5E Science Lesson for 5th grade, from Block B

Entry 3, Part 2a

Learning Goals and Objectives

Lesson Goal(s): As a result of this lesson the students will demonstrate an understanding of what goldfish need to live and survive.
State and District Content Standards and Goals Identify: ·       State Standards Content Standard3: Life Science- The student will begin to develop an understanding of biological concepts. Benchmark 1: The student will develop an understanding of the characteristics of living things. Indicator 1: The student discusses that organisms live only in environments in which their needs can be met.	Learning Objectives Content Knowledge: (Cognitive) The students will be able to: ·       Explain what goldfish need to survive. ·       Explain why fish cannot live in another habitat. Science Process (Inquiry Skills) Applications: ·       Observe: Students will observe how the goldfish will respond to changes in their environment. ·       Inferring: The students will infer why the goldfish react the way that they do to changes in their environment. ·       Communicate: The students will communicate to the teacher items that are necessary for fish to survive by creating a shopping list.
Explain how your objectives (1) are aligned with state standards and (2) incorporate higher level thinking skills. ·       Our objectives align with the state standards because the students will observe the goldfish in their habitat and will observe what happens when changes in their habitat occur.  The students will also observe what is necessary for goldfish survival.  The students will understand that the goldfish cannot live where their needs are not met. ·       Our objectives incorporate higher level thinking skills because the students will be assessed on their ability to create a shopping list of items that are crucial for the survival of the goldfish.  They will have to choose from a list of necessary items and unnecessary items to decide which are appropriate for goldfish.

Entry 3, Part 2b

                       

5E Lesson Plan

K-State Pre-service Teachers	Teaching Role	E-mail Addresses
Miss Stockwell	Engage, Explore
Miss May	Explain
Miss Turner	Elaborate, Evaluate

Grade Level: Kindergarten                Teaching Date: March 30, 2011   Time: 12:45-1:45

Lesson Title:             Survival of the Fishiest!                                                    Length of Lesson: 45-60 minutes

Prerequisite [Process] Skills/Concepts: Students should know how to observe and make inferences.

Key Ideas (Science Concepts)/Process Skill(s): habitat, needs, survival, behavior, observing, making predictions

§    List CONTENT and SKILLS terms & age-appropriate definitions that will be emphasized.       

Safety Accommodations: None

INSTRUCTIONAL GOALS:

As a result of this lesson the students will demonstrate an understanding of what goldfish need to live and survive. 

KANSAS SCIENCE EDUCATION STANDARD:

Content Standard3:

Life Science- The student will begin to develop an understanding of biological concepts.

Benchmark 1: The student will develop an understanding of the characteristics of living things.

Indicator 1: The student discusses that organisms live only in environments in which their needs can be met.

LESSON OBJECTIVES:

As a result of this lesson, students will:

Cognitive:

·      Identify items needed for fish to survive in their habitat.

·      Observe fish in their habitat.

Psychomotor:

·      Given fish food, the students can properly feed the fish the correct amount that is needed.

Affective:

·      Demonstrate self-control while the students are observing the fish with their peers.

RESOURCES/MATERIALS:

For the student (or) group ·      3 goldfish aquariums ·      6 goldfish ·      Fish food ·      Elodea of fish plant ·      One gallon distilled water ·      Basin ·      Worksheets for students ·      Scissors ·      Glue ·      Pencil

For the class (or) teacher ·      Gloves (optional) ·      Fish net ·      Pillow ·      Snack ·      Bottle of Water ·      Balloon

Common Science or Math Misconceptions:

1.    Fish can live in any type or temperature of water.

2.    Fish can eat as much food as that want.

LEARNING EXPERIENCE/PROCEDURES:

1.  ENGAGE: (5 minutes)

1.    Before the pre-service teachers begin the lesson, they will have all materials ready for distributing on the counter in the back of the classroom.

2.    Once the students are seated at their tables and ready for the lesson to begin, the pre-service teachers will introduce themselves.

a.    Hello boys and girls, my name is Miss Turner. We are from Kansas State University and we are glad to be back in your classroom.  This time we will be teaching Science to you!

b.    My name is Miss May and we are so excited to be back again! Remember that all of the same rules apply when we are teaching as they were when we were here last time.  When we are working all together as a group, it is important to remember to raise your hands, pay attention, and be respectful.

c.     My name is Miss Stockwell.  Some of you might have seen us setting up our materials in the back, today we are going to teach you about goldfish and how they live in their habitat.

3.    Before we begin, we would like you to all clear all off your desks and put your tubs on the floor.   Once your area is clean, we will know that you are ready to begin with the lesson.

4.    Miss May and Miss Turner will assist Miss. Stockwell in walking around the classroom and making sure that all of the areas are clean and everything is put away.  Once the room is clear, Miss. Stockwell will pose the following questions to the students: (Ms. Stockwell will ask the questions to the entire class. Students who raise their hands quietly and are following the classroom rules will be the ones chosen to answer the questions. More than one student may be chosen to answer each question.)

a.    Do any of you have any fish at home?

b.    What do you already know about goldfish?

2.  EXPLORE: (10 minutes)

            1. Miss Stockwell will transition with this, “Now that we have learned what you all know about goldfish and their homes, let’s see what they look like.”

            2. We are now going to draw what you think the goldfish need to survive or live in their habitats.

            3. The preservice teachers will pass out paper so that the students can draw what they think should go in their aquariums for the fish to survive.

            4. Draw everything you think a fish would need to survive in their bowls. Miss Stockwell will tell the students that they will have 2 minutes to draw their diagram and she will remind students that they are to use crayons while drawing, not pencils or markers.

5. We are going to bring an aquarium with two fish in it to each table. We would like you to sit on your hands to show us that you are ready for us to put them on your table.  The students we see doing the best job will get to help us with the experiment.

6. Miss. Turner and Miss. May will assist Miss. Stockwell by each pre-service teacher bringing an aquarium to each table, once the students have completed drawing their fish bowls.

7. Once each table has a fish bowl, the pre-service teachers will wait for all of the students attention to be on the teacher at their table before starting the explain phase. The pre-service teachers may start the explain phase before or after the other pre-service teachers depending on how the students at their table are behaving.

3.EXPLAIN (20 minutes)

1.    Miss May: I would like to invite you all to the carpet so that we can discuss what we are going to do next for the activity.

2.    Miss May writes habitat on the whiteboard with a short definition: a habitat is the place where an animal lives/grows the best.

3.    Miss May will ask students to tell her what things they think all animals and humans need to live. Some examples that students may give are water and shelter and food. Miss May will write these items under the definition of habitat so that students understand that these things are important to an animal’s habitat.

4.    Miss May will talk about how the water, plants, and food are all parts of the goldfish’s habitat and without these items the fish won’t survive.

4. Miss. Turner and Miss. May will pass out the materials to the students in their table      groups (fish food, elodea, basin). 

5. Miss. Stockwell, Miss. May and Miss. Turner will each be designated a table so that the ratio of teacher to student is 1:6.

6. Each pre-service teacher will pose the following statements to their table:

a.    Goldfish need only a tiny bit of food everyday, we must be careful not to put too much food in the water or they might get sick.

7. Each teacher will select a student or two to put in a small pinch of fish food into the aquarium. Observe how the fish eat their food and how they react when you place it into the aquarium.

8. After the food has been place in the aquarium, each teacher will ask the following questions about what the students have observed:

·      How do goldfish find their food? Do you think they smell it, see it, or just happen to run into  it?

·      Where do they eat their food? Are they top, middle, or bottom feeders?

·      Do fish chew their food?

·      Do they eat all of their food? What happens to the food that they do not eat?

·      What kinds of food do you think goldfish find to eat when they live in the wild?

9. Allow three to four minutes for discussion.

10. The pre-service teacher will move onto talking about renewing the water:

·      How do we know when the water is dirty? Do you see anything in the water?  At the bottom of the aquarium?

·      How do you think it becomes dirty?

·      What should we do about it?

11. The pre-service teacher will then choose two other students to scoop out some of the old water and replace it with fresh water.  The pre-service teachers will then choose two other students to put a cup full of clean water into the aquarium.

12. The pre-service teachers will then pose the following questions:

·      What do the fish do when the water is added?

·      Do they go toward the new water or away from it?

     13. Allow three to four minutes for discussion

14. The pre-service teacher will finally choose one student to add several sprigs of Elodea to one end of the aquarium.  Have the students observe how the fish will respond to the plants being in the aquarium.  The pre-service teacher will ask the following questions:

·      Do they touch the plants?  What part of their bodies do they use to find out about the plants?

·      Do the goldfish prefer to swim near the plants, or do they prefer the open spaces?

·      Do they swim around the plants, through the plants, or behind the plants?

15. Allow three to four minutes for discussion.

16. Miss May will recap the Explain phase by asking the following questions:

·      Who can tell me what the aquariums look like?

·      What is inside the aquarium?

·      Does anyone know what habitat means?

Miss May will ask students to turn to a neighbor and talk about some things that they, as humans, need to live and what kinds of things they might find in a human’s habitat.

4.  Elaborate/Expand (10 minutes)

1. Miss Turner will transition into Miss May’s role.

2. Miss Turner will bring out items that are representative of what humans need to survive.

3. Miss Turner will discuss each item and why it’s important for human survival.

-When fish sleep do they need a pillow?

-When fish eat do they get food that you eat?

-What’s something that fish and humans need to survive? *Water/Oxygen

4. Allow time for responses. The students that are following the directions and paying attention during the discussion will be chosen to answer the questions. More than one student may be allowed to answer each question depending on time.

5. While students discuss with Miss Turner, Miss. May will distribute the worksheets at the students’ desks.

6. While Miss May passes out the worksheets, Miss Stockwell will assist by passing out the baggies with the pieces for the worksheets.

5.  EVALUATE: (7-10 minutes)

1. Miss Turner will explain the worksheet to the students.

2. Miss Turner will demonstrate the worksheet to the students.

-On your desks there are cards inside the bags (Miss Turner will show the cards)

-The cards have pictures of what fish need and what fish don’t need.

-On the worksheet, choose which items the fish need and glue it to your paper. Miss Turner will remind students to think carefully about their choices for their shopping list before gluing them down to the paper. She will remind students to raise their hands if they are unsure or if they need help. (Miss Turner shows the final copy of what the worksheet should look like.)

The students will be given the rest of the time before art class to complete their worksheets.

3. Miss Turner will dismiss the students that are sitting quietly to go back and work at their desks.

4. The pre-service teachers will observe their tables and the students as the students complete the worksheet and begin to turn it into either of the teachers. Ms. Turner will tell students to remember the things that the goldfish need to survive so that they can take care of them while they stay in their classroom for the rest of the year.

Cognitive:

q Identify items needed for fish to survive in their habitat.

q Observe fish in their habitat.

The Method of Assessment:

The method of assessment will be a worksheet called “A Shopping List for My Goldfish...”. The students will be able to choose from eight different items, four of which are things that goldfish need to survive and four of which are things that goldfish would not need. They will glue the things they would need for their goldfish onto the four squares on the worksheet.

The Criteria:

            The students choose the correct items, which will be things that goldfish would need to survive from the bag of items and glue them to the worksheet. There will also be items that goldfish do not need to survive and students should be able to distinguish between the things they need and the things they do not need for them to successfully complete the worksheet.

Level of Mastery:

The student will glue the correct pictures of things goldfish need to survive onto the worksheet. The items they choose should be the water, the fish food, the tank, and the plant. If they place any of the other items onto the worksheet then they will not have understood completely what the fish need to survive. 85% of the class should be able to complete the worksheet with 100% accuracy.

Psychomotor:

q Given fish food, the students can properly feed the fish the correct amount that is needed.

The Method of Assessment:

            Each pre-service teacher will observe the students at their table during the feeding of the goldfish. They will make notes if students did not feed the fish the correct amount.

The Criteria:

            The student does not add more food than is needed for the fish to survive.

Level of Mastery:

            The students only put in more than a pinch of fish food into the aquarium.

Affective:

q Demonstrate self-control while the students are observing the fish with their peers.

The Method of Assessment:

            The pre-service teachers will make note of the students who are acting appropriately and will give them verbal praise and allow those students doing a good job to assist in the feeding and the different activities with the aquarium. Students who are not acting appropriately will be made note of so that the pre-service teachers know who met this objective and who did not.

The Criteria:

            The student engages in questions, gives appropriate responses, and shows self-control.

Level of Mastery:

            The student will be on task for 85% of the lesson. The pre-service teachers will determine this by the amount of times the student has to be reminded to stay on task. Students who only have to reminded once or twice will have reached the level of mastery for this part of the assessment.

Adaptations:

*Accommodation:

1. Read instructions aloud for auditory learners, as well as have them written down for those students who are visual learners to ensure that every student knows the directions.

2. For students who finish early, the pre-service teachers will ask them to pick an animal they like and to draw that animal in its habitat. For example, if a student chose a duck, they might draw them flying in the sky or swimming on a pond. The students can ask questions about that animals habitat if they need too.

**Modification:  There are no modifications for this lesson.

A SHOPPING LIST FOR MY GOLDFISH…

Using the pictures, decide on four items that goldfish would need to survive in their habitat. Glue the pictures in each square.

NAME:                                                                                  DATE_______

        

Fish Food                                    Water

Plants                                             Home

        

Pillow                                                      Juice Box

 

Clothes                                    Computer

**I apologize if the pictures do not load!**