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Lesson Plan Guide

Teacher Candidate: Breckyn Wilson Date: January 31, 2014

Grade and Topic:

2nd Grade Science

Length of Lesson:

One to Two Hours for Two to Three Days.

Mentor Teacher:

Joey Weaver


University of Memphis- IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: This lesson plan is part of a unit plan biodiversity and Change LESSON OBJECTIVE: The students will compare and contrast two animals from two different environments. The students will learn how to find information that pertains to their focus on a Google webpage. The students will learn how to make a graph on Word. The students will learn how to navigate excel on a basic level. The students will learn how to insert information he or she has gathered on Word. The students will learn how to read the compare and contrast graph he or she has created. STANDARDS ADDRESSED: GLE 0207.5.1 investigate the relationship between an animals characteristics and the features of the environment where it lives. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. B- Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. MATERIALS:

Computer Computer Lab Projector Screen Projector Mouse/Keyboard Printer Paper Technology will be used in this lesson to give the students a visual of the information he or she has gathered. Technology will be the tool the students use to gather the information on the two animals he or she has selected to study. In this lesson technology is used to further the students learning of different animals and their environments. Technology allows the students to have the information he or she needs to obtain faster and more efficiently than by using a book. BACKGROUND and RATIONALE: The students will learn how to make a graph in Word.

The students will learn about different animals species. The students will learn about the habitat of the different animals. The students will understand how different animals survive in different places. Critical Academic Language- Habitat/Animal/Compare and Contrast/Graph/Environment. After this lesson, the students will compare and contrast their two animals with their fellow classmates. We will then make a class graph together, which will compare and contrast all of the animals each student has gathered information on. This will allow the students to interact with each other, talk about what he or she has learned and see all kinds of animals from all kinds of environments. This lesson and technology used will be modified to meet the needs of diverse learners. PROCEDURES AND TIMELINE: Introduction: Before I take the students down to the computer lab, I will give them each a handout explaining what we will be doing in the computer lab. Once we get into the computer lab I will have them sit down and I will physically show the students what we will be doing, by using a projector. Then I will ask for question and finally, allow the students to go do it themselves. Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson. Gather class and pass out previously made handout- 5 Minutes Go over handout with students- 10 Minutes Ask for Questions- 5 Minutes. (Could vary with amount of questions) Walk to computer lab and seat students- 3 Minutes Do Step-by-Step with students on projector- 20 Minutes I will log onto my computer and pull up the webpage I have previously chosen for the students. I will show them on the webpage to click the picture of the animal they wish to research. I will then show them that once they click the animal where they can locate the habitat information. (All on the same page) I will then open Word processor. I will then show them where to click to find the graph everyone will be using. (I will have previously picked a graph, so all the students have to do is located the graph and click it) Next, I will show the students how to add the information they have each gathered onto the graph. Next, I will show the students how to save the document and finally, how to print the graph they created. Ask for Question- 5 Minutes. (Could vary with amount of questions) Seat students at computers/turn on computer/get them on webpage previously chosen- 10 Minutes Students will at first write down; the name of the animals they have chosen, the place each animal is from and the habitat the animal lives in.- 20 Minutes The students will open up a word document, locate the graph and add the graph onto the word document- 10 Minutes The students will then insert the information onto the graph - 20 Minutes The students will save and print the graph they have created- 5 Minutes The students will turn in graph- 5 Minutes The students and I will go back to classroom and sit at desk- 5 Minutes I will call each student up and they will individually present their graph to the class- 20 Minutes (Could vary with how fast or slow each student goes) Students will pin their graph to the board- 5 Minutes For the students who need extra help, I will be walking around and answering question. I will place the students who do need extra help between students who are more advanced; therefore, the students can help each other. Also, if I have a teachers aid, he or she will be there for extra help. Describe how you will differentiate for students with different learning needs or backgrounds.

If there are not enough computers for every student, I will have two handouts to give to the students who are not at the computers to complete. The first handout will be a matching worksheet, where the students will have to match the animal to their appropriate environment. The second handout will be a crossword puzzle he or she will have to complete. The students will have to know the definitions of the vocabulary that is associated with the lesson (for example- Habitat or Animal). Closure: Once each student has completed the graph and printed the final product out I will have them sit down. Then I will ask each student to present the information they have gathered and explain how the animals they have chosen are similar and different. Once every student has done so, I will ask them to pin his or hers product on a board in the classroom.

ASSESSMENT EVIDENCE: Rubric attached at end of lesson plan. MODIFICATIONS: I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

*Sample Graph is Attached on Separate Document

RUBRIC 10 Points- Completed Graph 10 Points- Gathering Information/Participating 10 Points- Presenting Graph Total: 30 Points

*If there are not enough computers and the students have to complete the two handouts I will give five extra credit points for each of the handouts. Therefore, the project will be worth up to 40 points.