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SFUSD Summer Institute San Francisco Unified School District Teacher's Name: School: Lafayette Elementary School Grade Level of Lesson: Grade K

Unit Theme/Topic: Science/Insects

Lesson Title: Creating a Fictional Insect through realistic characteristics of two different insects.

Topic:

1 Expected Student Learning Outcomes: Students will be able to use the characteristics of two different insects to create a new fictional insect. 2 CA Academic Standards Addressed: Science: LSb. Students know stories sometimes give plants and animals attributes they do not really have. LSc. Students know how to identify major structures of common plants and animals. Creative Arts: VA2.7 Create a three dimensional form, such as a real or imaginary animal.

3 Lesson Outline: -Prerequisites to this unit: Ss should have already been learning about insects(attributes, coloring, body parts, antennae, etc.) and should be able to identify major structures of an insects and name various insects.

Read "How the Butterbees Came to Bee"  by Bloch, Tania & Lana, and David Michener

Ask, "What were the two insects in this story? Can you tell me some characteristics of a bee? A butterfly? How about the butterbee (Venn diagram can be used to show this) Is a butterbee a real character? Why not? How do you know a butterbee is not realistic.

4 Main Activity: Instruction-Read "How the Butterbees Came to Bee" by Bloch, Tania & Lana, and David Michener Ask, "What were the two insects in this story? Can you tell me some characteristics of a bee? A butterfly? How about the butterbee (Venn diagram can be used to show this) Is a butterbee a real character? Why not? How do you know a butterbee is not realistic. - Tell them that they have learned a lot about many different insect and today they will have a chance to use their imagination to create a fictional insect from two of the insects they have already learned about just like the butterbees.

5 Monitoring & Assessment: I

6 Modifications to Address Individual Student Learning Needs [edit]Expected Student Learning Outcomes: What will students know and be able to do as a result of this lesson? (Be Specific) Students will be able to...Structure and Function in Living Systems 5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept: a. Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.

[edit]CA Academic Standards Addressed: Which California Academic Content and Performance Standards will your lesson address? Structure and Function in Living Systems 5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept: a. Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. Materials Used: What instructional materials and equipment/supplies will you use in this lesson? Student sketchbook framing pencils Everett Garden textbook [edit]Lesson Outline: (Opening, Major Activities, Transitions, Review; Closure) Opening/Introduce Lesson Do Now " List as many words (vocabulary, adjectives, names, etc.) in your notebook. Anticipatory Set: Activate prior knowledge of plants . Focus Students Students prepare sketchbook by tracing outline of "frames" State Objective students will observe at least three different plants and sketch what they see. Students will label their sketch and generate at least one question. Establish Purpose Students will use their drawings and notes to conduct further research. Hook /involve students!Teacher demonstrates examples of expected product Activate prior knowledge Review text chapeter previously read Assess students Time 30 minutes Teacher Actions Teacher explains expectations and shows example of expected product. Teacher escorts and monitors students as they explore the Everett Garden.

Student Actions Students use viewfinders to observe. Then they draw their observations. Students label and caption drawings and generate questions related to their observations. [edit]Main Activity: Instruction Explain Concept Refer to previous lessons Provide Examples Model Use a variety of instructional strategies Main Activity: Check for Understanding: Ensure students are ready for activity Pose Key Questions Ask Students to Explain Concepts Use active participation strategies Main Activity: Guided Practice: Students do task with teacher direction or assistance Provide monitoring Check for understanding Modify/adapt for all! Closure: (Debrief) Find out what your students learned Share work and give positive feedback Summarize work and behavior Set next steps

[edit]Monitoring & Assessment: How will you monitor student learning during the lesson? How will you assess student work? Students will be given a printed rubric explaining the grading standards and expectations. Observation by teacher, frequent checks for understanding,and student's perceived effort and participation, as well as the final product will determine the students score. [edit]Modifications to Address Individual Student Learning Needs How will you modify your instruction as needed to ensure that all students meet learning outcomes? Activity will be modified depending upon ech students abilities

Follow-upAt a later date, students will use technology resources to research the plant they illustrated. Activities/ Homework How will you follow up this lesson with homework or other extension activities?

BBC: BOARD CONFIGURATION (Secondary) AIM DO NOW AGENDA HOMEWORK

Teacher Reflection on Lesson