6011 UDL Week 1 Plan

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Taft College *

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2200

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Anthropology

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Apr 3, 2024

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INSTRUCTIONAL PLAN Teacher Candidate: Trisha Picco___ Date:__3/26/2022______________________ Grade/Subject: Kindergarten ____ Time Frame: _4 hours_____________ ACADEMIC LEARNING GOALS Unit: Junior Zoologists Abstract: ELA-Literacy, Writing, Creative Art Project, Science Provide an overview of the lesson. Include content outcomes addressed and a summary of how it will be taught. This lesson will begin with a Think About It worksheet. The students will be given a question (What do you think a Zoologist is? What do you know about a zoo? What animals live at a zoo? Then the students will get prepared for a guest speaker to come speak about being a zoologist and have live animals for the children to observe. The children ask questions and be asked question to keep them engaged and learning. The Zoologist provides example of different types of animal textures for students to feel at the end (Shells, fur, feathers, snake skin) of the guest speaker presentation. The students will use zoology sight words in a group discussion, and then write a sentence identifying animal characteristics, habitats, what animals eat and need to survive. The use of technology in this lesson is used to motivate and facilitate learning using a zoo camera to observe more animals in the wild and at a zoo. There will be a observation log for the junior Zoologist to write what animal behavior they see. Finally a creative animal habitat project using art supplies, National Geographic Kids magazines, butcher paper, and manipulatives. A final wrap up will include a read-aloud of Good night Gorilla or Let’s go to the Zoo song. Big Idea List the concepts that relate to major issues, problems, concerns, interests, or themes relevant to students' lives and increase student engagement. In this lesson students will be learn about Zoology, and express their knowledge about wild animal characteristics, different types of habitats, and make observations of animal behavior This lesson will teach students about compassion, empathy and the responsibility to care for animals. Through a variety of engaging activities, the children will be able to use new sight vocabulary terms to write, draw, and create a fun animal and habitat project! Giving children experience and opportunity to interact and observe live animals, opens the door to all of their senses and allows learning to be fun, meaningful, and something that a standardized test cannot measure, but the take away from what they learn is far more in depth. State-Adopted Content Standards or Common Core Standards: What content or common core standard(s) are you addressing? California Environmental Principles and Concepts aligned to the CA NGSS: (K-LS1-1) California Common Core State Standards Connections:

Science-K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1) ELA/Literacy –W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1) VAPA-1.1 Describe repeated patterns of nature and the environment in works of art Academic Objective/Learning Intention: What specifically do you want the students to be able to know and/or do by the end of the lesson (aligning with standards above)? Objective By the end of the lesson, students will have be able to express their knowledge about Zoology, the importance of what a Zoologist does, facts about wild animals, different types of characteristics and habitats. They will have had the opportunity to be Junior Zoologist for the week of the wild animal zoo lesson theme. The student will understand new sight and use them in group discussions and write sentences related to animal behavior. English learners contribute actively to class and group discussions, asking questions, responding appropriately, and providing useful feedback. They demonstrate knowledge of content through oral responses, writing tasks, collaborative conversations. Language Objective for English Learners: Based on identified student language needs. For English Language Learners I will ensure that all students fully understand the lesson and I will show examples and provide extra encouragement and support to complete the task. EDL.K.P1.1: Exchanging information and ideas with others through oral collaboration on a range of social and academic topics EDL.K.W1.6 Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) EDL.K. SL.1.1–3Listening actively to spoken English in a range of social and academic contexts EDL.K RL.1.5; RI Understanding text structure INSTRUCTIONAL PLAN Procedures for STUDENTS Lesson Element Procedures for TEACHER This section describes what the teacher will be doing? Potential Barriers for Learning: This section describes what could UDL Multiple Means of… This section describes

This section describes in detail what we are going to do. go wrong. Representation Engagement Expression how I will fix it Representation Engagement Expression Student Procedures Lesson Element Anticipatory Set Teacher Procedures Barriers UDL Multiple Means Lesson Opening ANTICIPATORY SET (hook): Motivation for Lesson: Communicating the academic learning goals and activating prior knowledge/interests of students. METHOD Anticipatory Set Day 1. Ask questions to the class: Have you ever been to a zoo?! What kinds of animals did you see? Do you know what a Zoologist is?! Are you ready to become a junior Zoologist? Let students know they are going to become Junior Zoologists! Students will be told about a guest Zoologist that is coming to the classroom to show them real animals and learn about wild animals and habitats! Students begin with a Think About It The teacher will tell the students that they are going to have a guest speaker talk to them about being a Zoologist, and could have a special surprise with them, tells students need to pay special attention to what a Zoologist does. Gives students examples of things to remember that could be used later in the lesson. -Animal names -Physical Characteristics -Habitats (Where animals live) -What animals eat The teacher will then ask the students what they know about the Zoo? Teacher will prepare students for a guest speaker to come. She will hand out their official Zoologist name tags, and explain the rules and procedures for what to expect while guest speaker and live animals are in the classroom. Representation- Does not understand what the teacher is asking verbally SN-Engagement- distracted from listening to the story/not engaged Expression-Student may not feel comfortable answering questions in front of the class Representation- Provide visuals, such as pictures of animals or stuffed animals for this specific topic and also written forms of the questions at their desks Engagement-connect the book and activity to something that the student is interested in, have the student sit closer to the teacher while she is reading the book so they can see Expression- Student can draw, write, or let me know later or before their ideas

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worksheet. They will write down what they think a Zoologist is. (Works at a zoo, helps animals, etc) Lesson Element Instruction Teacher Procedures Barriers UDL Multiple Means INSTRUCTION : Instructional Strategies: Describe the concept or skill development strategies (including modeling). Describe your plan for instruction in the order in which it will be implemented (with approximate times for each step). Have a guest speaker come to talk about animal wildlife, habitats, characteristics, facts about animals, and the experiences they have had with animals. Children get to observe live animals and pet them along with other materials provided of animals (Shells, fur, feather, snake skin, types of food) Guest speaker ask questions to children about Zoology and then asks the students what questions they have for them? The teacher reminds students to be aware of the new vocabulary terms from Zoology and has them written with pictures on the word wall she prepared before. (The words were reviewed the day before and will be again during and after the guest speaker leaves) Teacher is assisting children in petting the animals and taking a polaroid of each student with the animals and observes their interaction with the animals and materials. Once guest has left the classroom the teacher has whole group discussion about the what they thought of the animals, Zoology, new facts they learned, and reviews new sight vocabulary words, and add other new words to the word wall that the children pick out. Teacher assesses students during discussion by taking notes next to children’s name. Teacher transitions students to the next part of the lesson for guided practice. Representation- Difficult to understand what the guest speaker is talking about Engagement- students not wanting to interact with animals/nervous Expression-Child is not behaving and showing aggression, waiting their turn to pet the animals Representation-Have paper with visuals of animals, habitats and their written names in native language and English have it guided step-by-step while the guest speaks Engagement-Let child observe other students interacting, have them watch a video of a child interacting with a small animal and see if they want to towards the end in a quiet area one-on one Expression-Remind student of appropriate behavior, have them cool down in the calming area until they are ready to return with patience.

Lesson Element Guided Practice Teacher Procedures Barriers UDL Multiple Means Guided Practice of concept or skill development strategies. The teacher will have the students make a animal using their hand or foot print and paint to create a wild animal -What animal it is? -A fact they learned about Zoology Second part: Students will add their paint animal and polaroid picture to large butcher paper spread out to glue on. As a class each students uses their area of the butcher paper to create a habitat around their art work. -Using Kids National Geographic magazines to cut out pictures, use crayons, and other materials to add to their habitat. (Water, trees, food, shelter…) Teacher models examples of hand and foot print painted animals and guides them to while they create their own. Teacher guides students through the paint activity and praises their work and asks questions to students about what they are creating. What animal did you want to make? What is something that you learned about turtles today? Do you know what kind of habitat they live in? Teacher prepared area of the butcher for each student to glue there paint animal with a number. The student finds their number and writes their name above their art animal Teacher assists students with gluing papers to the butcher paper. Teacher direct students to pictures of animal habitats posted above the butcher paper. Representation- Has difficulties staying on track with the group Engagement- Student struggles with art projects Expression-Student does not want to use paint to create their animal/doesn’t want to get hand or foot in the paint Students may be intimidated to answer the questions the teacher is asking in from of the class Representation-Give a modified outline for the art project, with picture steps Engagement-Have group member encourage and work with the student that sparks their interest that uses the lesson Expression- Allow student to draw, color or construct with paper a animal of their choice Lesson Element Independent Practice Teacher Procedures Barriers UDL Multiple Means

Independent Practice (in class): Student practice of a learned skill or concept: Are students able to successfully complete the task without teacher scaffolding? Students will return to their seat and write a sentence about their art project. -What animal it is -What they eat -A fact about Zoology they learned The teacher will be walking around the classroom during this time, answering questions and observing students write their sentences and ideas on paper. Teacher directs children to use the word wall to refer back to new vocabulary sight terms they have learned. Representation- Difficulty working alone on assignment Engagement-hard time finding words that rhymn Expression-Not able to spell or write correctly with paper and pencil Students may be intimidated to answer the questions the teacher is asking in from of the class Representation- Allow students to work together with a partner quietly Engagement- g Expression- Use a source of technology to type in words, or with a mouse, i-pad, and have a in app tutor to assist with the spelling Lesson Element Informal Check for Understanding Teacher Procedures Barriers UDL Multiple Means Informal check for understanding : The students will be evaluated using a writing rubric. The data from the rubrics will be used to make comparisons between students’ writing samples and their understanding of Zoology, wild animals, habitats, animal characteristics and sight word vocabulary use in their sentences. Check to see if students are verbally using new sight words and what they wrote for their sentence Take notes to assess/confirm student’s ability to write new sight words, and identify animal characteristics, other Zoology components and compose a written sentence. Give students effective feedback about their written work and art work . Representation Distracted students will not know how to answer the question correctly if their name is picked to share their animal sight words Engagement- Students may be talking to each other. Expression-Students may not understand if students for not knowing animal sight words Representation- Teacher will give clues to help generate more ideas Engagement - Teacher will ask for silence and full attention. Expression-Teacher will ask for respect for fellow students as they attempt to name new vocabulary words

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Lesson Element Closure Teacher Procedures Barriers UDL Multiple Means Closure Formal check for understanding/Success Criteria: Students will give a 5 finger retell of what they learned that day. -A new animal name -What Zoologists do -What wild animals eat -What a habitat is (Any facts that they can recall from today’s lesson) Students can share what they learned with the class or one on one with me This response will answer the questions: 1. What did I learn? 2. Why did I learn this? 3. How will I use this in the future? 4. What questions do I still have? The teacher will hang the butcher paper animal art work and habitat project the class created. Teacher will assess some students while they are finishing their work and ask if any students would like to talk about what they learned using the 5 finger retell or explaining their paint animal and written sentences. This will give the teacher and idea of what the students are thinking and their understanding of the lesson. Teacher Rubric: Composing written sentences Understanding of Zoology Sight word vocabulary Animal characteristics & Habitats Animal Care Listening skills Observation skills Learning empathy and compassion towards animals and nature The teacher will wrap up the lesson a read-aloud of a zoo book Learning a Zoo song Representation- Student may not know five facts or things that they learned Engagement Student does not want to share what they learned, being shy or stubborn Expression Student does not want to share their ideas or what they learned Representation-Give students other ways that can express what they learned through pictures, a game, or in small groups Engagement Student can share with you at a later time Expression Help student feel confident and proud of their writing, give an example to express how others have similar ideas that are great

6011 UDL Week 1 Plan

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