DEPARTMENT OF INTEGRATED STUDIES

KINDERGARTEN
Science
Focus area(s):
Art
Components for our “crow diagram” (parts of the crow and words to label)
Paper
Materials:
Pencils
Crayons/ Markers
Students will learn about the anatomy of a bird and be able to identify
superficial components of them. After drawing a portrait of their specific
Objective of lesson: species of bird, they will use the knowledge previously learned to identify
each part of the bird (beaks, eyes, feathers, feet/ talons, colors/ sizes, etc.)
Students will want to focus on the accuracy of their drawings and labels.
Competency #1: Children will work on fine motor skills with the drawings of
their birds.
Competency #2: Children will focus on a bird that they find appealing/
unique and wish to learn about.
Competency #3: Children will have the opportunity to share their drawings
with their classmates and compare them based off anatomical differences.
They will focus on finding similarities/ differences regarding parts of the
QEP Competencies
birds.
(developmental
domains) Competency #4: Children will: listen to their peers share information about
their drawings (receptive language); use vocabulary learned about birds for
labelling purposes (beaks, feet/ talons, feathers); express their opinions
and information (expressive language).
Competency #5: Children will explore the idea of “adaptations” when
identifying differences between drawings.
Competency #6: Children will create a drawing and label it with previously
learned vocabulary.
-Students who are not comfortable drawing birds will be given
options from art/ photographs that they can cut out and use for their
labeling diagrams.
-Students will be supplied with the words needed to properly label
their birds. This will be on a wall near our “word wall” and will assist
with spelling.
Differentiation
-Students who find this task too easy can add to their drawing.
Either adding parts of the “life cycle” (egg- bird) or the environment/
ecosystem that they’d live in (such as nests, what would those looks
like?)
-Mini bean bags and stress relief balls will be offered for students to
help with sensory integration.
Learning Plan
Introduction I will introduce the activity with the students in a big group together at the
front of the class. There will be an incomplete diagram of a body of a bird (a
crow) that contains all the other parts needed to create the bird. As a class,
students will have a chance to go up and stick these parts of the bird where
they think it should go to create the completed diagram of a bird.
 “Boys and girls, this picture is supposed to be of a bird, although it
appears that the pieces are not where they should be! Luckily, I have
managed to find all of the pieces that are needed to rebuild our bird,
do you think you are able to reconstruct it?” This will introduce the
students to the premise of the activity and get them thinking/
working together to rebuild it.
 Students will have a chance to each go up and add a piece where
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Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.
 DEPARTMENT OF INTEGRATED STUDIES
KINDERGARTEN
they feel it should be (the head, eyes, wings, feet/ talons, beak, tail
feathers).
 Once completed, I will ask the students: “Does this bird look like any
of the birds we have seen previously? Where might you see this
bird? What sound would this bird make?”
 Next, I will supply students with physical copies of words that label/
name each part of the bird they have just added. As they did before,
they will get a chance to pin these words exactly where they should
be on the bird and read the words out loud together as a class. I will
assist them with the reading and identifying portions of this
introduction.
 Finally, I will get the students to share ideas of the species of bird
that we’ve created.
With our properly constructed and labelled crow diagram at the front of the
class, students can learn about and begin their lesson.
 “Boys and girls, in this lesson we will draw and label the birds that
you have chosen to learn about. You will each have the opportunity
to draw your birds however you feel best showcases each unique
part of your bird and label the important parts, just like we have
Unfolding of the done with our crow! We want to make sure to carefully draw our
lesson birds to be similar to the ones we see around the classroom.”
 Students will be sent to their tables to begin their work.
 From here, students will work independently to draw and label their
birds to the best of their abilities. They will be encouraged to share
ideas/ assist their classmates when needed. I will be monitoring
their progress and ability to work respectfully with their peers.
Additionally, I will assist when needed.
 Students will spend the rest of the class working on their personal
birds. They will have as much time as needed to complete this task
and can revisit it during further lessons.
 Once completed, students are encouraged to engage with the
Conclusion learning centres or reading corners that are available throughout the
classroom.
 The work that they have completed will be posted around the walls
of the classroom and will be added to their portfolios near the end of
the year.
Assessment Formative assessment through Observation:
Did all the children participate when learning about the lesson
together? (Might be worth noting that there won’t be enough
“pieces” for each student to contribute here. Therefore, did each
child make an effort to participate/ contribute to the class
discussion?)
Were the children able to correctly/ accurately draw and label the
parts that we want them to label?
Could the children work with their peers in a positive and
constructive manner?
Could the children properly identify different parts of the birds from
different species?
From this, could the children share why this would be worth noting/
identifying?

I will note which children had issues/ challenges with the tasks
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 DEPARTMENT OF INTEGRATED STUDIES
KINDERGARTEN
above and attempt to assist them as needed; despite this, these
challenges are worth noting.

Broad Areas of Learning

Health & Well Career Planning & Environmental Media Literacy Citizenship &
being Entrepreneurship Awareness & Consumer Community Life
Rights &
Responsibilities
Explanation:
Children will have the opportunity to learn about a species of animal that contributes within
their environment/ local community. These animals come from a variety of global
ecosystems and contribute a role within their environment.

Cross Curricular Competencies

Uses Information Solves Problems Exercises critical Uses Creativity Adopts effective
judgement work methods
Uses information & Achieves their Cooperates with Communicates
communications potential others appropriately
technologies
Explanation:
Children will use their artistic creativity to draw a picture of the bird that they have chosen.
While these drawings must be accurate to how birds look (to be able to easily label them),
children have the opportunity to utilize creative freedom in the style that they draw them.
Next, students will use previously learned information to accurately label their drawing.

Reflection on lesson:
- Did I sufficiently attract attention of my students with the hook/ how I ran it?
- Was the lesson engaging and did it encourage participation from each student?
- Did my questions/ prompts enhance their learning and assist them towards our learning goals/
outcomes?
- Were the instructions clear and was each student able to work to the best of their abilities? How could I
alter the instructions/ materials given to improve this?
- Did my students sufficiently understand the purpose of this lesson and were they able to identify
similarities/ differences between the drawings?
Professional Competencies Targeted:
1. To act as professional inheritor, critic and interpreter of knowledge or culture when teaching
students.
I will research about the various birds that the students will have access/ options for when picking their
species. From this, I will be able to assist them when discussing the importance/ relevance of adaptation.
2. To communicate clearly in the language of instruction, both orally and in writing, using correct
grammar, in various contexts related to teaching.
When introducing the activity to the students, I will speak clearly and precisely in a manner that is easy to
understand and follow. Students will be offered with written prompts and images that will assist their learning.
3. To develop teaching/learning situations that are appropriate to the students concerned and the
subject content with a view to developing the competencies targeted in the programs of study.
This lesson connects to the competencies highlighted throughout the unit plan. Students have a variety of
opportunities to partake in and demonstrate their learning. They will be given a chance to engage in an artistic
way and to expand upon the scientific components highlighted throughout this lesson.
4. To pilot teaching/learning situations that are appropriate to the students concerned and to the subject
content with a view to developing the competencies targeted in the programs of study.
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Once acknowledged that this lesson is developed to assist the competencies highlighted in the unit plan, I plan
on implementing it to the best of my abilities. Questions asked/ assistance offered is aimed at improving
student learning. Despite this, the lesson is student centered and allows for an appropriate amount of self-work
on behalf of my students.
5. To evaluate student progress in learning the subject content and mastering the related competencies.
I will be engaging in ongoing formative assessments during this lesson. By observing and taking notes of
student progress, I will have documented information regarding the progress of each student.
6. To plan, organize, and supervise a class in such a way as to promote students’ learning and social
development.
The class will be setup as usual and I will direct students to where they need to be as the lesson progresses. All
resources and materials that they need will be out and prepared beforehand. While running the lesson, the
transitions will be seamless and I will supervise in a manner that allows them to work to the best of their
abilities with minimal interruptions.
7. To adapt his or her teaching to the needs and characteristics of students with learning disabilities,
social maladjustments, or handicaps.
I will prepare this lesson in a manner that allows for differentiation for each individual who will work on it.
While running the lesson, I will be aware of the needs of each student and assist them with respect to these
expectations.
12. To demonstrate ethical and responsible professional behaviour in the performance of his or her
duties.
I will engage with my students in a responsible manner and treat each student the way I would expect them to
treat me. I will be ethically respectful and foster a positive environment through my actions.

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Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.