Zatarain 1

Sabrina Zatarain
NancyLee Bergey & Gillian Maimon
EDUC555 Advanced Field Seminar (Elementary & Secondary Education)
16 February 2018

Integrative Curriculum: 3 Lesson Plans

Lesson Plan #1: Science

Objectives SWBAT make observations and formulate questions using an image.
Standards N/A*
Materials  SMART board
o Image of Jane Goodall: http://variety.com/2017/film/reviews/jane-review-
1202561362/
 Chart paper labeled I See… I Think… I Wonder…
 Markers
Classroom Students will be arranged in tables as per the normal layout of the classroom. The
Arrangement and SMART board is located in the front of the room so all students will be able to view the
Management image. The chart paper will be conveniently located in the center of the adjacent wall and
Issues made visible to all students.
Students will be reminded that regular classroom norms established earlier in the year
should be followed during this lesson. The teacher will take questions before the image is
displayed and after instructions have been given. Students know to raise their hands if
they are confused.
Students who are not paying attention or who distract others during the lesson will be
reminded of the expectations. They will be given two warnings (two strikes). If they
continue to disregard classroom norms, they will be asked to move their clip down on the
class behavior chart. If the class as a whole presents issues such as consistent talking, not
following directions, calling out, etc. erasers will be removed from the jar and “Fun
Friday” will be jeopardized.
Plan Before – Launch
1. 1 min. – Remind students how in literacy we use illustrations and images to help
us understand the text, make predications, and ask and answer questions. We can
do that in science, too!
2. 3 min. – Explain criteria for each category listed on chart paper:
o I See – Using our eyes, what do we see in the image?
o I Think – What do we think might be going on in the image?
o I Wonder – What questions do we have about what might be going on in
the image?
During – Work and Explore
3. 1 min. – Give students 1 minute to look closely at image.
4. 7 min. – Collect answers about I See and records them on chart paper.
5. 7 min. – Collect answers about I Think and records them on chart paper.
6. 7 min. – Collect answers about I Wonder and records them on chart paper.
o Note: During collection of answers, record ALL answers and provide no
input or opinion about image.
After – Debrief and Wrap Up

*Second grade follows no explicit curriculum for science at Jackson Elementary School. As a result, standards
for science are selected by the practicing teacher and follow the same format as the objectives for the lesson.
 Zatarain 2
7. 3 min. – Students reflect on activity. Remind students that each component noted
on the chart paper was based simply on observations of an image that they have
never seen in order to emphasize the power of observation as a powerful tool of
investigation.
8. 1 min. – Inform students that questions students formulated in the I Wonder
category will be answered in the following days as we further investigate.
Anticipating Based on what I have observed in my experiences with this class, I expect engagement
Student and participation to be high. The class is very participative. This poses a slight problem
Responses in terms of time. As a result, in order to adhere to the time constraints, when a category is
introduced and responses are being collected, the teacher will take only three more hands
until moving on to the next category. This will ensure that things run smoothly and that
all students have a chance to participate.
I expect some students will no much more about the image compared to others and thus
care to share all that they know about Jane Goodall. As mentioned in the plan, the
teacher should record all information and share no opinions but should also take into
consideration the amount of information that is being given. The teacher should preface
that students should limit their responses to one observation, thought, or question so that
everyone may have a chance to share. If there is time after all hands are called on, the
teacher will take second hands.
It is also possible that students confuse the criteria for what constitutes an I See, an I
Think or an I Wonder response. For instance, a student might offer a response that clearly
should be placed under the I Think category as an I See. In this case the teacher will
remind the students of the criteria of the category being worked on and remind that
students to hold on to that idea until we arrive at the next category.
Assessment of Informal by teacher:
Goals/Objectives  Participation and engagement in classroom discussion
Listed Above
Accommodations  For students who find the material too challenging: The teacher will call on
struggling students first in order to ensure that their observations are noted on the
chart paper and acknowledged by the class.
o For ELLs: All ELLs in the classroom speak proficient English. Because
this lesson involves no writing, only visual observation of an image and
subsequent articulation of that image, all students, including ELLs are
expected to participate. However, because vocabulary is limited, ELL
students will be called on first to ensure that their observations are noted
on the chart paper and acknowledged by the class.
 For students who finish early/need a greater challenge: N/A
As this is a group activity with guided instruction from the teacher, accommodations for
students who typically finish early during independent work or for students who typically
need a greater challenge, accommodations are not applicable.
 Zatarain 3

Lesson Plan #2: Literacy

Objectives SWBAT use illustrations to ask and answer questions about a text.
Standards CC.1.2.2.B Ask and answer questions such as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
CC.1.2.2.G Explain how graphic representations contribute to and clarify a text.
Materials  The Watcher by Jeanette Winter
 SMART board
o PowerPoint presentation of The Watcher
 Chart paper labeled I See, I Think, I Wonder
 Markers
 The Watcher illustrations
 I See, I Think, I Wonder worksheets
Classroom Students will be arranged in tables as per the normal layout of the classroom. The
Arrangement and SMART board is located in the front of the room so all students will be able to view the
Management cover of The Watcher. The chart paper will be conveniently located in the center of the
Issues adjacent wall and made visible to all students.
Students will be reminded that regular classroom norms established earlier in the year
should be followed during this lesson. The teacher will take questions before the image is
displayed and after instructions have been given. Students know to raise their hands if
they are confused.
Students who are not paying attention or who distract others during the lesson will be
reminded of the expectations. They will be given two warnings (two strikes). If they
continue to disregard classroom norms, they will be asked to move their clip down on the
class behavior chart. If the class as a whole presents issues such as consistent talking, not
following directions, calling out, etc. erasers will be removed from the jar and “Fun
Friday” will be jeopardized.
Plan Day #1
Before – Launch
1. 2 min. – Introduce the objective. Remind students how in literacy we use
illustrations and images to help us understand the text, make predications, and ask
and answer questions.
2. 3 min. – Invite students to discuss how they observed an image in Lesson #1 and
how they asked and answered questions based on what they saw.
o Students should recall that they recorded observations, thoughts, and
questions in I See, I Think, I Wonder charts. Reiterate the criteria for I See,
I Think, I Wonder. Students should remember from Lesson #1.
3. 3 min. – Introduce the activity.
o Notify students of their pairs and explain that each pair will receive an
illustration from the book that we will be reading tomorrow. Students will
only observe the illustrations today and will complete their own I See, I
Think, I Wonder chart.
4. 6 min. – Model this with the help of the class using the cover illustration. Note I
See, I Think, I Wonder on chart paper. Leave a section to answer I Wonder
questions later.
During – Work and Explore
5. 7 min. – Students discuss with partners and record I See notes on worksheet.
6. 7 min. – Students discuss with partners and record I Think notes on worksheet.
7. 7 min. – Students discuss with partners and record I Wonder notes on worksheet.
After – Debrief and Wrap Up
 Zatarain 4
8. 4 min. – Students reflect on activity. Remind students that each component they
noted on the worksheet was based simply on observations of an image that they
have never seen in order to emphasize the power of observation as a powerful
tool of investigation.
9. 1 min. – Inform students that tomorrow, they will read the story to find their
observations were accurate and if their questions were answered.
Day #2
Before – Launch
1. 2 min. – Introduce the objective. Remind students how in literacy we use
illustrations and images to help us understand the text, make predications, and ask
and answer questions.
2. 3 min. – Refresh students about Day #1 activity.
o Students should recall that they recorded observations, thoughts, and
questions in I See, I Think, I Wonder worksheets with partners.
3. 2 min. – Introduce the activity.
o Notify students of their pairs and explain that each pair will receive an
illustration from the book that we will be reading tomorrow. Students will
only observe the illustrations today.
During – Work and Explore
4. 30 min. – Read The Watcher.
o Stop occasionally to discuss student observations, thoughts, and
questions. Ask students if any of their questions have been answered yet.
If so, have them write it down.
o Stop occasionally to ask students if we can answer any I Wonder
questions we noted on our chart from Day #1. Note the answers beside the
questions on chart paper. Ask students to explain how they know the
answers to the questions. Ensure that they are looking back in the text and
using illustrations to help them find key details.
After – Debrief and Wrap Up
5. 3 min. – Students reflect on activity. Remind students that each component they
noted on the worksheet was based simply on observations of an image that they
have never seen in order to emphasize the power of observation as a powerful
tool of investigation.
Anticipating Based on what I have observed in my experiences with this class, I expect engagement
Student and participation to be high. The class is very participative. This poses a slight problem
Responses in terms of time. As a result, in order to adhere to the time constraints, when responses
are being collected during periods of class discussion, the teacher will take only three
more hands until moving on. This will ensure that things run smoothly and that all
students have a chance to participate.
This activity was selected because it utilizes a skill that all students have the capacity to
do. Students, regardless of level or language ability are all capable of looking at an
illustration and explaining what they see. I do, however foresee problems of recording
observations, thoughts, and questions down on paper, especially with ELL students and
students who are reluctant writers. As a solution, during this time it is important that the
teacher circulate the classroom and ask students, particular these students what they see,
think, and wonder regarding the image. The fact that they can verbalize their thoughts
shows the teacher that they are engaged and understanding.
It is possible that partners are reluctant to work with one another or do not get along. I
will try to minimize this by preemptively organizing pairs according to who will work
best with each other with input from the classroom teacher. In extreme cases of
discontent, students will be asked to complete the activity on their own. This will
 Zatarain 5
be a last resort, as part of this activity is meant to improve classroom community and
encourage students to work with their peers towards a common goal. Additionally, the
teacher will walk around the room during partner discussion to help any students in need
and to ensure that each component of the pair is contributing. The teacher will prompt
students accordingly.
It is also possible that students confuse the criteria for what constitutes an I See, an I
Think or an I Wonder response. For instance, a student might offer a response that clearly
should be placed under the I Think category as an I See. In this case the teacher will
remind the students of the criteria of the category being worked on and remind that
students to note that idea once arriving at the next category.
Assessment of Informal by teacher:
Goals/Objectives  Participation and engagement in classroom discussion
Listed Above  Participation and engagement in partner discussion
 I See, I Think, I Wonder worksheet
Accommodations  For students who find the material too challenging: During whole-class
discussion, the teacher will call on struggling students first in order to ensure that
their observations are noted on the chart paper and acknowledged by the class.
During partner work, students will be intentionally paired based on level. That is,
lower-level students will be paired with higher-level students in order to ensure
that information is retained by lower level-students and that they are challenged.
Additionally, the teacher will walk around the room during partner discussion to
help any students in need and to ensure that each component of the pair is
contributing. The teacher will prompt students accordingly.
o For ELLs: All ELLs in the classroom speak proficient English. For the
whole-class portion of the lesson, all students, including ELLs are
expected to participate. However, because vocabulary is limited, ELL
students will be called on first to ensure that their observations are noted
on the chart paper and acknowledged by the class. For the partner portion
of the lesson, ELLs will be paired with higher-level students in order to
ensure that information is retained by lower level-students and that they
are challenged verbally (something of which they are completely capable)
because they are not expected to write to the same extent as their higher-
level partners. Moreover, higher-level students in the classroom are
mature and patient, making them ideal partners for ELL students.
 For students who finish early/need a greater challenge: Students who finish early
will be instructed to take an additional illustration and begin the process again for
additional practice.
 Zatarain 6
Lesson Plan #3: Science
Objectives SWBAT practice recording data and formulate questions during an animal observation
task.
Standards N/A*
Materials  SMART board
o Chimp video: https://www.youtube.com/watch?v=o2TBicMRLtA
o Jane Goodall’s original field notes:
 https://www.rootsandshoots.org/streetview
 http://chimpandsee.blogspot.com/2015/08/jane-goodalls-original-
notes-for.html
 Chart paper labeled “My Observations (I See…)” and “My Hypotheses (I
Wonder…)
 Markers
 Animal observation log sheets (attached)
Classroom Students will be arranged in tables as per the normal layout of the classroom. The
Arrangement and SMART board is located in the front of the room so all students will be able to view the
Management video. The chart paper will be conveniently located in the center of the adjacent wall and
Issues made visible to all students.
Students will be reminded that regular classroom norms established earlier in the year
should be followed during this lesson. The teacher will take questions before the video is
played and after instructions have been given. Students know to raise their hands if they
are confused.
Students who are not paying attention or who distract others during the lesson will be
reminded of the expectations. They will be given two warnings (two strikes). If they
continue to disregard classroom norms, they will be asked to move their clip down on the
class behavior chart. If the class as a whole presents issues such as consistent talking, not
following directions, calling out, etc. erasers will be removed from the jar and Fun
Friday will be jeopardized.
Plan Before – Launch
9. 3 min. – Remind students that the skill we have been practicing this week in both
literacy and science is observation. Invite students to share how they observed in
Lesson #1 and Lesson #2.
o Students should recall that they recorded observations, thoughts, and
questions in I See, I Think, I Wonder charts.
10. 1 min. – Now that students have some knowledge about Jane Goodall after
reading The Watcher, display Goodall’s actual observer notes on the board. Invite
students to make observations about the notes they see.
11. 2 min. – The students will perform a Turn & Talk with the partner beside them
about what they see.
12. 3 min. – The class will reconvene and discuss what partner pairs discussed.
o Students should realize that Goodall wrote many words and that there are
sketches with labels. Emphasize that good observer notes are detailed and
may include sketches.
13. 2 min. – Introduce the activity and hand out observation log worksheets. Reiterate
I See and I Wonder criteria and explain that students should note as many
observations as possible while still remaining detailed. Also, explain that

*Second grade follows no explicit curriculum for science at Jackson Elementary School. As a result, standards
for science are selected by the practicing teacher and follow the same format as the objectives for the lesson.
 Zatarain 7
scientists also often have questions when they are observing. Students should
write these questions down so that they may be answered later.
During – Work and Explore
14. 2 min. – Play the first 10 seconds of the video WITHOUT volume. Note an
observation on the chart paper. Students should copy what is written onto their
observation log worksheets.
15. 2 min. – Play the next 10 seconds of the video WITHOUT volume. Invite
students to raise their hands and explain what they saw. Note the observation on
the chart paper while ensuring that the response was a detailed as possible.
Students should copy what is written onto their observation log worksheets.
16. 2 min. – Restart the video WITHOUT volume. Students should note observations
and questions as they watch.
17. 2 min. – Replay the video WITHOUT volume. Students should note observations
and questions as they watch.
18. 8 min. – Collect observations (I See) from students and records them on chart
paper.
19. 4 min. – Collect questions (I Wonder) from students and records them on chart
paper.
After – Debrief and Wrap Up
20. 2 min. – Play video again WITH volumes that students may see if their
observations were accurate and if their questions can be answered.
21. 5 min. – Invite students to share what they learned about chimps based on their
observations.
22. 3 min. – Invite students to share if questions were answered. If questions were
left unanswered, ask students how they might find the answers to those questions.
Anticipating Based on what I have observed in my experiences with this class, I expect engagement
Student and participation to be high. The class is very participative. This poses a slight problem
Responses in terms of time. As a result, in order to adhere to the time constraints, when responses
are being collected during periods of class discussion, the teacher will take only three
more hands until moving on. This will ensure that things run smoothly and that all
students have a chance to participate.
I anticipate that some students may find the activity challenging because it is difficult to
watch and write simultaneously. Additionally, students are not well practiced in this area.
Because the video is short and students write slowly, the teacher will first model how to
take observer notes then invite the class to participate. This will ensure that students have
completed at least two observations by the start of the activity. The teacher will also play
the video twice to ensure that students have had sufficient time to record at least one or
two observations.
I expect that some ELLs in the classroom will have difficulty writing down quickly. For
the independent portion of the lesson, students will be encouraged to record as many
observations as possible in words, regardless of spelling. However, if the teacher sees
that students are struggling, they will be encouraged to draw sketches as well, as
sketching is still very much a valid scientific practice in animal observation as students
saw in Goodall’s original observer notes. This goes for students who are reluctant to
write as well.
As for students who fail to write down or sketch any additional notes, the teacher should
be prepared to collect verbal accounts of what they saw when collecting responses to not
onto the chart paper. They should easily be able to do this. This ensures that they are still
participating and engaged in the activity.
As for actual responses to observations and questions that emerge after watching the
video, there are really no wrong answers, so long as students have practiced the skill. If
 Zatarain 8
questions go unanswered after watching the video, the teacher will emphasize the role of
a scientist to investigate further and answer those questions.
Assessment of Informal by teacher:
Goals/Objectives  Participation and engagement in classroom discussion
Listed Above  Animal observation log worksheet
Accommodations  For students who find the material too challenging: Students may find the
activity challenging because it is difficult to watch and write simultaneously.
Additionally, students are not well practiced in this area. Because the video is
short and students write slowly, the teacher will play the video twice to ensure
that students have had sufficient time to record at least one or two observations.
When the class reconvenes for whole-class discussion, the teacher will call on
struggling students first in order to ensure that their observations and questions
are noted on the chart paper and acknowledged by the class.
o For ELLs: All ELLs in the classroom speak proficient English. For the
whole-class portion of the lesson, all students, including ELLs are
expected to participate. However, because vocabulary is limited, ELL
students will be called on first to ensure that their observations are noted
on the chart paper and acknowledged by the class. For the independent
portion of the lesson, students will be encouraged to record as many
observations as possible in words, regardless of spelling. However, if the
teacher sees that students are struggling, they will be encouraged to draw
sketches, as sketching is still very much a valid scientific practice in
animal observation.
 For students who finish early/need a greater challenge: The teacher will
encourage students to note additional observations on the back of their worksheet
and practice their “I Think…” skills (introduced in previous lesson) by recording
predictions about what they believe to be happening in the video (based on their
observations).