OBJECTIVES:
The student should be able to:
• Combine, separate, and name “how many” concrete objects
TIME: 40 minutes
MATERIALS
Crayola Model Magi
Pipe cleaners
Buttons
Sequins
Pretzels
Ritz crackers
Raisins
Shelled sunflower seeds
Marshmallows
Cashews
Peanuts
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will sing “The Insect Song.” The teacher will encourage the students to sing along as she sings it a second time. The teacher will tell the students that they will read a story. She will tell them to listen closely for bugs/insects mentioned in the story.
ACTIVITY:
Teaching Model: The teacher will read the book Insect Picnic. The teacher will show a picture of an ant and ask students to determine if it is an insect. She will ask the students to justify their answers. They should point out three body parts, six legs, and two antennae. The class will count each as mentioned.
Guided Practice: While in learning centers, the students will create bugs using food. The teacher will sit with them and assist. They will be allowed to choose from healthy snack selections available on the table. They will be expected to tell if their creation is an insect. They will explain what food is used for each body part. The teacher will take a digital picture of each creation and have the student tell about it. They will be allowed to eat their bug after they have given their justification.
Independent Practice: While in learning centers, the students will create bugs using clay. They will create any bug of their choice. If they choose to create an insect; they must include three body parts, six legs, and two antennae. The teacher will take a digital picture and have students justify for portfolio entries.
Closure: The teacher will ask students to tell about their favorite bug and why.
EVALUATION/ASSESSMENT:
The teacher will observe students throughout the lesson and document using digital pictures and antidotal notes for portfolio entries.
ART CONTENT/CONCEPTS:
none
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
N-1-E: constructing number meaning and demonstrating that a number can be expressed in many different forms (e.g., standard notation, number words, number lines, geometrical representation, fractions, and decimals)
GLE – Count a set of 5 of fewer by establishing a 1-to-1 correspondence between number names and objects
(PK-CM-N2)
LS-E-A4: recognizing that there is great diversity among organisms
GLE – Give examples of different kinds of plants and different kinds of animals
LS-E-B1: observing and describing the life cycles of some plants and animals
GLE – Learn about animals and plants through nonfiction literature
MODIFICATIONS | ACCOMODATIONS:
The teacher will provide assistance when needed by students in independent centers.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
This lesson was very successful. The students enjoyed creating and telling about their bugs. I planned this lesson to complete the guided practice and independent practice on the same day but in different centers, guided practice with a teacher and independent practice without. The lesson involved too many different materials, and teacher assistance was required for both practices. I saved the independent practice for the next day. I took digital pictures of their creations and had the students tell me about them. I printed the pictures on a form with anecdotal notes beneath the pictures of the children’s explanations to place in their portfolios. I used Crayola Model Magic clay which did not harden like I expected. I had to use toothpicks to keep some of the bugs together.
REFERENCES:
The DLM Early Childhood Express, Teacher’s Edition D
The DLM Teacher’s Resource Anthology
DOWNLOAD INSECT SONG
GALLERY
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