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Molloy College
Division of Education

Student: Mary Brandt Professor: Dr. Esposito

Course EDU 5230-03 Date: 11/22/2020
Grade: K Topic: Hibernation/Migration Content Area: Literacy/Science

STANDARDS AND INDICATORS

Common Core English Language Arts Standards

CCSS.ELA-Literacy.RI.K.1: With prompting and support, identify the main
topic and retell key details of a text
Indicator: This will be evident when students recall key details of texts from
previous lessons to discuss the processes of hibernation and migration.
CCSS.ELA-LITERACY.RI.K.10
Actively engage in group reading activities with purpose and understanding.
Indicator: This will be evident when students read their emergent reader booklets
in their literature groups.
New York State Next Generation Science Standards
K-ESS3-1: Use a model to represent the relationship between the needs of
different plants or animals
Indicator: This will be evident when students complete the Venn Diagram
to describe the needs of animals who hibernate or migrate.

INSTRUCTIONAL OBJECTIVE(S)
Conditions, Performance, Product, Criterion

After class discussions about the first two lessons, students will compare and contrast the
processes of both hibernation and migration by completing a Venn Diagram by recalling
at least 2 key details from previous lessons

After reading an emergent reader, “Hibernate or Migrate”, students will highlight the
words hibernate and migrate as they come across it, identifying the words correctly 7 out
of the 9 times.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 8/28/19
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PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS

Prior Academic Knowledge

Before a science lesson on the processes of hibernation and migration, students must
understand that animals need to take certain measures to survive the cold weather, mate
with other animals, find food, etc. Students must also understand that not all animals need
to take these measures for survival reasons,

Misconceptions

Students may believe animals can survive cold weathers because of their fur, students
may also think all animals hibernate or migrate.

DEVELOPMENTAL PROCEDURES (*Engaging the learner)

1. MOTIVATION
Project “Hibernate, Migrate” song on board for students to watch and listen.
Students will turn to their partner and share what they remember about
hibernation and migration from our previous lessons. Students will then share with
the class. (5 Minutes)
2. Review both the poem and read aloud books from the first 2 lessons in this unit.
Tell students we are going to discuss the differences and similarities and then we
are going to get the chance to create our own virtual Venn Diagram . Make it clear
we are comparing and contrasting hibernation and migration. (5 Minutes)
3. Have students recall the characteristics of both processes and ask them to explain
what makes them different. Have students think about similarities of both
processes. As students give their answers, teacher will fill in the virtual Venn
Diagram on the board, using Canva.com (try to use pictures to represent the
differences and similarities). (10 minutes)
4. Students will then open the “Hibernation and Migration” emergent reader booklet
on their iPad. In small groups, read the story having each student point out the
words “hibernate” and “migrate” while reading. When you are finished reading
together, have students go back and use the highlighting tool on their I-pad to
highlight these words on their own (teacher is observing students as they do this).
(15 Minutes)
5. CLOSURE
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 8/28/19
*edTPA academic language
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Students will discuss with each other what they recall about the differences and
similarities of hibernation and migration. Remind students to use the phrase “I
recall…”. After 2 minutes, ask students to share what they recall with the class.
(5 Minutes)

ASSESSMENT (formal & informal)

Informal assessment

Observation – Teacher will pay close attention to what students say when reviewing the
first two learning segments. Teacher will be looking to ensure students are using the
correct language/vocabulary learned. Teacher will also be looking to see which students
show understanding.

Formal assessment

Performance, Product, Criterion

 Students will analyze the processes of hibernation and migration to create a Venn
Diagram by recalling at least 2 key details from previous lessons to compare and
contrast both processes.
 Students will highlight the words hibernate and migrate as they come across it,
identifying the words correctly 8 out of the 12 times.

INSTRUCTIONAL STRATEGIES
● Cooperative Learning
Indicator: This will be evident when students work in literature groups to
read the emergent readers booklet and point out the vocabulary learned throughput
this lesson.

 Discussion
Indicator: This will be evident when students are discussing what they
recall about hibernation and migration. This will also be evident when
students are discussing what to put on our Venn Diagram.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 8/28/19
*edTPA academic language
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 Modeling
Indicator: This will be evident when the teacher shows the students how we
can use a Venn Diagram to compare and contrast two different things.

 Demonstration
Indicator: This will be evident when the teacher shows and explain how the
students can highlight their vocabulary words on the IPad.

 Independent Work
Indicator: This will be evident when students work on their own to
highlight the words “hibernate” and “migrate” in their booklets.

 Scaffolding
Indicator: This will be evident when the teacher helps students point out
and understand the vocabulary in their emergent reader booklet before
giving them the independent task to highlight the words on their own.

ADAPTATIONS
 Below target students can be paired with an above target student when doing “turn-
and-talk” to discuss the differences and similarities. This will allow for the above
target students to help keep the below target student motivated by helping them
understand the concepts easier.
 The students who struggle to focus will be re-focused and re-directed through the
use of specific non-verbal cues (example – tap on the desk, or shoulder).
 The students who are gifted will be grouped together when reading the emergent
reader booklet. By doing this, the students can be challenged to read the story
through without as much teacher assistance before highlighting the words on their
own.
 Assistive Technology will be used to meet the specific needs of students with
learning disabilities/special needs throughout this segment. Students who need
extra support when reading will be able to read the emergent reader booklet will be
given headphones to listen to the recorded version of the booklet.

DIFFERENTIATION OF INSTRUCTION
 Visual – Students will see the picture example of an animal that hibernates and an
animal that migrates on the Venn Diagram. Students will see the pictures on each
page of their booklet.
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 8/28/19
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 Auditory – Students will listen to a song, students will read their emergent reader
booklet out loud while pointing to each word as they say it.
 Kinesthetic – Students will highlight their vocabulary words “hibernate” and
“migrate” in their booklets.

INDEPENDENT PRACTICE

 Students will work independently to indicate and highlight vocabulary words

learned in our lesson. Teacher will be actively monitoring for accuracy.
 Following the lesson, students will be assigned a homework assignment that asks
them to decide if they would rather hibernate or migrate and explain why using
specific examples from what was learned in class. Teacher will have students share
their thinking, ensuring students reasoning is accurate.

FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

 The student, under direct intervention with the teacher, will use Google Maps to
pinpoint and reinforce where certain animals migrate to and hibernate.

Academic Enrichment

 The student will use the following website

http://explorehibernation.weebly.com/interactive-games-and-activities.html
to play interactive games that allow them to further explore hibernation and
migration.

INSTRUCTIONAL RESOURCES AND MATERIALS

 Anchor Chart Paper
 Smart Board
 Individual IPads
 Virtual “Hibernate or Migrate” emergent reader text for each student

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 8/28/19
*edTPA academic language
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Rubric for Culminating Assignment (Venn Diagram)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 8/28/19
*edTPA academic language
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REFERENCES

English Language Arts Standards Kindergarten. (n.d.). Retrieved from

http://www.corestandards.org/ELA-Literacy/SL/K/

Hibernate Or Migrate Booklet - A Winter Mini Science Unit. (n.d.). Retrieved from
https://www.teacherspayteachers.com/Product/Hibernate-Or-Migrate-A-Winter-Mini-
Science-Unit-999007

Hibernate, Migrate Song - PBS Kids. (n.d.). Retrieved from

https://www.youtube.com/channel/UCrNnk0wFBnCS1awGjq_ijGQ

Science Learning Standards. (n.d.). Retrieved from http://www.nysed.gov/curriculum-

instruction/science-learning-standards

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 8/28/19
*edTPA academic language