WVSU LESSON PLAN FORMAT (Updated 7/11)

Teacher Candidate: Sabrina SchoutenDate: February 26, 2014

School: Point Harmony Elementary School

Grade/Subject: 2nd grade Science

Lesson Topic: Sea Turtles – Science – Life Cycle of a Sea Turtle/ Active Learning

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

· Students will be able to identify the life cycle of a sea turtle.

· Students will be able to retell the life cycle of a sea turtle.

· Students will be able to create their own life cycle of a sea turtle.

· Students will be able to explain what happens during each cycle.

· Students will be able to mimic lifecycle while doing active learning.

WV CSOS

Science

SC.O.2.2.3 - sequence pictures of events to illustrate the changes in the life cycle of plants and animals.

SC.0.2.3.2 - use models as representations of real things.

SC.O.2.3.3 - observe that changes occur gradually, repetitively, or randomly within the environment.

English Language Arts

ELA.2.R.C2.6 - identify the main purpose of informational text, including what the author wants to answer, explain, or describe. (CCSS RI.2.6)

ELA.2.R.C3.3 - explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify an informational text. (CCSS RI.2.7)

ELA.2.R.C3.4 - describe how reasons support specific points the author makes in an informational text. (CCSS RI.2.8)

ELA.2.SL.C13.2 - recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS SL.2.2)

NATIONAL STANDARDS

2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;

MANAGEMENT FRAMEWORK

Overall Time

This lesson will take approximately 75 minutes to complete.

Time Frame

10 – Introduction

55- Body

10- Closure

STRATEGIES

· Introduction to what a life cycle is – Students will say what they think a life cycle is and what the life cycle of a sea turtle might be.

· Teacher introduces students to the book One Tiny Turtle by Nicola Davies.

· Overview of sea turtle life cycle.

· Explanation of the life cycle of a sea turtle activity.

· Teacher demonstration of activity

· Teacher led discussion of the life cycle of a sea turtle and what happens during the cycle.

· Independent practice- Teacher will “kid-watch” and give individual assistance at this time.

· Teacher introduces active learning activity.

· Independent practice- Teacher will “kid watch” and give individual assistance at this time.

· Wrap up/ review of life cycle.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Before students begin doing their own life cycle activity, we will have a teacher led demonstration of the activity. Also, a projected completed life cycle of a sea turtle will be displayed in the classroom during the lesson for students to refer to.

PROCEDURES

Introduction

· This lesson will begin with a teacher- student discussion on what a life cycle is, and what a life cycle of a sea turtle might be.

· Students will be asked questions like: What is a life cycle? What do you think the life cycle of a sea turtle is?

· After student responses teacher will read the book One Tiny Turtle by Nicola Davies.

Body & Transitions

· After the students listen to the book One Tiny Turtle, teacher will lead discussion about the life cycle of a sea turtle.

· Teacher will then explain the life cycle activity. (Each student will receive a construction paper and 4 blank ¼ pieces of paper. Students will fold the construction paper so they have 4 sections. Students will be asked to draw the life cycle stages on each of the 4 papers, then glue them on the construction paper, top part of paper only is glued. Then students will lift each picture up and write one complete sentence about each life cycle stage.)

· Teacher will demonstrate the life cycle activity by showing the students how to properly glue the papers down and write underneath each paper tab.

· Students will then work individually on their life cycle.

· Teacher will then explain the active learning activity. (Students will go outside and their will be a kiddie pool filled with sand. In the sand will be buried ping pong balls. This will represent the sea turtles egg nest on shore of the beach. The students will have to uncover to investigate the “baby sea turtles” and carry them over to another kiddie pool filled with water to represent the ocean. When each student does this, they will be asked to tell what cycle the sea turtle is going through.

· Students will then each take turns in the active learning activity.

Closure

· I will close this lesson by having the students tell me what the life cycle of a sea turtle is.

· Students will be called upon to tell what happens in each stage of the life cycle.

ASSESSMENT

Diagnostic

· Students’ response to teacher-student discussion about what a life cycle is, and what a life cycle of a sea turtle might be.

Formative

· Kid- watching while students correctly participate in the active learning activity.

Summative

· Teacher will assess students’ work using a teacher created checklist.

MATERIALS

· Smart Board

· One Tiny Turtle by Nicola Davies

· Sea Turtle life cycle examples

· Construction paper

· Scissors

· Glue

· Pencils

· Crayons

· 2 kiddie pools

· Water

· Sand

· Ping pong balls

· Teacher made checklist

EXTENDED ACTIVITIES

If student finishes early, they will color their pictures of the life cycle.

If lesson finishes early, I will ask students to present their life cycle turtles to the class.

POST-TEACHING

Reflections

Data- Based Decision Making

Life Cycle of Sea Turtles Checklist

Yes No

1. Student correctly identified the life cycle of a sea turtle ☐ ☐

2.Student correctly put the life cycle of a sea turtle in order ☐ ☐

3. Student correctly wrote what happens during each stage of the life cycle.

☐ ☐

4. Student followed directions ☐ ☐

5. Student worked during the entire time allotted. ☐ ☐

The Life Cycle of a Sea Turtle

sea turtle eggs sea turtle egg hatching

adult sea turtle baby sea turtle

The Life Cycle of a Sea Turtle

sea turtle eggs sea turtle egg hatching

adult sea turtle baby sea turtle

sea turtle eggs sea turtle eggs hatching

baby sea turtle adult sea turtle

sea turtle eggs sea turtle eggs

hatching

baby sea turtle adult sea turtle

Females use their back flippers to dig a small hole into which they

deposit their eggs.

When fully developed, hatch-lings break through their eggshell

and slowly dig their way to the surface.

To avoid any predators, hatch-lings will generally wait until night

to head for the ocean.

Each nesting season, most females return to nest at the

same beach which they hatched on.

Females use their back flippers to

dig a small hole into which they

deposit their eggs.

When fully developed, hatch-

lings break through their eggshell

and slowly dig their way

to the surface.

To avoid any predators, hatch-

lings will generally wait until night

to head for the ocean.

Each nesting season, most

females return to nest at the

same beach which they

hatched on.