nnnnooooccccttttuuurrrrnnnnaaaalll...

Carol L. Hunt-Fall 2009 1

NNNNNNNNNNNNOOOOOOOOOOOOCCCCCCCCCCCCTTTTTTTTTTTTUUUUUUUUUUUURRRRRRRRRRRRNNNNNNNNNNNNAAAAAAAAAAAALLLLLLLLLLLL AAAAAAAAAAAANNNNNNNNNNNNIIIIIIIIIIIIMMMMMMMMMMMMAAAAAAAAAAAALLLLLLLLLLLLSSSSSSSSSSSS

FFFFFFFFFFFFIIIIIIIIIIIIRRRRRRRRRRRRSSSSSSSSSSSSTTTTTTTTTTTT GGGGGGGGGGGGRRRRRRRRRRRRAAAAAAAAAAAADDDDDDDDDDDDEEEEEEEEEEEE TTTTTTTTTTTTHHHHHHHHHHHHEEEEEEEEEEEEMMMMMMMMMMMMAAAAAAAAAAAATTTTTTTTTTTTIIIIIIIIIIIICCCCCCCCCCCC UUUUUUUUUUUUNNNNNNNNNNNNIIIIIIIIIIIITTTTTTTTTTTT


Running head: NOCTURNAL

Nocturnal Animals

Thematic Unit

Carol L Hunt

University of South Florida

Childhood Education Internship Level III – Fall 2009

Dr. Michelle Summers


Nocturnal Animals

Rationale:

The animals on this planet are mysterious, beautiful, and unique creatures. This is why I

picked Nocturnal Animals as the topic for my thematic unit. This subject is so interesting that I

could adapt this unit to encompass an entire year. An additional reason for wanting to implement

this unit is that this theme is related to an upcoming field trip that our class will be taking on

November 13, 2009. The students will visit the Van Wezel Performing Arts Hall to see a dramatic

production of the children’s book Stellaluna. This story is about a bat and her child. I also decided

upon this topic after working closely with the students. I realized that animals in general held a

great interest to these children. I wanted to pick a theme where the students could become excited

about their own learning. This unit was considered because of the engaging manner in which

lessons could be delivered to the students.

Science is a large part of this unit. We will discuss and explore diurnal and nocturnal

animals. Students will participate in a diurnal and nocturnal animal sort. The class will also

participate in a dramatization of echolocation, which is how a bat locates food. Language Arts and

writing will be taught together using Reader’s Workshop. Using nocturnal animal books, we will

focus on comprehension skills such as author’s purpose, main idea, and characters and setting

during our mini-lessons. In Math, we will explore nocturnal animal patterns and pictographs.

However, we are following the Manatee County Curriculum Road Maps and are focused on

teaching addition and subtraction at this time. Social Studies lessons will focus on the need for rules

and laws in the community so that we as a society are better able to protect the habitats of our

nocturnal friends. We will use Music to further our understanding and learning by singing songs

about echolocation and nocturnal animals. Art will be incorporated into a cooperative learning

experience where teams of students will design an animal habitat for an assigned nocturnal animal.

Theatre Arts standards will also be addressed, as the children will participate in an echolocation


activity where they will become bats and insects. In addition to the dramatization, the culminating

activity will be when the class goes to see a theatrical performance of the play Stellaluna.

In preparation for this Thematic Unit, I reviewed the Sunshine State Standards for 1st grade.

When I was planning the instruction, I was careful to differentiate the instruction for all of my

students. For the advanced readers in the classroom I created a Nocturnal Animal book. I will also

accommodate English Speakers of Other Languages (ESOL) and Exceptional Student Education

(ESE) children in my classroom and have an adequate number of teaching aides, graphic organizers,

pictures, and 3-D objects

It will be a great experience for all of us and I am personally very excited to be working with

the students in a creative and fun manner.


NOCTURNAL ANIMAL MIND MAP (GARDNER’S)

Nocturnal Animals

Naturalist Students will watch a movie

and make observations about

nocturnal animals.

Visual Students in cooperative

groups will create and design

a nocturnal animal habitat

box.

Bodily Students will participate in a

bat echolocation activity to

understand how bats hunt and

search for their food.

Musical Students will learn and sing a

nocturnal song to gain a better

understanding about nocturnal

animals.

Interpersonal Students will explain to the

class, the cause and effect of

either following or not

following their nocturnal

animal habitat Star Rule.

Intrapersonal Students will complete an

acrostic nocturnal animal

poem. They can choose from

a bat, cat, or an owl handout.

Logical Students will complete an

animal sort and classify

whether an animal is diurnal

or nocturnal.

Verbal Students are to be actively

listening during read alouds and

movies about nocturnal animals.

Students will respond verbally to

the literature being introduced.

Carol Hunt 6

Lesson Plan Sequence

Day 1: Science/Diurnal & Nocturnal Animal Sort

Day 2: Social Studies/Community Rules

Day 3: Math/Nocturnal Animal Patterns

Day 4: Language Arts/Acrostic Poems

Day 5: Music /Nocturnal Animal Song

Day 6: Science/Echolocation Activity

Day 7: Art & Science/Habitat Animal Boxes

Day 8: Math: Nocturnal Animal Pictograph

Day 9: Language Arts & Science/Owl & Bat Comparisons

Day 10: Language & Theatre Arts: Stellaluna Read Aloud & Field Trip

Carol Hunt 7

UNIT OVERVIEW - SUNSHINE STATE STANDARDS Language Arts

• LA.1.1.6.2 The students will listen to, read, and discuss both familiar and conceptually

challenging text.

• LA.1.1.7.4 The student will identify supporting details.

• LA.1.1.7.8 The students will identify the author’s purpose in text and ask clarifying questions.

• LA.1.5.2.1 The student will listen attentively and understand direction for performing tasks,

solving problems, and following rules.

• LA.1.5.2.2 The student will retell specific details of information heard.

• LA.1.5.2.3 The students will listen attentively to fiction and non-fiction read-alouds (PowerPoint)

and demonstrate understanding.

Math

• MA.1.A.1.4 The student will use counting strategies, number patterns, and models as a

means for solving basic addition and subtraction fact problems.

• MA.1.A.4.1 the students will extend repeating, growing patterns, fill in missing terms, and

justify reasoning.

Science • SC.1.L.14.1 The students will make observations that nocturnal animals have special

characteristics.

• SC.1.L.17.1 The students will make observations and recognize how a nocturnal animal has

specials skills to interact with the environment to help it survive.

Social Studies

• SS.1.C.1.2 The students will give examples of people who have the power and authority to

make and enforce laws in the school and the community.

Writing • LA.1.3.5.1 The students will produce, illustrate, and share a variety of compositions.

• LA.1.4.1.2 The students will participate in writing simple stories, poems, rhymes, or song lyrics.

• LA.1.4.2.1 The students will write in a variety of informational or expository forms (e.g. rules,

summaries, recipes, notes, messages, labels, instructions, graphs, and labels).

Music • MU.A.1.1.2 The students will sing, alone and with others, using a varied repertoire of music and

sings simple songs with appropriate tone, pitch, and rhythm, with and without accompaniment.

Theatre • TH.A.1.1.2 The students will act by developing, communicating, and sustaining characters

improvisation and formal or informal productions by pantomiming living or non-living objects.

• TH.D.1.1.2 The student gives reasons for personal preferences for formal or informal

performances.

Art • VA.A.1.1.1 The student uses two-dimensional and three-dimensional media, techniques, tools,

and processes to depict works of art from personal experiences, observation, or imagination.

Carol Hunt 8

UNIT INTRODUCTION - LESSON PLAN #1

Name: Carol L. Hunt Subject: Science Date: Oct/Nov

Grade: 1 Lesson Title: Diurnal & Nocturnal Animals Teacher: Carol L. Hunt

Long Range Goals:

• SC.1.L.14.1The students will make observations that nocturnal animals have special

characteristics.

• LA.1.1.6.2 The students will listen to, read, and discuss both familiar and conceptually

challenging text.

• LA.1.5.2.3 The students will listen attentively to fiction and non-fiction read-alouds (PowerPoint)

and demonstrate understanding.

Instructional Objectives:

• Students in Mrs. Bauer’s class will be participating in a whole group science and language arts

lesson.

• Students will watch an introductory PowerPoint lesson on diurnal and nocturnal animals.

• Students will participate in a science lesson, and classify if an animal diurnal or nocturnal.

• Students will cooperatively participate in a think-pair-share and tell their partner the difference

between a diurnal and nocturnal animal.

Materials and Resources:

• Document Camera

• White Board

• 22-Diurnal & Nocturnal Sort Box Worksheet

• 22-Diurnal & Nocturnal Animal Cards Worksheet

• Computer

• Projector

• Glue

• Scissors

Instructional Considerations:

• This lesson is a whole class activity. I will present the information to my ESOL students the day

before and review the instructions with the students. I will create a graphic organizer for my

ESOL students to utilize during the lesson. Students can also model or point to the pictures. I will

work with the small group at the guided reading table while monitoring the rest of the class.

Presentation:

The teacher… The students… Time*

Set – I will inform the students of the lesson

focus for today. We will be learning about

diurnal and nocturnal animals. I will have two

stuffed animals in a bag and play an

inferencing game with the students. I will

scaffold and ask questions about the two

Students will be actively listening

and providing responses.

5

Carol Hunt 9

animals. One animal will be an owl, the other a

cow. I will ask questions about when these

creatures are awake.

PowerPoint presentation on diurnal and

nocturnal animals.

Student groups will be listening

attentively.

15

Students will be given their worksheets and

classify animals as either nocturnal or diurnal.

Students are permitted to work cooperatively in

their groups.

Students work on their diurnal and

nocturnal animal sort.

15

Students will perform a think-pair-share and

tell their shoulder partner the difference

between a diurnal and nocturnal animal.

Students will participate in groups. 2

Students will provide closure for the lesson.

Student groups will define whether an animal is

nocturnal or diurnal.

Students will provide answers. 5

Evaluation:

• The teacher will informally evaluate each student while participating in whole group

instruction.

• The teacher will formally evaluate each student’s worksheet to check for understanding.

Students will be assessed using a simple 3 pt. rubric.

. Plans for re-teaching:

• Students not mastering the worksheet will participate in a small group-reteaching session

to clarify and assist any misconceptions.

Rubric Score Criteria

3 All animals sorted in the correct category.

2 Less than 7 animals sorted in the correct category.

1 Less than 4 animals sorted in the correct category.

Carol Hunt 10

COMMUNITY RULES - LESSON PLAN #2

Name: Carol L. Hunt Subject: Social Studies Date: Oct/Nov

Grade: 1 Lesson Title: Community Teacher: Carol L. Hunt

Long Range Goals:

• SS.1.C.1.2 The student will give examples of people who have the power and authority to make

and enforce laws in the school and the community.

• LA.1.1.7.8 The student will identify the author’s purpose in text and ask clarifying questions.

• LA.1.5.2.3 The student will listen attentively to fiction and nonfiction read-alouds and

demonstrate understanding.

• LA.1.4.2.1 The student will write in a variety of informational or expository forms (e.g. rules,

summaries, recipes, notes, messages, labels, instructions, graphs/tables).


• Students in Mrs. Bauer’s class will be participating in a whole group social studies and language

arts lesson.

• Students will participate in a hat sort game. Students will verbalize what the purpose is for

wearing a particular hat. Students will demonstrate understanding that just as we wear hats for a

purpose, authors write with a purpose in mind.

• Students will participate in the lesson by verbally identifying the author’s purpose in a variety of

books.

• Students will listen attentively to a read aloud of the book, A Walk Around A City (Roop, 1995)


• Document Camera

• Computer

• Map

• 40-Star Rule Cut-Outs

• A Walk Around A City (Roop, 1995)



before and review the instructions with the students. I will work with the small group at the

guided reading table while monitoring the rest of the class.

Presentation:


Set – I will inform the class of the focus of our

lesson. That we are going to talk about school

rules and read a story about who has the power

to make rules in the community.

The lesson will be focused on how we as

citizens can make laws that protect the habitats



5

Carol Hunt 11

of our nocturnal and diurnal animal friends.

Read A Walk Around A City (Roop, 1995) Students will be listening attentively. 10

Model what the students are going to do on

their star handout. Students will write a new

rule to protect the habitats of nocturnal

animals. Students will be given 10 minutes to

write a 4 star sentence to complete their

handout. Sentence must contain the 4 star

elements: capitalization, spacing, makes sense

and proper punctuation. When they are

through, we will meet back at the reading

carpet.

Students will complete assigned

work.

10

Have students verbally state their star rules.

They should also explain what the cause and

effect would be from either breaking the rule or

following the rule.

Students will be providing the

closure for the lesson.

10

Evaluation:


instruction.

• The teacher will formally evaluate each student’s work to check for understanding.

Students will be graded on a simple 4 pt. rubric.


• Students not understanding the Star Rule activity will participate in a small group-

reteaching session to clarify and assist any misconceptions.


4 Contain 4 elements of a star sentence. 3 Contain 3 elements of a star sentence. 2 Contain 2 elements of a star sentence. 1 Contain 1 element of a star sentence.

Carol Hunt 12

NOCTURNAL ANIMAL PATTERNS - LESSON PLAN #3

Name: Carol L. Hunt Subject: Math Date: Oct/Nov

Grade: 1 Lesson Title: Nocturnal Patterns Teacher: Carol L. Hunt

Long Range Goals:

• MA.1.A.4.1 The student will extend repeating and growing patterns, fill in missing terms

and justify reasoning.


• Students in Mrs. Bauer’s class will be participating in a whole group math lesson.

• Students will participate in the lesson by deciphering nocturnal animal patterns.

• Students will demonstrate understanding by completing a nocturnal animal pattern worksheet.


• Document Camera

• Computer

• Nocturnal Animal Magnetic Patterns

• 22-Nocturnal Animal Pattern Worksheets



before and review the instructions with the students. Students can also model or point to the

pictures. I will work with the small group at the guided reading table while monitoring the rest of

the class.

Presentation:



lesson. That we are going to discuss patterns in

our world. I will bring in some picture

examples of items that have a repeating pattern:

a quilt, socks, a blouse, a blanket, etc.

The lesson will be focused on how use patterns

to help us see the patterns and relationships in

math.



5

Magnetic Board Animal Sort Students will be listening and

demonstrating understanding by

coming to the board to place the

animal patterns in order.

10


their worksheet. Students will put up their

barricades and complete their nocturnal pattern

worksheet for an assessment. When they are


work.

7

Carol Hunt 13

through, we will meet back by the magnetic

chart board.

I will collect the papers and formally, asses the

students and their understanding of the subject

matter taught.

I will place the paper on the document camera

and call on students to provide the review for

the class.



7

Evaluation:


instruction.





Carol Hunt 14

ACROSTIC POEMS - LESSON PLAN #4

Name: Carol L. Hunt Subject: Language Arts/Writing Date: Oct/Nov

Grade: 1 Lesson Title: Acrostic Poems Teacher: Carol L. Hunt

Long Range Goals:

• LA.1.3.5.1 The student will produce, illustrate, and share a variety of compositions.

• LA.1.4.1.2 The student will participate in writing simple stories, poems, rhymes, or song lyrics.


• Students in Mrs. Bauer’s class will be participating in a whole group language arts lesson.

• Students will verbally state descriptive words to write a class acrostic poem about a tree frog.

• Students will participate in the lesson by writing an acrostic poem about a bat, cat, or an owl.


• White Board

• Chart Paper

• Document Camera

• Computer

• 22-Bats Acrostic Poem Handout

• 22-Cats Acrostic Poem Handout

• 22-Owls Acrostic Poem Handout



before and review the instructions with the students. I will work with the small group at the

guided reading table while monitoring the rest of the class.

Presentation:



lesson. That we are going to write a class

acrostic poem. I will explain to the class how

an acrostic poem is constructed.

I have a very large stuffed green tree frog that

we can use as a 3D-Model. This stuffed frog

will help students brainstorm some descriptive

words. I will write the letters T-R-E-E- F-R-O-

G on chart paper. Students will provide

descriptive words for each letter in tree frog.



5

10


their acrostic poem handout. Students can pick

from three choices to write their acrostic poem.


work.

10

Carol Hunt 15

Students will return to the reading circle to

share their poems with the class. All poems

should be descriptive, logical, and creative.

Students will keep these papers in their writing

folders for a future writing story they are to

complete.



the class.



7

Evaluation:


instruction.


Students will be graded on a simple 3 pt. rubric.


• Students not mastering the poem activity will participate in a small group-reteaching

session to clarify and assist any misconceptions.


3 All three elements included in the poem: descriptive, creative, and realistic.

2 Two of the three required elements in the poem

1 One of the required elements in the poem.

Carol Hunt 16

NOCTURNAL MUSIC SONG - LESSON PLAN #5 Name: Carol L. Hunt Subject: Music Date: Oct/Nov

Grade: 1 Lesson Title: Nocturnal Animals Teacher: Carol L. Hunt

Long Range Goals:

• MU.A.1.1.2 The student sings, alone and others, a varied repertoire of music and sings simple

songs with appropriate tone, pitch, and rhythm, with and without accompaniment.


• Students in Mrs. Bauer’s class will be participating in a mini-music lesson.

• Students will listen to a music recording about nocturnal animals on the CD player.

• Students will sing the Nocturnal Animal Song (Stewart, 2005)


• White Board

• Chart Paper

• CD Player

• Pointer

• Songs of the Month. (Stewart, 2005)

• Nocturnal Animal Song Printed on Chart Paper



before and review the instructions with the students.

Presentation:



lesson. That we are going to learn a song about

nocturnal animals. I will explain to the class

that this song will help us remember important

details about nocturnal animals. I will inform

the class that they must be singing along as I

will use my checklist and make notes about

who was participating and singing.

Students will be actively listening.

3

I will play the song twice. I will sing the song

once and then ask the children to join in on the

fourth playing of the song. I will use the

pointer and ask the students to follow the

pointer.

Students will sing and listen to the

music CD.

10

I will ask the students questions about

nocturnal animals. I want to know what

nocturnal animals they have seen at their

house.



7

Carol Hunt 17

Evaluation:


instruction.


• Students can listen to the CD with headphones during center time to clarify any

misunderstanding.

Nocturnal Song

On a moonlit night when the stars come out There are nocturnal animals all about

1. Whoo, whoo, what do I see (make circles with fingers, hold up to eyes)

A wise old owl looking at me

2. Meow, meow, what do I see A big black cat is looking at me

3. Eee, eee, eee, what do I see A little bat just looking at me

4. Ribit, ribit, what do I see A big green tree frog looking at me

5. Squeak, squeak, squeak, what do I see A garden dormouse looking at me

Carol Hunt 18

ECHOLOCATION ACTIVITY - LESSON PLAN #6

Name: Carol L. Hunt Subject: Science Date: Oct/Nov

Grade: 1 Lesson Title: Echolocation Teacher: Carol L. Hunt

Long Range Goals:

• TH.A.1.1.2 The student will acts by developing, communicating, and sustaining characters

improvisation and formal or informal productions by pantomiming living or non-living objects.

• SC.1.L.17.1 The student will make observations and recognize how a nocturnal animal has



• Students in Mrs. Bauer’s class will be participating in a whole group science and theatre lesson.

• Students will participate in an echolocation dramatization.

• Students will participate in the lesson by writing an acrostic poem about a bat, cat, or an owl.


• Blindfolds

• Echolocation Activity Directions

• Kinderdome Area for activity



before and review the instructions with the students. I will assist the students during the

echolocation activity

Presentation:



lesson. That we are going to participate in an

outdoor activity. I will go over the rules for the

activity and the behavior that is expected of

them during our outdoor activity. Students will

be informed that they will be observed and that

they will be assessed based on their

cooperation, participation and following the

rules. Students will be given a “3” if they do a

good job following the three rules.

I will explain the echolocation activity to the

students. Students will then get up in an orderly

fashion and line up at the door. Students will

walk quietly in line to the Kinderdome.



7

All students will stand in a circle outside. I will

explain that all the students will be insects and

Students will participate in the

echolocation activity.

10

Carol Hunt 19

that they will call out Buzz, Buzz. I will pick

students randomly to be the bat. The bat will

call out Beep, Beep as it tries to locate insects.

If a Bat eats (tags) as student, they will have to

go and sit in the bat cave until we play the

game over again.

Students will return to the class, do a think pair

share with their shoulder partner, and tell them

how a bat uses echolocation to find food.

Random student groups will be called on to

share their responses to the class.



8

Evaluation:


instruction.

• The teacher will formally evaluate each student’s level of cooperation, participation, and

following the rules. A score of three will be given to each student that demonstrates the

three criteria for this lesson.

.


3 Student follows all three activity rules: cooperation, participation, following the rules.

2 Student follows two of the rules. 1 Student follows one of the rules.

Carol Hunt 20

NOCTURNAL HABITAT BOXES - LESSON PLAN #7

Name: Carol L. Hunt Subject: Science, Language & Visual Arts Date: Oct/Nov

Grade: 1 Lesson Title: Habitat Boxes Teacher: Carol L. Hunt

Long Range Goals:

• SC.1.L.17.1 The student will make observations and recognize how a nocturnal animal has


• LA.1.1.7.4 The student will identify supporting details.

• VA.A.1.1.1 The student uses two-dimensional and three-dimensional media, techniques, tools,

and processes to depict works of art from personal experiences, observation, or imagination.



lesson.

• Students will participate in a cooperative team learning activity.

• Students will participate in the lesson by reading an information sheet about a nocturnal animal

and artistically create a nocturnal habitat box.


• 5-Shoeboxes

• 5-Nocturnal Animal Information Sheets (Mouse, Owl, Red-Eyed Tree Frog, Bat, Cat)

• Construction Paper Scraps

• Glue

• Crayons

• Markers

• Pencils

• 5-Resource Books about Nocturnal Animals


• This lesson is a whole class activity. ESOL & ESE students will work with their teams to create a

habitat box. I will monitor the progress of my ESOL & ESE students during the activity to make

sure that their needs are being met during this activity.

Presentation:



lesson. I will go over the rules for the activity

and the behavior that is expected of them

during our habitat activity.

Students will be informed that they will be

observed and that they will be assessed based

on their cooperation, participation, and

presentation. Students will be given a “3” if



7

Carol Hunt 21

they do a good job following the three rules.

I will pass out a shoebox that contains an

information sheet about a nocturnal animal.

The sheet will contain simple information and

sentences that describe a nocturnal animal

habitat.

Students will work in their cooperative teams.

Students will have five minutes to plan and

discuss their habitat boxes.

I will be monitoring the class during this

cooperative activity.

Students will design and create a

nocturnal habitat box within their

cooperative group.

45

I will ask all the student groups to return to the

reading circle.

Students will provide closure by describing

their nocturnal animal habitat boxes.

Students will describe and discuss

their animal habitat boxes.

5

Evaluation:


instruction.

• The teacher will formally evaluate each student’s level of cooperation, participation, and

following the rules. A score of three will be given to each student that demonstrates the

three criteria for this lesson.

Plans for re-teaching:

• Students not mastering the activity will participate in a small group-reteaching session to

clarify and assist any misconceptions.


3 Student follows all three activity rules: cooperation, participation, and presentation.

2 Student follows two of the rules. 1 Student follows one of the rules.

Carol Hunt 22

NOCTURNAL ANIMAL PICTOGRAPH - LESSON PLAN #8

Name: Carol L. Hunt Subject: Math Date: Oct/Nov

Grade: 1 Lesson Title: Nocturnal Pictograph Teacher: Carol L. Hunt

Long Range Goals:

• MA.1.A.1.4 The student will use counting strategies, number patterns, and models as a

means for solving basic addition and subtraction fact problems.


• Students in Mrs. Bauer’s class will be participating in a whole group math lesson.

• Students will participate in the lesson by deciphering a nocturnal animal pictograph.

• Students will demonstrate understanding by completing a nocturnal animal pictograph worksheet.


• Document Camera

• Computer

• Magnetic Chart Board

• Dry Erase Markers

• Animal Magnets (Pig, Cow, Horse)

• 22-Nocturnal Animal Pictograph Worksheet.



before and review the instructions with the students. Students can also model or point to the

pictures. I will work with the small group at the guided reading table while monitoring the rest of

the class.

Presentation:



lesson. That we are going to discuss a

pictograph chart. I will create pictograph on the

board using magnetic pictures of a pig, cow,

and a horse.

The lesson will be focused on how to use a

pictograph chart to help us find out

information.



5

Pictograph Activity-I will create a pictograph

on the board. I will place on the board-8-pigs,

6, cows, and 3 horses. I will ask the students

random questions about the graph.

Ex: What animal is there more of on our graph?

What animal is there the least of on our graph?

Students will be listening and

demonstrating understanding by

coming to the board to count the

animals and to answer the question.

10

Carol Hunt 23

etc.


their worksheet.


work.

10

I will collect the papers and asses the students

and their understanding of the subject matter

taught.



the class.



5

Evaluation:


instruction.





Carol Hunt 24

OWL & BAT COMPARISONS - LESSON PLAN #9 Name: Carol L. Hunt Subject: Science & Language Arts Date: Oct/Nov

Grade: 1 Lesson Title: Owls & Bats Teacher: Carol L. Hunt

Long Range Goals:

• SC.1.L.14.1 The students will make observations that nocturnal animals have special

characteristics.

• LA.1.5.2.1 The student will listen attentively and understand direction for performing tasks,

solving problems, and following rules.




lesson.

• Students will listen to two read alouds to make owl and bat comparisons, using a Venn diagram.

• Students will listen to the book Quiet Owls (Riley, 2004).

• Students will listen to the book Squeaking Bats (Berman, 1998).

• Students will participate in the lesson by retell and describing information heard in a read aloud.


• Large Venn Diagram Dry Erase Chart

• Quiet Owls (Riley, 2004)

• Squeaking Bats (Berman, 1998)

• Markers


• This lesson is a whole class activity. I will pair each of my ESOL students with a friend. ESOL

students can use the 3D stuffed animals to assist them during this activity.

Presentation:



lesson. We are going to learn and discuss the

differences between a bat and a bird. There is

often confusion, as some children believe bats

are birds. I will have a stuffed owl and a bat

and ask the students to identify the different

features of each animal. Once I am finished, I

will let my ESOL students use these for the

Venn diagram activity.

I will then read my two books. I will tell the

students to keep their listening ears open, and

to keep their eagle eyes focused on the pictures.



7

Carol Hunt 25

I will read Quiet Owls (Riley, 2004) and then

ask them to fill in the one side of the Venn

diagram with all the details specific to an owl.

I will then read Squeaking Bats (Berman,

1998). I will then have the students fill in the

other side of the Venn Diagram.

Then I will ask them to think critically and

think about the features that the two animals

have in common. I will write those in the

middle of the Venn diagram. I will scaffold as

necessary and correct any misunderstandings.

30

I will ask all for student volunteers to restate

the features that Owls and Bats have in

common.

Students will describe and discuss

their animal habitat boxes.

5

Evaluation:


instruction.

Plans for re-teaching:

• Students not mastering the concept will participate in a small group-reteaching session to

clarify and assist any misconceptions.

Carol Hunt 26

STELLALUNA FIELD TRIP - LESSON PLAN #10 CULMINATING ACTIVITY

Name: Carol L. Hunt Subject: Language & Theatre Arts Date: Oct/Nov

Grade: 1 Lesson Title: Stellaluna (Cannon, 1993) Teacher: Carol L. Hunt

Long Range Goals:


• LA.1.5.2.3 The student will listen attentively to fiction and non-fiction read alouds and

demonstrate understanding.

• TH.D.1.1.2 The student gives reasons for personal preferences for formal or informal

performances.


• Students in Mrs. Bauer’s class will be participating in a language arts lesson.

• Students in Mrs. Bauer’s class will be attending a field trip to see Stellaluna (Cannon, 1997), at

the Van Wezel Performing Arts Center.

• Students will listen to a read aloud of the book Stellaluna (Cannon, 1997).

• Students will informally evaluate the Stellaluna (Cannon, 1993) performance.

• Students will participate in the lesson by retell and describing information heard in a read aloud.


• Stellaluna (Cannon, 1997) – Big Book

• Chart Paper

• Markers

• 22-Tickets to Stellaluna performance on 11-13-09


• This lesson is a whole class activity. I will pair each of my ESOL students with a friend.

Presentation:


Set – To prepare the class for our trip to the

performing arts center, I will review the

expectations for student behavior on the field

trip.

To introduce them to the story, I will read

Stellaluna (Cannon, 1993) using a big book. I

will tell the students to think about the story

while it is being read, as I want them to

compare it to the performance we are going to

see.



15

Students will attend the performance of 60

Carol Hunt 27

Stellaluna (Cannon, 1993).

Students will return to school. I will ask them

to meet me at the reading circle so I can have

the students give their personal opinions about

the Stellaluna performance.

Students will provide opinions and

preferences for the show they just

experienced.

5

Evaluation:

• The teacher will informally evaluate each student while participating on the field trip.

Carol Hunt 28

Resources

Berman, Ruth (1998). Climbing Tree Frogs. Minneapolis, MN: Lerner Publications

Company

Berman, Ruth (1998). Squeaking Bats. Minneapolis, MN: Lerner Publications Company.

Berman, Ruth (1998). Watchful Wolves. Minneapolis, MN: Lerner Publications Company.

Cannon, Janell (1997) Stellaluna-Big Book. Orlando, FL: Harcourt Books

Cowley, Joy (1999). Red-Eyed Tree Frog. New York: Scholastic, Inc.

Earle, Ann (1995). Zipping, Zapping, Zooming Bats. New York: Harper Collins.

Fraser, Mary Ann (1999). Where Are The Night Animals? New York: Harper Collins.

Gibbons, Gail (2005). Owls. New York: Holiday House

Hutchins, Pat (1972) Good-Night Owl! New York: Simon & Schuster Books for Young

Readers.

Ipcar, Dahlov (1969). The Cat at Night. New York: Double Day & Company

Jeunesse, Gallimard (1994). Night Creatures. New York: Scholastic, Inc.

Lies, Brian (2006) Bats at the Beach. Boston, MA: Houghton Mifflin Company

Lies, Brian (2008) Bats at the Library. Boston, MA: Houghton Mifflin Company

Ling, Mary (1992). See How They Grow Owl. New York: DK Publishing.

Meredith, Susan (2003). Night Animals. London: Usborne Publishing.

Milton, Joyce (1993). Bats Creatures Of The Night. New York: Grosset & Dunlap.

Nelson, Kristin, L. (2001) Clever Raccoons. Minneapolis, MN: Lerner Publications

Company.

Riley, Joelle (2004). Quiet Owls. Minneapolis, MN: Lerner Publications Company.

Royston, Angela (1992). See How They Grow Mouse. New York: DK Publishing.

Simon, Seymour (2005). Amazing Bats. San Francisco, CA: Chronicle Books.

Carol Hunt 29

Audio

Stewart, Nancy (2005). Songs of the Month. [Audio CD]. Friends Street Music.

Media

Knowledge Adventure (2002). Jump Start Animal Adventure Game [DVD]

Carol Hunt 30

ResourcesResourcesResourcesResources

Note: I created all the forms and documents in the Resources section.

Carol Hunt 31

Informal Grading Sheet

Name Participation Effort Confusion On Task

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Comments____________________________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Carol Hunt 32

Carol Hunt 33

Carol Hunt 34

Carol Hunt 35

Carol Hunt 36

Carol Hunt 37

Carol Hunt 38

Carol Hunt 39

Carol Hunt 40

Carol Hunt 41

Carol Hunt 42

Carol Hunt 43

Carol Hunt 44

Carol Hunt 45

Carol Hunt 46

Carol Hunt 47

Carol Hunt 48

Carol Hunt 49

Carol Hunt 50

nnnnooooccccttttuuurrrrnnnnaaaalll...

Documents