DenaeCrump Kindergarten Thursday,April17th,2014 SecondGroups10:2011:15 Approx.

55minutes SmallGroup:About12Students Science RedWormObservationandBehavior CAStateStandards:

K.LS.2aStudentsknowhowtoobserveanddescribesimilaritiesanddifferencesin theappearanceandbehaviorofplantsandanimals(e.g.,seedbearingplants, birds,fish,insects). K.LS.2cStudentsknowhowtoidentifymajorstructuresofcommonplantsand animals(e.g.,stems,leaves,roots,arms,wings,legs). K.IE.4Studentsobservecommonobjectsbyusingthefivesenses.

LearningOutcomes/Objectives: Studentswillusescientificobservationtoparticipateinacademicdiscourseand answerverbalquestionsaboutredworms. Studentswillrecognizeandlabelthemajorpartsofaredwormonadiagram: clitellum,segments,bristles,andmouth. Studentswillgenerateatleast2factsaboutredwormsandwritethemintheir AnimalObservationJournals. Vocabulary: decomposers,clitellum,segments,bristles Assessment:Asstudentsbringmetheirfinishedjournals,theywilltellmetwofactsthat theylearnedaboutworms.Theycanchooseeithertotellmeverballytwofactsortoread thesentencesthattheywroteintheirjournal. Materials: 12redworms 12PlasticCups 12PaperPlates 12gluesticks Studentsanimalobservationjournals AnimalsTwobyTwopages1214

 Roomenvironment: Studentswillbeginontheflooraswediscussworms.Theywillgotothetablestolookat theworms.Theywillwashtheirhandsinthesinkattheback.Theywillreturntothecarpet todiscusstheirobservations.Theywillgobacktothetablestoworkontheirjournals. Duringtheirwriting,theywillbeseatedpurposefullynettopeopleIthinktheycanstayon tasknextto.Theywillhavethesmallwhiteboardasavisualaidwhilewritingintheir journals. ModificationforDiverseLearners: AdvancedStudents:Maliawillbeabletowriteherownsentencesinsteadofcopyingfrom theboard.William,Kate,andKelseywillbeencouragedtowritetheirownsentencesbut willreceivesupportwhereneeded. EnglishLanguageLearners:NoorandJonathanwillbenefitfromverbalsentencestarters (i.e.Iknowthatsnails)andalsofromsentenceswrittenontheboard. JonathanandYohanneswillbeplacedinanareathatwilloptimizetheirfocus(awayfrom eachotherandfromforeseendistractions,suchastheterrarianortheaquarian)during writingactivity. InstructionalProcedure: AnticipatorySet:Showstudentstheterrariumandhavethemguesswhatwemaybe learningabout.Explainthatwearebeingscientistsandlearningaboutthem. InstructionalProcess: 1.Tellstudentsthatwewillbeobservingwormstoday.Listentotheirideasofhowto observeworms.Talkabouttheimportanceofwormslivinginoursoil.Heartheirideasand introducethevocabularyworddecomposersdiscusswhyweneeddecomposersinour soil. 2.Talkaboutexpectationsforwhenweareholdingworms:Earthwormsareliving organismsthatmustbeheldgently.Theyhavesoftbodiesthatfeelmoist. 3.Giveeachstudentaplasticcupandhavethemputaworminsidewithalittlebitofwater. Studentshavetheoptionofleavingtheirwormontheplateorputtingitintheirhand.

GuidedPractice: 4.Givestudentsacoupleofminutestoexploreandobservetheirwormsfreely.Aftera coupleofminutes,askacoupleofpromptingquestionstodirectstudentsobservations: Whichendistheheadandwhichendisthetail?Howdoyouknow? Isthewormthesamecolorallover? Doyouseeringsonyourworm?(segments)Areallthesegmentsthesamesize?How manydoyouthinkthereare? Tellstudentsthatthelargeswollenareaiscalledtheclitellum,meaningsaddle. Doyouthinkthatthewormhasamouth(yes) Doyouthinkthewormhaseyes?Ears?Anose? 5.Tellstudentsthatnowtheywillobservetheirwormsbehavior.Askthemtowatchand explainhowitmoves.Askquestionssuchas: Howdothewormsmove? Dotheyalwaysmoveforward?Canyougetthemtomovebackwardsorsideways? Doesthewormchangeshapewhenitmoves? 6.Giveeachstudentagluestick.Ask:Howdoestheredwormseemtoreacttoanobject initsway?Howdoestheredwormgetbytheobject? 7.Returntheredwormstotheterrariumandthegluesticksbacktothebag.Havestudents washtheirhandsandstackthecupsandplates. IndependentPractice: 8.Returntothecarpettogooverthejournalentryfortheday.Showstudentshowtolabel thepartsoftheworm.Brainstormideasofwhattheycouldwriteintheirjournalentryand writeexamplesentencesonthesmallwhiteboard. 9.Handoutjournalsandhavestudentslabelthepartsofaworm,writetwofactsabout worms,andcolorinthewormdiagram. Monitoring: Iwillmonitorthestudents,especiallyastheyareobservingtheworms,byaskingthoughtful questionsaboutredwormsanddirectingtheirattentiontoimportantareas.Iwillmonitor thestudentswhilewritingintheirjournalsbycirculatingandassistingstudentsasneeded. Closure:Asstudentsfinish,theywillbringmetheirjournalandtellmetwofactsthatthey

learnedaboutredworms. Sources: FossAnimalsTwobyTwo