gkkapatak01.files.wordpress.com€¦ · Web viewKWL- Diagnostic. Formative Assessment (Today, I learned) Formative Assessment (Today, I learned) Formative Assessment (Today, I learned)

Day 1 Day 2 Day 3 Day 4 Day 5

LessonObjective

The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms





Assessments KWL- DiagnosticFormative Assessment(Today, I learned)

Formative Assessment(Today, I learned)



Summative Assessments (Presentations, KWL)

Activities Google Maps, art project

Google Maps, art project



Google Maps, final project

Community & Cultural Connections

With each new concept, students will use their iPads to determine the location.




Technology Integration

IPads, Google Maps, Document Camera, QR codes

IPads, Google Maps, Document Camera, QR Codes




Differentiating Instruction

Visuals will be accessible, students who finish early will work on their art project, and additional supplements will be available for students struggling on the iPads. Already made notes for slow writers. I will use the document camera (air

Visuals will be accessible, students who finish early will work on their art project, and additional supplements will be available for students struggling on the iPads. Already made notes for slow writers. I will use the document camera (air server) to walk students through the steps. QR codes will be used for students to complete further

Visuals will be accessible, students who finish early will work on their art project, and additional supplements will be available for students struggling on the iPads. Already made notes for slow writers. I will use the document camera (air server) to walk students

Visuals will be accessible, students who finish early will work on their art project, and additional supplements will be available for students struggling on the iPads. Already made notes for slow writers. I will use the

Visuals will be accessible, students who finish early will work on their art project, and additional supplements will be available for students struggling on the iPads. Already made notes for slow writers. I will use the document camera (air

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server) to walk students through the steps. QR codes will be used for students to complete further research

research through the steps. QR codes will be used for students to complete further research

document camera (air server) to walk students through the steps. QR codes will be used for students to complete further research

server) to walk students through the steps. QR codes will be used for students to complete further research

First-Second Grade, 8 studentsScience The Life Cycle of Chinook salmon

1. Learning Goals: Goal: Students will understand the structure, function, behavior, development, life cycles, and

diversity of living organisms.

2. Learning Objectives: Objective: The student demonstrates an understanding of the structure, function, behavior,

development, life cycles, and diversity of living organisms by (4) SC2.2 describing the basic characteristics and requirements of living things and by (6) SC2.2 identifying basic behaviors (e.g. migration, communication, hibernation) used by organisms to meet the requirements of life.

ISTE.3.B: Research and information fluency. Students apply digital tools to gather, evaluate and use information. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

3. Relevant Standards: Alaska Science Performance Standard (SC2) Students develop an understanding of the

structure, function, behavior, development, life cycles, and diversity of living organisms by describing the basic characteristics and requirements of living things and by identifying basic behaviors (e.g. migration, communication, and hibernation) used by organisms to meet the requirements of life.

Alaska Cultural Standard C.2 Concepts of Life Science- a student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.

4. Materials: Science journals/already made for note taking, iPads, construction paper, pencils, utensils for

coloring, my example of the performance task (sample fish project), document camera, book resources, rubrics, KWL chart

5. Differentiation: Online resources, books, and other supplements will be available for all students who need extra

support during their research, or want to research more. I will use the document camera to display notes and Google Maps. Visuals will be provided for students who need something to refer to ex: final art project. Already made notes will be available for slow writers. QR codes will be used for students who want to do more research. Students who finish early will be told to work on their final performance task throughout the

week. As students work independently, I will circulate the room, observing students to see who needs

that one-on-one time.

6. Procedures:

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Day 1Activity: Introduce unit, talk about rubric, iPads expectations, additional supplements, new concepts: egg and alevin, students’ research, daily assessment. Diagnostic Assessment- Will be done at the beginning of the unit to determine what students already know about the life cycle of Chinook salmon.

Favorite summer activity? Who likes fishing? Engage Where do you go fishing here in Koliganek? Engage What kinds of fish have you caught in the river? Engage, Explore Where do these fish come from, how do they get here? * Engage, Explore Have students draw a KWL Chart in their science journals (demonstrate for them on the overhead

projector, or on the whiteboard). What is a life cycle? What do you know about the life cycle of salmon? Introduce the unit: This week we’re going to be learning about the Life Cycle of the Chinook (king)

salmon. Explain that as we learn about their lifecycle, we’ll use the iPads to search on Google Maps. By the end of this unit, you should be able to demonstrate your understanding of the salmon’s lifecycle

by creating an art project (diagram, model, collage, drawing, poster, scrapbook, storyboard) and describing where the salmon lives at each stage.

The rubric will be used as a checklist, so they know what I’m expecting. New concepts: Egg and Alevin. Students will use Google Maps on their iPads to search where that fish is located during those stages in

its life cycle, take a screen shot to use in their final art project. Students will understand what eggs and alevin’s are where they’re located.

.

Day 2 Activity New concepts: Fry, smolt Students will use Google Maps on their iPads to search where that fish is located during those stages in

its life cycle, take a screen shot to use in their final art project. Students will understand what fry and smolts are, and where they’re located.

Day 3 Activity New concepts: adult and spawn Students will use Google Maps on their iPads to search where that fish is located during those stages in

its life cycle, take a screen shot to use in their final art project. Students will understand what adult and spawn, are where they’re located.

.

Day 4 Activity Students will continue working on their projects. Those students who are behind will have the opportunity to catch up. I will provide QR codes ready for students who are able to continue researching independently. I will have things for them to research on the ADF&G website: scientific name, length and weight of the fish, lifespan, diet (what it eats), and predators

Day 5 ActivityContinue art projectsContinue researching using QR codesKWL Chart If there is enough time, I will show the video The Breach .

Vocabulary Terms - Six stages in a salmon’s life cycle- each stage takes place in specific habitats because of its needs. Monday:

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1. Eggs- the adult females spawn their eggs in redds (nest of gravel).2. Alevin - a young salmon that still has its yolk sac- newly hatched fish that live in the gravel for several weeks.

Tuesday: 3. Fry (juveniles) stage- a young, free-swimming fish. The stream type fry live in fresh water for a year before migrating to the ocean. 4. Smolt- the salmon migrate to the sea at this stage. They stop at the border between freshwater and salt water so their bodies can adjust to being in salt water (Black Point/Louis Point).

Wednesday: 5. Adult- “Ocean Phase,” this is where the salmon does most of their growing and weight gain (lasts 1-7 years in the ocean). 6. Spawning- the adults go back to their birthplace to lay their eggs. The fish dies after the spawning stage. Then the life cycle begins all over again

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