KTIP Pilot Project Lesson
Plan Format
Name:_Russ
Hockenbury Date:__October 27 -
31___ Age/Grade Level: _____3rd_______
#
of Students: ___23_____ # of IEP Students: ____3_____
# of GSSP Students: ___1___ # of LEP Students:
Subject: ______Science_______ Major Content: ________Life Science_______ Lesson
Length: _____5 Days____
Unit
Title: _______Mammals________ Lesson
Number and Title:
_______Bats____________
Context
§
Students
are aware that bats have the ability to fly like birds. This lesson will serve
to show my students that bats possess unique features that make them mammals as
well as to show students the valuable role bats play in their ecosystem.
§
Objectives
§
Students
will be able to identify bats as mammals.
§
Students
will be able to compare and contrast bats and birds.
§
Students
will understand the bat’s use of echolocation.
§
Students
will be able to understand bat’s role in the ecosystem.
§
Students
will able to accurately depict a bat and its features.
Connections
S-P-LS-1 Students will understand that organisms
have basic needs (e.g., air, water, nutrients, light) and can only survive when
these needs are met.
S-P-LS-3 Students will understand that organisms
have different structures that serve different functions. These structures are
used to sort organisms into groups.
S-P-LS-6 Students will understand that organisms’
patterns of behavior are related to the nature of organisms’ environments.
There are many different environments (e.g., deserts, rainforests) on Earth
that support different types of organisms
Resources, media, and
technology
§
One
copy of the book, Stellaluna by Janell Cannon
§
Writing
materials
§
Computers
with Internet access
§
Sites
used in this lesson:
Who Wants To Be A
Millionaire (Bat Edition)
Procedures
Day One
·
We
will begin the 5 day lesson on bats with a rapid fire Kidspiration chart on
“Bats”. Students will brainstorm what they know about bats and each kid and I
will type in each response. Fact vs. Fiction will be discussed as some of what
the kids “know” may or may not be true.
Day Two
·
The
teacher will read the book Stellaluna
to the class.
·
Students
will make a bat puppet/doll using a black tube sock, construction paper. and
other craft materials.
1. Students will stuff the sock with packing
popcorn.
2. Students will decorate the construction
paper to look like wings, eyes, and ears for their bat.
3. Students will bring
their stuffed sock and bat parts up to the teacher so that he may attach them
with a glue gun.
Day Three
·
Students
will take the teacher-created Virtual Field Trip on Bats.
·
After
the VFT, students will do an on demand writing assignment to suggest a location
for a real field trip on bats.
Day Four
·
Following
a recap of the previous three days, students will view the BrainPop movie on
Bats and take the non-graded review quiz to check for understanding.
·
The
teacher will explain that an echo is produced when sound travels from it’s
source to a solid object and bounces back to the source’s ears. This much like
how the bat uses echolocation. In order to gain deeper understanding, students
will work in groups of four to simulate an echo. Student ‘A’ will stand behind
a door and mimic Student ‘B’ by calling out the words in the direction of Student ‘A’. The other two students will
trace the sound as it moves across the room. (adapted from: Echoes:
What Animals Can Teach Scientists)
Day Five
·
Students
will complete the Who Wants To Be A Millionaire: Bat Edition game for
assessment purposes.
Assessment Plan
§
Group discussions, anecdotal records, technology
game results, and journal writings will help me assess the achievement of the
students understanding in addition to a summative assessment given in the form
of a ‘Who Wants to be a Millionaire’ activity and on demand writing. The
assessment for each objective is listed in the table below.
Objective/Assessment Plan Organizer
|
Learner Objective
Number |
Type of Assessment |
Description of
Assessment |
Adaptations and/or
Accommodations |
|
Objective 1 |
Formative |
Kidspiration
Chart/Class Discussion |
|
|
Objective 2 |
Formative |
Reading of
Stellaluna. Discussion afterwards |
|
|
Objective 3 |
Formative |
Echo Activity (Group
Work) |
|
|
Objective 4 |
Summative |
On Demand Writing on
Bats (See rubric below) Who Wants To Be A
Millionaire Activity |
Extra Time for 3 IEP students |
|
Objective 5 |
Formative |
Bat Puppet |
Extra Time for 3 IEP
students and one-on-one attention when needed. |
Bat Field Trip Writing
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Ideas |
Ideas
were expressed in a clear and organized fashion. It was easy to figure out
what the writing was about. |
Ideas
were expressed in a pretty clear manner, but the organization could have been
better. |
Ideas
were somewhat organized, but were not very clear. It took more than one
reading to figure out what the letter was about. |
The
writing seemed to be a collection of unrelated sentences. It was very
difficult to figure out what the letter was about. |
|
Content Accuracy |
Contains
at least 5 accurate facts about the topic. |
Contains
3-4 accurate facts about the topic. |
Contains
1-2 accurate facts about the topic. |
Contains
no accurate facts about the topic. |
|
Sentences & Paragraphs |
Sentences
and paragraphs are complete, well-constructed and of varied structure. |
All
sentences are complete and well-constructed (no fragments, no run-ons).
Paragraphing is generally done well. |
Most
sentences are complete and well-constructed. Paragraphing needs some work. |
Many
sentence fragments or run-on sentences OR paragraphing needs lots of work. |
|
Grammar & spelling (conventions) |
Writer
makes no errors in grammar or spelling. |
Writer
makes 1-2 errors in grammar and/or spelling. |
Writer
makes 3-4 errors in grammar and/or spelling |
Writer
makes more than 4 errors in grammar and/or spelling. |