Name- Amber Caldwell and Michelle Loomis________________
 
Childhood/Early Childhood Department
Lesson Plan

 

Date of Lesson 12-1-2008  Time     Length of lesson 35 minutes______ 

 

Curriculum Area- Science  Content Area- Biology

 

Title of Lesson (identify concepts taught) Winter Survival    

 

Age/Grade level- 6th grade  

 

Differentiation of activity is to be provided throughout the lesson plan to ensure that childrenÕs individual learning needs are met.

 

1. Learning Objectives –

á      Students will be able to distinguish different variables that effect an animalÕs winter survival.

á      Students will be able to list some of the ways in which animals cope with winter.

á      Students will be able to describe some of the threats to winter survival of an animal living in our area.

 

2. Assessment

(a) Learning outcomes of previous lesson related to this topic:

No background knowledge is needed. This lesson is the start of the unit dealing with the book Wolf Journal.

 

(b) Focus of assessment in this lesson-

The focus of assessment in this lesson is for students to gain knowledge related to the survival of animals, particularly wolves, throughout the winter season.

 

(c) Method of assessment used in this lesson-

After playing the game, students will be required to analyze the activity by listing and explaining the five main survival aspects for wolves in winter.

 

(d) Differentiation:

Modifications will be made for students with disabilities, such as a wheelchair. For this case the activity could be done on concrete or a blacktop surface. For the environment, this activity will be done weather permitting. If the weather is not good enough outside, gym space will need to be reserved. For students who have difficulty with writing tasks the opportunity for a one on one assessment (student and teacher) will be provided. This will allow the student to talk about what they had learned and the teacher will be able to help them write down their ideas.

           

3. New York State Learning Standards

Science Standard 6 - Plants and animals depend on each other
and their physical environment.

¥ describe how plants and animals, including humans, depend upon each other and the nonliving environment

ELA Standard 1A - Students will read, write, listen and speak for information and understanding.

á      Students present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts.

 

4. Materials

á      A bundle of colored popsicle sticks

o   Green- Food

o   Blue- Water

o   Red- Energy

o   Yellow- Shelter

o   Orange- Protection

á      5 orange cones- used to mark 4 corners of boundary square and 1 cone to mark the center of the playing area

á      Signs to identify food, water, shelter, energy and hiding spots.

á      Colored Headbands for students that play the part of the cold winter weather (blue), starvation(green), and predators(red)

 

5. Lesson Process

 

 (a) Introduction (5-7 minutes)-

Prior to lesson implementation- The teacher will create a 20 x 20 ft square with orange cones identifying each of the 4 corners and one orange cone marking the center of the area.  At each of the four corners the teacher will place the signs identifying food, water, shelter and energy.  In correspondence with the signs the teacher will place a bundle of popsicle sticks. (At the water sign place the blue popsicle sticks, at the food sign place the green popsicle sticks and so on).  The center orange cone will have the sign for protection, here you will place the orange popsicle sticks.

 

Teacher will ask students, ÒWhat do you think animals need to survive during the winter season?Ó  As a hint the teacher can suggest to the students to think about what humans need to survive during the winter. StudentsÕ ideas will be written on the board. Teacher will be looking for examples from the following categories: Food, Water, Energy, Shelter and Protection

 

The teacher will then move the focus of discussion to what wolves need to survive the winter season.  This will entail some of the following information:

            A thick winter coat

            Ability to find food and water

An area where the wolves can retreat from the harshness of winter and from predators

 

The activity will then be directed outside if weather permits.  Once outside the teacher will then begin to explain the activity.

 

(b) Learning procedures relating to objectives (15-20 minutes)- The teacher will now explain the game.

           

ÒThe activity we are going to play will help you understand what is needed for wolves to survive the winter season.  The basis of this game is like the game tag with a couple of modifications.  There will be multiple ÒtaggersÓ they will be representing the Cold Winter Weather, Starvation and Predators.Ó Depending on class size there can be 3 or 6 taggers representing these. 

                                  

The teacher will now continue to explain the game, ÒThe object of the game is for the wolves to have a minimum of 3 food (green), water (blue) and energy (red), at least 1 Shelter (yellow) and 3 to 6 Protection (orange) in order to have survived winterÓ.

 

Directions will be then be explained:

  1. First, have students move about the playing area collecting the popsicle stick survival elements one at a time.
  2. Introduce into the game, one by one, and in the following order: a) Predators (wearing red headbands); b) Cold Winter Weather (wearing blue), and c) Starvation (wearing green).
  3. Predators, Cold Winter Weather and Starvation can "tag" animals, one at a time. Cold Winter Weather can then take one water or energy token (popsicle stick) from the tagged animal; Starvation can take one food token; and Predator can take a protection. The captured popsicle sticks are to be returned to their respective posts on the playing area.
  4. Animals continue to collect as many popsicle sticks as they can while being chased by the winter "threats".
  5. At the end of the game, the teacher will count the number of survive wolves.

 

            Rules/Boundaries- The teacher should touch upon basic rules for playing tag (i.e. no pushing, hitting etc.)

           

Penalty- students are no permitted to run outside of the boundary if this occurs students may be penalized 1 minute out of the game or asked to run 1 lap around the play area before returning to the game.

           

            The game may be played for 5 – 10 minutes, as time permits.  During the game the teacher will supervise to make sure students are on task and following the rules. If there is extra time the students may play the game again with different ÒtaggersÓ.

 

(c) Conclusion (10-15 min) - At the end of the game students will list the 5 main survival elements needed and will be able to explain each element in regards to wolves in winter. These will be collected and graded when students are finished. Teacher will look for accuracy, effort, and how well the students focused on the topic of wolves.

 

The lesson will end by the teacher explaining that they are going to start reading the book ÒWolf JournalÓ, which deals with the survival of wolves in winter. The date and time of reading the book will be explained.

 

6. ÒIf timeÓ/ extensions

If time permits students will be able to play the game again with different ÒtaggersÓ. Also more time could be provided for the students to elaborate more on their five thoughts.

 

 

7. References:

á      (1998). Below Zero Activities - Winter Survival. Retrieved December 1, 2008, from Wild Education Web site: http://www.wildeducation.org/programs/below_zero/activity/wintsurv.asp