- I can describe how living things are similar using ideas from the text What's Alive? (RI.K.3, RI.K.7)
- I can explain whether something is living or nonliving using evidence from research and observations. (W.K.8, SL.K.1a, SL.K.1b)
These are the CCS Standards addressed in this lesson:
- RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
- RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
- W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- 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
Daily Learning Targets
Ongoing Assessment
- In Work Time A, collect students' response sheets from the Unit 1 Assessment, Part II (open response) to serve as a work sample to demonstrate progress toward RI.K.7 (see Assessment Overview and Resources).
- During Work Time B, circulate and observe students as they discuss whether a tree is living. Use 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. Interactive Word Wall Protocol (10 minutes) 2. Work Time A. Unit 1 Assessment, Part II: What's Alive? Open Response (15 minutes) B. Science Talk Protocol: Is a Tree Living? (25 minutes) 3. Closing and Assessment A. Back-to-Back and Face-to-Face Protocol: How Do Living Things Meet Their Needs? (5 minutes) B. Song and Movement: "A Tree Is a Living Thing" Chant (5 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
- Prepare:
- One set of Interactive Word Wall cards and arrow cards per small group.
- Clipboards with the Unit 1 Assessment, Part II: What's Alive Open Response sheets attached for each student (see Assessment Overview and Resources).
- Science Talk Protocol anchor chart.
- Strategically group students into triads for the Science Talk protocol in Work Time B.
- Distribute Materials for Work Time B at student workspaces.
- Post: Learning targets, Patterns with Living Things shared writing, "A Tree Is a Living Thing" chant, and 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.1, K.1.A.3, K.I.B.6, and K.1.C.11
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to apply their content and language knowledge in a structured and interactive Science Talk that challenges them to explain their ideas and present evidence from multiple sources. Students will also demonstrate their text and content knowledge by performing the second part of the end of unit assessment.
Levels of support
For lighter support:
- During Work Time B, remind students that they can use the gestures for "I would like to add ______," introduced in Lesson 2, and "This makes me think _______," introduced in Lesson 3. Students can use these gestures to participate even while someone else is talking to signal they'd like to speak next. These also help reinforce the Vocabulary and language function of the frame.
For heavier support:
- During the Science Talk, circulate and offer frames and direct questions to students who are having difficulty engaging verbally.
- During the Closing, include illustrations around or embedded within the words in the "A Tree Is a Living Thing" chant.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to make anchor charts created throughout the module accessible as students complete the unit assessment.
- Multiple Means of Action & Expression (MMAE): In this lesson, students participate in a Science Talk. Continue to support students in setting appropriate goals for their effort and the level of difficulty expected.
- Multiple Means of Engagement (MME): Continue to remind students of the learning goals and their value or relevance.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing
- N/A
Materials
- Interactive Word Wall Protocol anchor chart (begun in Module 2)
- Interactive Word Wall cards (from Lesson 7; one set per small group)
- Arrow cards (from Lesson 7; one set per small group)
- What's Alive? (from Lesson 2; one to display; for teacher read-aloud)
- Unit 1 Assessment, Part II: What's Alive? Open Response (one per student and one to display; see Assessment Overview and Resources)
- Pencils (one per student)
- Clipboards (one per student)
- Living Things Criteria anchor chart (begun in Lesson 3)
- Living Things Word Wall (begun in Lesson 1)
- Unit 1 Assessment, Part II: What's Alive? Open Response (answers, for teacher reference; see Assessment Overview and Resources)
- Science Talk Protocol anchor chart (begun in Module 2; added to in advance; see supporting Materials)
- Science Talk Protocol anchor chart (begun in Module 2; example, for teacher reference)
- Is a Tree Living? note-catcher (completed in Lesson 7; one per student)
- Popsicle sticks (two per student and two for teacher modeling)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Shared Writing: Patterns with Living Things (completed in Lesson 7; one to display)
- Back-to-Back and Face-to-Face Protocol anchor chart (begun in Module 1)
- "A Tree Is a Living Thing" chant (one to display)
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. Interactive Word Wall Protocol (10 minutes)
"What two words did you connect, and why?" (Responses will vary, but should include naming the two words and explaining their connection.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Unit 1 Assessment, Part II: What's Alive? Open Response (15 minutes)
"I can describe how living things are similar using ideas from the text What's Alive?"
"The text we just heard tells us about how plants move and grow. So does the illustration."
"What is one way plants move and grow that we learn from both the illustration and the text?"
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B. Science Talk Protocol: Is a Tree Living? (25 minutes)
"I can explain whether something is living or nonliving using evidence from research and observations."
"Is a tree living?"
"How will you show your partner you are listening to him or her?" (use eye contact; answer the questions he or she asks me)
"What is one thing you did well during your Science Talk triad?" (Responses will vary, but may include: waited my turn, listened when others were speaking, used the sentence stems.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Back-to-Back and Face-to-Face Protocol: How Do Living Things Meet Their Needs? (5 minutes)
"How do you think a living thing like a tree gets what it needs to live and grow?" (Responses will vary, but may include: It gets water from roots; it gets sunlight; it moves toward the sun to grow.) "How do you think a living thing like an animal gets what it needs to live and grow?" (Responses will vary, but may include: Animals might hunt for food, or animals might eat plants to get food.)
"Who can explain why your classmate came up with that response? I'll give you time to think." (Responses will vary.) |
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B. Song and Movement: "A Tree Is a Living Thing" Chant (5 minutes)
"What are some motions, gestures, or actions we can do with our bodies and hands to go along with the words in the chant?" (Responses will vary, but may include: putting our hands in the air with excitement, crouching down and standing up tall to show a tree growing toward the sun, pulling our hands up from the ground to show roots taking in water, etc.)
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from: "Where?" From points us to the place where the roots take food and water. Suggested question: "Can you figure out why the author wrote from?" (preposition) the ground: "From where?" The ground is where roots take food and water from; Suggested questions: "Where do the roots take food and water from? How do you think roots take food and water from the ground?" (noun)
"What other words could we use in this sentence instead of take?" "How does your understanding of this sentence add to your understanding of living things?"
"What is another way to say this sentence?"
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