Gimme the Grassland 2nd Grade Language ArtsScience

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Gimme the Grassland!2nd Grade Language
Arts/Science

• Megann Williams
• Gale Stegall
• Tiffany Gash

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NAEYC Standards

• Standard 1.1 Use knowledge of how children
  learn and develop to provide supportive learning
  opportunities.
  
• Standards 2.1.12.1.8 Plan and implement
  developmentally appropriate curriculum and
  instructional practices by using a variety of
  strategies taking into account culturally valued
  content and including children with
  disabilities.
• Standard 2.3 Curriculum is achievable and
  beneficial to each student.
  
• Standard 4.1 Use formal and informal assessment
  strategies to plan and individualize curriculum
  and teaching practices.

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Georgia QCCs

• Language Arts Written Communication
• - 37 Topic Writing
• - 45 Topic Reference/ Study
• - 50 Topic Reference/ Study
• Language Arts Oral Communication
• - 4 Topic Listening/ Speaking
• Science Inquiry
• - 2 Topic Reference Skills
• - 4 Topic Activities/ Tools

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Georgia QCCs

• Science Life Sciences
• - 12 Topic The living World Animals
• Fine Arts Visual Art
• - 3 Topic Artistic Skills and Knowledge
  Creating, performing, Producing

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Class profile

• Total Enrollment from K-5 is 765.
• 45 Black, 4.4 White, 46 Hispanic, 1.3 Asian
• 72.3 Students in the school that receive free
  lunch
  
• There are 28.8 enrolled in ESOL
• 55.7 enrolled in the early intervention program
• There is 1 child in the gifted program
• The drop out rates were not reported
• 24 of the students did not meet the standards in
  English 25 did not meet standards in reading
  16 did not meet standards for math

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Lesson objectives

• The students will be able to identify the
  grassland, animals that live in the grassland and
  plants in the grassland by constructing a chart.
  
• Students will be able to locate and identify two
  example locations of this habitat in the world by
  using a globe.
  
• Student groups will construct an imaginary trip
  to a grassland and create a fictional story about
  what they learned.
  
• The students will practice self-management and
  respect each others stories.

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Lesson Introduction

• Students will observe the classroom setting in
  the morning, which is transformed into a
  grassland (pictures from the ceiling the walls,
  bulletin boards, and door will have fake grass
  attached)
• The teacher will inquiry the students prior
  knowledge on grasslands and build upon it.
  
• A movie clip from Nickelodeon's The Wild
  Thornberrys in a grassland will be played.

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Lesson Procedures

• Identifiable Teaching Method and Learning
  Strategy
  
• - The type of teaching method that will be used
  is student centered teaching. By utilizing
  constructivist teaching methods, group work,
  cooperative learning, reciprocal teaching, and
  technology usage will interrelate and operate
  smoothly. Discovery approaches will be used at
  the beginning of the lesson.

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Lesson Procedures

• Implementation Procedures
• - Group Discussion/ Inquiry (after morning
  announcements)
  
• - Ask students what they know about the
  grassland. What animals do you think are
  present? What plants? Teacher should also
  answer these questions.
• - Play The Wild Thornberrys episode Show Me the
  Bunny. Commercial free (20-25 mins.)

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Lesson Procedures

• - Group Discussion/ Inquiry (after the film)
• - What did the students observe? What animals
  or plants were present in the grassland? What
  did you learn? Teacher should answer these
  questions as well. A colorable worksheet of
  different animals will be passed out at this
  time for students to color. (15 mins.)
• - Cooperative learning/ Group work
• - Students should be divided into groups
  appropriately to create an imaginary story about
  visiting grasslands. Students will type their
  completed stories and print them out. Each group
  will present to the class.

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Lesson Procedures

• - Students will take their printed stories and
  glue them to different colored construction paper
  to be placed outside of the classroom for
  decoration.
• - Teacher should present two factual picture
  books and read the students choice. Students
  choose which book they want to listen to. (10
  mins.)
• - Teacher will present overhead transparency
  with several questions for the students to answer
  on their paper at his or her own desk. The
  teacher should collect these for evaluation.

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Lesson Procedures

• Group Inquiry
• - A guest speaker who has visited a grassland
  will come in with photographs or a personal video
  displaying a grassland. This is a virtual field
  trip. Students should ask questions and give
  information that they have learned to the guest
  speaker.
• - Students can visit www.oaklandzoo.org under
  teachers supervision if there is free time to
  view animals in the grassland and other
  ecosystems.

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Required Materials

• Animal Babies in Grasslands by Kingfisher Staff
• Grasslands by Susie Behar
• DVD/ VCR hooker up to TV
• Crayons
• Computers with printer
• Construction paper
• Glue
• Child-safe scissors
• The Wild Thornberrys Film
• Transparencies
• Transparency markers
• Globe/Maps

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Implementation of Technology

• Teacher Technology
• - Microsoft Word
• - The Wild Thornberrys video or DVD
• - Grassland Transparency
• - Internet
• - TV, DVD, VCR equipment
• -The Grassland Video in the ECOSYSTEMS FOR
  CHILDREN VIDEO SERIES

• Student Technology
• - Microsoft Word
• - CultureWorld Science Grasslands interactive
  CD-Rom (allows children to assemble a diorama
  using a herd of hippos, as well as an entire
  family of long necked giraffes)
• - The Wild Thornberrys Video
• - Grassland video http//www.libraryvideo.com/se
  ries_streaming.asp?mscssidUJ5XWXEA4TR69LWV2D8EPM9
  03PWA3EJ7skuK7020s_skuK7020
  

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Use of Ancillary resources

• Teacher Resources
• - Animal Babies in the Grasslands by Kingfisher
  Staff
  
• - Grasslands by Susie Behar
• - videos
• - Ecosystems Workbook
• - How to Use Multiple Intelligences to Reach
  Every Child Part One in a 3 part series by Tracy
  Heibeck

• Student Resources
• - Both or either storybooks
• - CD-Rom game
• - student experiences and prior knowledge
• - Both videos
• - Guest Speaker
• - Internet with Supervision

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Identifiable motivational Strategies

• Guest Speaker
• Videos
• CD-Rom
• Teachers Enthusiasm
• Teachers knowledge of students as individuals
• Creativity
• Group Activities
• Behavioral Theory (if students do all their
  homework, at the end of the week, they get a
  treat
  
• Globes, Maps, Charts

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Assessment

• Informal and Formative Assessment
• - Review student responses and confidence during
  the lesson
  
• - Observe students feedback and oral answers
• - Note if the children are completing seat work
  and staying on task.
  
• - Make sure homework has been completed.

• Formal and Summative Assessment
• - A test will be given to the students at the
  end of the week over the material covered.
  
• - Tests will be designed specifically for each
  child according to IEPs and multiple
  intelligences.
  
• - Oral responses to direct questions will be
  performed throughout the lesson.