- I can collect research from different places to discuss the answer to a question. (SL.K.2, SL.K.3)
- I can participate in a conversation to share how living things depend on trees to meet their needs. (SL.K.1a, SL.K.1b)
These are the CCS Standards addressed in this lesson:
- SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- SL.K.1a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
- SL.K.1b: Continue a conversation through multiple exchanges.
- SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
- SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Daily Learning Targets
Ongoing Assessment
- During the Science Talk in Work Time C, circulate and observe as students discuss how living things depend on trees. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1a and SL.K.1b (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Song and Movement: "We Depend on Trees" Version 2 (5 minutes) 2. Work Time A. Preparing for the Science Talk: Unit 2 Guiding Question Anchor Chart (10 minutes) B. Preparing for the Science Talk: Unit 2 Assessment Booklet (15 minutes) C. Science Talk Protocol: How Do Living Things Depend on Trees to Meet Their Needs? (20 minutes) 3. Closing A. Reflecting on Collaboration (10 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
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In Advance
- Strategically group students into triads for the Science Talk in Work Time C. Ensure that there are a variety of animals students will share about in each small group.
- Post: Learning targets, "We Depend on Trees" Version 2, and any applicable anchor charts (see Materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson Materials.
- Continue to use the technology tools recommended throughout Modules 1-2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards K.1.A.3, K.1.A.11, and K.I.C.11
Important points in the lesson itself
- The basic design of this lesson supports ELLs by revisiting the "We Depend on Trees" song to read for fluency and sing for joy. Students get language practice and content exposure through a shared reading and Science Talk.
- ELLs may find it challenging to express their full ideas and content knowledge in the Science Talk. Encourage students to use their notes and the anchor charts posted or to ask for a cue/help from a classmate using English or their home language.
Levels of support
For lighter support:
- Before releasing students to begin the Science Talk, invite them to create sentence frames to support writing and speaking. Invite students who need heavier support to use the frames.
For heavier support:
- During Work Time C, consider pre-determining the Science Talk groups to include students with a range of English proficiency, including advanced, intermediate, and emerging.
Universal Design for Learning
- Multiple Means of Representation (MMR): To set themselves up for success for the Science Talk, students need to generalize the learning from this unit. Continue to activate their prior knowledge by recalling the learning targets from previous lessons. Additionally, present the directions for each activity both visually and verbally.
- Multiple Means of Action & Expression (MMAE): This lesson offers several opportunities for students to engage in discussion with partners. Continue to support who may struggle with expressive language by providing sentence frames to help them organize their thoughts.
- Multiple Means of Engagement (MME): Invite students to reflect on their learning from previous lessons in this unit to support them in understanding the value and relevance of the activities in this lesson. Continue to provide prompts and sentence frames for those students who require them.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review:
collaboration, depend (L)
Materials
- Puppets (one per student; from Lesson 6)
- "We Depend on Trees" Version 2 (from Lesson 10; one to display)
- Unit 2 Guiding Question anchor chart (begun in Lesson 1)
- People Depend on Trees booklet (completed in Lesson 6; one to display)
- Unit 2 Assessment booklet (completed in Lesson 11; one per student)
- Science Talk graphic organizer (one per student and one for teacher modeling)
- Science Talk graphic organizer (example, for teacher reference)
- Pencils (one per student)
- Science Talk Protocol anchor chart (begun in Module 2)
- Speaking and Listening Checklist (see Assessment Overview and Resources)
- Back-to-Back and Face-to-Face Protocol anchor chart (begun in Module 2)
Assessment
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Song and Movement: "We Depend on Trees" Version 2 (5 minutes)
"How can we collaborate to act out the song with the puppets?" (Responses will vary, but may include: sharing the puppets so everyone can have a turn.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Preparing for the Science Talk: Unit 2 Guiding Question Anchor Chart (10 minutes)
"Remember the research we have done. Are there any details that we should add to our chart to answer the question?" (Responses will vary, but may include: People eat cherries and peaches, and bees eat nectar.)
"Who can add on to what your classmate said? I'll give you time to think."
"I can collect research from different places to discuss the answer to a question."
"What idea from the anchor chart will you share during the Science Talk?" (Responses will vary.)
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B. Preparing for the Science Talk: Unit 2 Assessment Booklet (15 minutes)
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C. Science Talk Protocol: How Do Living Things Depend on Trees to Meet Their Needs? (20 minutes)
"I can participate in a conversation to share how living things depend on trees to meet their needs."
"How do living things depend on trees to meet their needs?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Collaboration (10 minutes)
"How did you collaborate with your friends?" "How does collaboration help you with your work?"
"How can we continue to use collaboration to help us with our research about how trees meet their needs?" (Responses will vary.)
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