing $n e&%e!ien)es an' a)"i*i"ies V. COGNITION AND GENERAL +NO,LEDGE C. SCIENTI-IC THIN+ING

C. EL. . Uses $(se!*a"i$n "$ ga"#e! inf$!ma"i$n. C. EL. 2 Use "$$ s "$ ga"#e! inf$!ma"i$n, )$m%a!e $(se!*e' $(/e)"s, an' see0 ans1e!s "$ 2ues"i$ns "#!$ug# a)"i*e in*es"iga"i$n. C. EL. 3 H4%$"#esi5es an' ma0es %!e'i)"i$ns. C. EL. 6 -$!ms e&% ana"i$ns (ase' $n "!ia an' e!!$!, $(se!*a"i$ns, an' e&% $!a"i$ns

Objectives (observable behaviors ( ; children 'ill na&e the characters in the stor( as the teacher #oints to the& ; children 'ill describe the role each character #la(s; children 'ill retell the stor( Students 'ill! Ma"e observations (e5#eri&ent! if ob<ect floats or sin"s2 &a"e #redictions (9efore e5#eri&ent! if ob<ect floats or sin"s dra' conclusions (Did the ob<ect float or sin" based off of their observations sort and classif( (Sort ite& under the =Sin"> or =8loat> #lace &ats

St !ent Assessment (lin"ed to ob<ectives?(ou &a( use a chec"list, observation of s#ecified behaviors, rubric or another &ethod Provide s#ecific =Loo" 8ors> (e52 =. 'ill use a chec"list to record student@s abilit( to222> or = . 'ill observe students interactions for their abilit( to222> . 'ill observe students and &a"e anecdotal notes on their res#onses and 'hat the( do during e5#eri&ent2 . 'ill be loo"ing to see if students can! dra' conclusions about the ob<ect! Does it sin" or floatsort ob<ects into the =sin"> or =float> #lace &ats e5#lain the 'hat it &eans for an ob<ect to float or sin"-

"ontent (facts, vocabular(, conce#ts (; seAuence refers to the order in 'hich events occur;a stor( has a beginning, &iddle, end;the sa&e ele&ents can be arranged in different 'a(s to for& different #atterns 72 22 42 C2 D2 E2 F2 G2 Connect to bac"ground "no'ledge Buic" e5#lanation of the follo'ing activities$e5#eri&ent Read =.s it floating-> and =8loating and Sin"ing> Co&#rehension Song Sin" or float 9ag Predictions Sin" or 8loat e5#eri&ent *rou# Discussion

Materials (ever(thing (ou 'ill need 9ig 9oo"s! =.s it floating-> and =8loating and Sin"ing> Sin" or float 9ag Predictions o Chart (%?Chart labeled =Sin"> =8loat> o %a#e to ta#e u# ob<ect #redictions o 9ag of ob<ects (7C bags

05#eri&ent o Sin" or float activit( bag (filled 'ith ob<ects that students 'ill e5#eri&ent 'ith o %ubs$9uc"ets of 'ater o =8loat> and =Sin"> Place &ats

#nstr ctional Strate$ies (Strategies &a( include but are not li&ited to! Sensor( 0ngage&ent, 0nviron&ental Cues, %as" Anal(sis, Scaffolding, *uided Practice, .nvitations, 9ehavior Reflections, Para#hrase, Reflections, Modeling, 0ffective Praise, %elling, 05#laining, Do?.t Signals, Challenges2 Label strategies (ou 'ill use2 #ncl !e time estimates %or % t re re%erence& Modeling and %elling! . 'ill use &odeling to sho' students 'hat the( should be doing during the e5#eri&ent 05#laining! . 'ill be e5#laining to students 'hat the( 'ill be doing, ho' the( 'ill be doing the e5#eri&ent, and 'hat it &eans for an ob<ect to float or sin" Sensor( 0ngage&ent! Hands on activit(! sight (observations , touch (#la(ing 'ith ob<ects 'roce! res (.ntroduction, ste#s in deliver(, closure 2 #ncl !e time estimates %or % t re re%erence Activity Prior to lesson! ?*ather Materials Have children co&e to the car#et Ma)in$ connections: Ho' &an( of (ou have gone s'i&&ing or ta"en a bath,hat does it &ean to floatHo' do (ou "no' that (ou are floating,hen (ou go s'i&&ing or ta"e a bath (l(ing flat , (ou float right- 1ou don@t sin" all the 'a( to the botto& do (ouAnd 'hen (ou go s'i&&ing, (ou so&eti&es sit on a circle tube that hel#s (ou float right- (Sho' a #icture of a circle tube D &inutes (ime

*+,lain to st !ents:

4 &inutes

=%oda( 'e 'ill be learning about ob<ects and if the( float in the 'ater or sin"2 8irst 'e@ll read t'o boo"s about floating and sin"ing and then 'e@ll get to do our o'n science e5#eri&ent and see if our ob<ects 'ill sin" or float2> Does an(one "no' 'hat an e5#eri&ent is05#lain =e5#eri&ent>! ,hen 'e tr( things out to see if our ideas are correct, this is called an e5#eri&ent2 -ol! , bi$ boo) .#s it %loatin$/0 7I &inutes

?Read boo" ?Sto# at various Auestions and have students ans'er the& ?Sto# at the end of the boo" and have students ans'er Auestions and &a"e #redictions -ol! , bi$ boo) .1loatin$ an! Sin)in$0 7I &inutes

?Start reading the boo" ?Sto# on #age D and let children &a"e so&e #redictions ?Continue reading ?Sto# on #age J! Oil can be dangerous because ani&als ingest the& 'hen cleaning the&selves and it can be #oisonous or har& their bodies2 ?Sto# on Page 72 As"! ,hat is an anchor- ,hat does it do?,hen finished reading! As" students 'hat things in the boo" floated- ,hat 'ere so&e things that the( said sin"s "om,rehension: 2 &inutes

As"! After reading our boo"s, if so&ething is on to# of the 'ater, is it floating or sin"ing-

As"! .f so&ething falls to the botto&, is it floating or sin"ing Song! 2 &inutes

2ill it 1loat Son$: Sung to the tune of K,hen the Saints *o Marching .nK Oh, 'ill it float or 'ill it sin",hich 'ill it be) 'hat do (ou thin",ill it sta( on to# of the 'aterOr, li"e an anchor, 'ill it sin" Sin) or 1loat 3a$ 're!ictions 4 &inutes

?Hold u# the activit( bag and have students &a"e #redictions about each ob<ect) if it 'ill sin" or float(As the children &a"e #redictions, sort the ite&s into a t?chart 'ith colu&ns labeled sin" and float) Ma( have to use ta#e to ta#e u# ob<ects Sin) or %loat *+,eriment 7I?7D &inutes

?,al" over to a table and sho'$&odel for students ?05#lain to students that the( 'ill have the chance to 'or" 'ith #artners2 ?%he( 'ill #lace ob<ects in the 'ater and see if the( 'ill float or sin"2 ?Once the( decide if an ob<ect floats or sin"s, the( 'ill sort the ob<ects onto the sin" or float #lace &ats2 45evie6 5 les ?Should 'e s#lash the 'ater at each other and get the tables all 'et?Should 'e #la( 'ith the 'ater?Once 'e are all done, 'e need to #lace all our ob<ects bac" into the bag2

Have students co&e bac" to the car#et

D &inutes

Gro , !isc ssion

7I &inutes

As" students! ?After doing our o'n e5#eri&ents 'ith floating and sin"ing, ho' did (ou "no' if an ob<ect 'as floating?Ho' did (ou "no' if it 'as sin"ing?/o' let@s loo" at our #rediction chart that 'e did before the e5#eri&ent2 (*o through each ite& and see if their #redictions 'ere correct2 So&e Auestions to hel# 'ith evaluating! ?,ell 'hat ha##ened to the LLLLLLL, that hel#ed (ou to decide if the LLLLLLLLLLLLLL 'as sin"ing8loating? ,hen done 'ith chart, as" students ho' 'ell the( did on &a"ing #redictions on floating and sin"ing ob<ects- ,ere 'e #rett( close 'ith our #redictions-

7 estions (Auestions that re#resent varied levels of 9loo&s@ %a5ono&(! "no'ledge, co&#rehension, a##lication, anal(sis, s(nthesis, and evaluation2 ,hen (ou teach the lesson (ou 'ill also as" follo'?u# Auestions to children@s initial res#onses, e2g2 'h(, 'h( do (ou thin" so, ho' do (ou "no', 'hat 'as (our clueM ,hat does it &ean to float- Ho' do (ou "no' that (ou are floating,hat is an anchor- ,hat does it do.f so&ething falls to the botto&, is it floating or sin"ingHo' did (ou "no' if an ob<ect 'as floating- Ho' did (ou "no' if it 'as sin"ing,ell 'hat ha##ened to the LLLLLLL, that hel#ed (ou to decide if the LLLLLLLLLLLLLL 'as sin"ing8loatingA!a,tations (,a(s to ada#t for children in this class 'ho (ou thin" 'ill be es#eciall( challenged or not challenged enough b( this lesson

Strategic use of Auestions to su##ort or challenge (8ollo' u#N'h( do (ou sa( that, ho' do (ou "no' De&onstration$&odeling Pictures

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