Camile and Amanda and Brittany T
Subject: Science and Writing
Date/Time: January
Grade:
Strand:
Writing
Topic:
Text Types and Purposes
Life Science
Physical and Behavioral
Traits of Living
Content Statement:
3 Use a
combination of
drawing,
dictating, and
writing to
narrate a single
event of several
loosely linked
events, tell
about the events
in the order in
which they
occurred, and
provide a
reaction to what
happened.
K
2 Understand living
things have physical
traits and behaviors,
which influence their
survival.
Objectives:
Given the writing prompt students will
be able to effectively illustrate and write
about a specific animal and its trait with
an 85% accuracy measured by teacher
observation and student participation.
Given the book The View at the Zoo by
Kathleen Long Bostrom and QR code
videos students will be able to
understand about animal’s physical
traits and behaviors with an 85%
accuracy measured by teacher
observation.
I Can Statement:
I can illustrate and write a prompt about a specific
animal and its trait.
I can understand about physical traits and behaviors
which influence animal survival.
Preassessment:
The instructor will assess the students
through a open discussion about the
book using Bloom’s questions
Formative Assessment:
Instructor will assess
students understanding of
various animal traits by
teacher observation.
Summative
Assessment:
Instructor will assess
students understanding
of animal habitats and
survival needs through
a graded writing
prompt.
Materials/ Equipment:
The View at the Zoo by Kathleen Long Bostrom book with the QR codes included, Ipads, zoo
puzzles, animal print sorting game, animal food matching game, animal habitat sorting game,
writing prompt worksheet, pencil, crayons
Engage:
Explore/
Evaluate/ Conclusion:
1 Have the students gather at the
Explain/Elaborate:
1 Have the
carpet and discuss the I can
1 Break the class into
students go
statement.
small groups of 4.
back to their
2 Read the book The View at the
2 Explain to the
seats and get
Zoo by Kathleen Long Bostrom.
students what
out their
3 Discuss about what the students
3 Centers will be
crayons and a
already know about zoo
available.
pencil.
animals. (ex: Can you recall
- QR Book (4
2 Pass out the
what animals you see at the
students
writing prompt
zoo?)- Bloom’s Knowledge
scanning each
to the students.
4 Ask the students a few questions
QR and watch
3 Explain to the
(ex: What is the theme of the
the video to go
students that
book- Bloom’s Analysis)
along with it.)
they will be
(ex: What is the main idea of the
After finishing
constructing
book?-Bloom’s Comprehension)
the book have
writing prompt.
5 Explain to the students that will
students think
(Bloom’s
see QR codes throughout the
of their favorite
Application)
book.
animal from the
4 Give the
6 The QR code can be scanned
book and
students 15
using the classroom IPads.
7 Show the students how to scan
one of the QR codes. After the
QR code is scanned it will take
the students to a new page with
a live picture of an animal and a
video link.
-
-
-
-
4
illustrate a
picture of that
animal (will get
the students
ready for the
writing prompt
at the end of the
lesson)
(Bloom’s
Application)
Zoo Puzzles (4
students will
put together
variety of zoo
animal puzzles)
Animal Print
matching game
(4 students will
match the
animal with the
correct animal
print)
Animal’s Food
matching game
(4 students will
match the
correct animal
with the correct
food they eat)
Animal Habitat
Sorting Game
(4 students will
sort the animals
into the correct
category of
their habitat)
Groups will rotate
every 10-15
minutes until all
groups have
finished all centers.
5
6
minutes to
complete the
writing prompt.
Allow time for
students to
present their
work to the
class and
explain the
reasons about
their work.
(Bloom’s
Evaluation)
Collect for a
grade.
(If more time is
needed it can be
done at recess time)
Differentiation:
Reflection of Lesson:
Intervention:
Enrichment:
Group the students lower
students together and have
a teacher lead center for
those students.
The teacher can also help
the writing on the writing
prompt and the student can
illustrate their picture.
Give the higher
students the same
writing prompt but
require two supporting
details.
it eats
it lives