Lesson Plans and UBD by Design

Kindergarten Classroom Pedagogy

Bianca Medeiros Rega

McGill University

Rationale:

My unit “Where do animals live?” focuses on the various topics of the four main animal habitats. The habitats the children will be learning about are: forest, jungle, desert and ocean. After the unit, the children

will be knowledgeable in a variety of topics focusing on the environment in which animals live in, but also about characteristics of certain animals.

I decided to pick this lesson because as a child I remember really wanting to learn everything I could about animals. Many young children are interested in learning about animals and the topics surrounding them, so I decided it would be beneficial to build a unit based on the child’s preferences and interests. The students will look at the topics from various subject areas in order to get the full depth of the topic.

All six developmental domains are included in this unit. The cognitive domain is incorporated due to the knowledge and content included in the unit. Students will be studying topics from many subject areas. Students will be thinking and responding to the knowledge they are presented with. During the unit, students will be asked to use the appropriate language about the topic. They will be encouraged to use new terms and concepts that were covered in order to describe their learning. In terms of aesthetics, students will be using their imagination and creativity in order to create many pieces that are aesthetically pleasing for others. In the social domain, students will be required to share with their peers. They will be asked to do so in a respectful manner that relates to our classroom environment. The emotional domain is apparent throughout the unit as students will be working on their autonomy while they are constructing their knowledge. They are developing their self-confidence by learning about a new topic, sharing their thoughts and influencing what is taught in class. Finally, the physical domain will be used when the students will be working with activities that require fine and gross motor movements. The lessons included in the unit will be engaging and interactive to keep students moving.

When the students are asked to complete an activity, it will always be surrounding an activity that they will find amusing and interesting. There will be many centers available for the students to interact with the material in a fun way. Students will always feel like they are playing, but they will be learning as they do so. Even when the students are free playing, there will be an abundance of toys and materials around the classroom that relate to the unit topic. Meaning, that students will be constantly looking and using materials that they learned about.

Learning Plan (Kindergarten)1

Title of lesson

Where do animals live?The four main habitats Date March 2019

Subject area

Science

Class Topic The four main animal 1 Based on a simplified version of Understanding by Design (UBD)

5-year-old Kindergarten habitatsTime 9:30-10:00 Durati

on30 minutes

Materials Required

Teacher: Smart board Computer

Child: Graphic organizer Pencil crayons

Pre-school Competencies

Competency 1: To preform sensorimotor actions effectively in different contexts. In their graphic organizers, children will be coloring with pencil crayons. They will be responsible

for drawing what each type of habitat looks like using the knowledge they learned during the lesson. Children will be developing their fine motor skills in order to complete their organizer. They will be using regular sized pencil crayons in order to practice proper pencil grip.

Competency 4: To communicate using the resources of language. Students will be asked to sing a song including animal sounds in the hook of the lesson. Students

will use their oral skills to sing the song and make the various animal sounds. The children will be using receptive language. Children will be using attention to follow the directions of the song to understand what is being asked of them. Students will be using expressive language to use the appropriate vocabulary and use the sound aspects of the words included in the song.

Competency 5: To construct his/her understanding of the world. The lesson is focusing on a topic that is found in the subject area of science and technology. During

this lesson, students will show and find interest in the topics discussed, while being able to organize their information in the graphic organizer provided to them. Children will also be using their knowledge to accurately fill out the organizer.

Competency 6: To complete an activity or project. Students will be asked to complete the graphic organizer with the information they are learning

about during the lesson. Students will be giving in their organizer to the teacher; it will eventually be added to their portfolio as well. Hopefully, at the end of the lesson, students will be pleased with their completed work and their new knowledge.

Objectives (curricular domain)

Students will participate in singing a song, as a class, to continue growing their language and communication skills. As students will be filling out the graphic organizer with their knowledge, they will understand the concepts of the four main animal habitats.

Essential Question(s)

What animal habitats are there? What makes a habitat? What is included in a habitat?

Lesson Timing

5 minut

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Introduction (hook): In order to introduce the topic of the four main habitats to the children, the class will sing a song that includes many animals and the sounds they make. The song is called “What do you hear?”. Traditionally, the song includes a dog, cat, duck, rooster, pig, and elephant. In order to make the song more relevant for the lesson, the animals will be changed to include animals from each of the four main habitats. The animals that will be included in the song are: bear (forest), lion (desert), dolphin (ocean), monkey (jungle). Before singing the song, I will explain how the song will go. I will sing the first verse myself. I will ask the students to sing along with me. As the song is really repetitive, the students will catch onto the song and be able to sing along. When the final line of “I hear a ___” comes up, I will put my hand around my ear to demonstrate that I want to hear a noise. The song will be sung twice, as the first time the children will be catching on to the concepts included in the song.

Student will know:

Students will know that there are four main animal habitats.

Students will know the names of the habitats, along with a basic description of what is included in each habitat.

Students will know basic characteristics of each habitat type.

“Alright Kindergarten. We are starting off the lesson with a song. This song is called “What do you hear?”, can you repeat that? Super! This song is about four different animals and their animal sounds. I want you to help me sing along and loudly say the animal noise.”

Song: Listen, listen. What do you hear?I hear a bear, bear, bear, bear, bear. I hear a bear. *say animal sound*

Listen, listen. What do you hear?

15minut

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Development (Learning activities – step by step sequential procedure):

After the song, the explanation of the four main habitats will begin. There will be four images that will be shown one at a time on the Smart board. Each picture will represent one of the four habitats. Prior to putting an image on the board, I will clearly explain what the word habitat means. “Boys and girls does anyone know what a habitat is?”. I will allow for some responses and explanations from students. I will then introduce the true definition of a habitat to the students. “A habitat is the environment where an animal lives. Today we will be learning about the four main habitats that animals live in. Can someone remind the class of what a habitat is?”.

I will start the lesson with a picture of a forest, then ocean, then jungle and end with the desert. Each picture will be shown for 3-4 minutes each. When the picture is up on the board, I will ask questions like: “What do you see in the picture?”; “What do you notice about this habitat?”; “What animals do you think live here?”; “What is included in this habitat?”, etc. After a statement is said by a student, the teacher will repeat it another time to ensure that all children had a chance to hear and understand the topic mentioned. I will emphasize the basic concepts of each habitat, so children will recall the main characteristics and ideas of each habitat. For example, while explaining the desert habitat, “In a desert it is very dry. The habitat does not have many plants or trees because it is often too hot for them to grow and survive. This is why the ground is

Students will understand:

Students will understand that an animal lives in a habitat that serves their needs.

Students will understand that the four habitats are located in different areas around the world.

Students will understand that each habitat has differences in regard to appearance.

Students will do:

Students will complete the graphic organizer by drawing each type of habitat.

Students will sing a song and participate in making the animal noises.

Students will listen to the information given by the teacher to complete the graphic organizer.

Students will contribute to classroom discussion in order to point out the characteristics of a habitat.

10minut

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often does not have any grass.” I would like the students to understand the basic concepts about each habitat in order to be able to compare and contrast them throughout the unit.

I will scaffold for children who are having difficulty remembering concepts. I will demonstrate what is being asked for them to help guide them in the right direction. For example, if students are having trouble with the desert, I will ask questions like “Do you think it is hot or cold in this habitat?”; “What do you notice about the ground in this habitat?”; “Are there many trees growing in the habitat?”; etc.

Cross Curricular Competencies:

Organizes his/her work: Children will have to properly complete the work in a graphic organizer. Students will be asked to draw one drawing in each box.

Communicates effectively: While the students are singing the song, they will be asked to properly repeat the song, along with the animal noises.

Broad Areas of Learning:

Environmental awareness: Students will be introduced to the several ideas about different environment located around the world. This will allow them to be aware of their surroundings and society.

Closure (transition):

Now, I will pass the graphic organizer out to the students. While passing out the paper, I will explain the instructions out to the students. “Okay kindergarten, I am passing out an activity for us to do. On the paper, there are four boxes. In each box, I would like for you to draw a picture of one habitat. Make sure to draw all four habitats that we just learned about.” Then, I will ask the students to take out their pencil crayons and get started with their drawings.

I will circulate around the class to ensure that all students are on task and understand what is being asked of them. I will be available to answer any questions the students may have.

Universal Design for Learning/Differentiation:

For the students with attention problems, I will ensure that they are able completing the graphic organizer either by doing it in a different location in the class (ex: lying down on the floor) or orally describing what they would draw to the teacher (which will then be transcribed).

For the students who need extra time, I will allow them to continue working on their drawings in the art center.

FORMATIVE - Assessment FOR learning:Collecting the graphic organizer and scan over what the students drew to ensure they are understanding the concepts of each habitat.

FORMATIVE - Assessment AS learning:N/A

SUMMATIVE - Assessment OF learning: N/A

Further considerations (follow up activities):

Students will be using their knowledge of the four main habitats they received from this lesson, to create their fictional habitat. Students will be responsible for thinking of the aspects that is required in a habitat.

Students will be learning where the four habitats are located around the world in their geography lesson. Students will use the characteristics and concepts they received to date, to make sense of where each habitat is located on a map.

Reflection: As I have not taught the lesson yet, I would like to keep certain concepts in mind while doing the lesson. I would like to put emphasis that the graphic organizer does not to be extremely detailed, as it is just a quick assessment to understand each child’s understanding of the topic. I would like to be enthusiastic and lively during the song, so students will have the same attitude towards the lesson. Finally, I would like for the students to be an active member during the lesson in order to construct their learning; so, I would like to give the opportunity for the students to really engage with each picture that is shown to them. Professional Competencies:

PC 1: I will ensure that when the students are sharing their thoughts and observations, that I will do an accurate job explaining and reiterating what the student is trying to convey.

PC 2: While teaching, specifically in the development part of this lesson, I will use language in a clear manner. I will use words that Kindergarten students can understand and relate to. If there is a word that may be unclear to them, I will define and explain the word using terms they understand. I will also ensure to praise the students who are participating and doing their tasks properly. I will try my best to research prior to the lesson in order to have the accurate information about the concepts included in the four habitats to provide students with.

PC 3: I will plan the timing of the lesson to allow for enough time for each activity, in order to keep the flow at a good pace.

PC 4: When the students are completing their graphic organizers, I will make sure that I am available for any help that may be needed by a student.

PC 8: I am using technology in the delivery of my lesson. This will help keep the lesson organized and will help with the management of the lesson. By using the Smart Board to show pictures, it will act as a reminder of the characteristics and concepts that I need to provide to the students.

Pictures of four main habitats that will be put on Smart Board:

Learning Plan (Kindergarten)2

Title of lesson

Where do animals live?Creating my own habitat Date March 2019

Subject area

Art

Class5-year-old Kindergarten

TopicStudents create their own habitat using water color paint

Time 2:00-2:30 Duration

30 minutes

Materials Required

Teacher:

Examples of water color paintings Water color paint Paper Cup of water (for the paint) Audio recording app on cellphone Computer Printer

Child:

Water color paint Paper Cup of water (for the paint) Portfolio

Pre-school Competencies

Competency 1: To perform sensorimotor actions effectively in different contexts During this lesson, students will be making a painting using water color paint. In order to create

the painting, students will be using and practicing their fine motor skills. Students will be adding a new artistic skill to their repertoire, which they can continue to build and work on.

Competency 2: To affirm his/her personality The premise of this lesson is to paint a habitat that reflects who they are as an individual and what

their needs are. Students will use their imagination to create a habitat using their interests, tastes, feelings and emotions. Students will also be working individually, which will help build their autonomy.

Competency 4: To communicate using the resources of language As part of the closure, students will be having an interview with the teacher in order to share what

they have decided to paint and what their habitat is like. As such, students will be asked to use appropriate and perceptive language to produce a message for the teacher. Students will be using expressive language in order to explain their thoughts and ideas about their painting.

Competency 6: To complete a project or activity In the lesson, students will be painting their fictional habitat that they would like to live in.

Students need to incorporate elements that they enjoy about their actual environment in their imaginative habitat. Students will be given 20 minutes to paint their habitat using the water color paint strategy they learnt about.

Objectives (curricular domain)

Students will participate in a lesson about water color painting. At the end of the lesson, students will have completed their first work of art using this specific strategy. In order to complete the painting, students need to use the knowledge that relates back to the four main habitats and their characteristics, as well as the strategies needed to use water color paint.

Essential Question(s)

What makes water color paint special? What is a fictional habitat? What characteristics are present in my fictional habitat?

2 Based on a simplified version of Understanding by Design (UBD)

Lesson Timing

5 minutes

Introduction (hook): I will introduce the topic of creating their own habitat. “Boys and girls, as we have been learning about the habitats in which animals live in, I would like you all to make your very own habitat. I would like you to create a habitat you would want to live in”.

I will then start the hook by having the students imagine what their fictional habitat would be like. I would say something like: “It is now time to close your eyes. I want you to think about what your habitat would look like if you got to make it yourself. Think about the type environment, the food you can find, what the weather/temperature is like, what animals live with you.” Students will think quietly with their eyes closed for about a minute. The questions will be asked in a soft and slow voice to go with the mood of the activity.

Once the minute is over, I will ask students to open their eyes. I will then say something like: “Does everyone have an idea of what their habitat would look like?”. Once the students either nod or verbally say yes, I will start to explain the activity they will be doing. I will tell the students that they will be creating their imaginative habitat, but instead of using normal pencil crayons to do so, they will be using water color paint. I will ask the class if they know what that type of paint it is or if they have ever used it before. No further instructions will be given in the hook section of the lesson.

Student will know:

Students will know how to paint with water color paint.

Students will know the strategies needed to complete a water color painting.

Students will know how to explain and discuss the main aspects of their habitat during their interview with the teacher.

20 minutes

Development (Learning activities – step by step sequential procedure):

To start the lesson, the rest of the instructions will be given. “Can someone remind me what kind of paint we are using for the activity? Awesome! There is a special thing about water color paint: we need water to make the colors come alive on the paper”.

I will then explain how to use water color paint properly, such as having the cup filled with water, but only using it to lightly dip your paintbrush in before putting paint on it. I will do a full class demonstration of this, so the children can have an example of what they need to do. “Because we have to use water, the paint usually spreads out. So, make sure when you are painting, you are careful about leaving room for everything you want to paint. Also remember to use a little bit of water so the paper doesn’t get very wet”.

Before having the students begin their activity, I will show students examples of water color paintings. When showing the examples, I will ensure to point out how the paint spreads and that the paint color is usually lighter than normal paint, so the students are completely aware of the result. Finally, I will ask if the students have any questions before starting their activity.

“Alright students, it is now time for you to start your painting. Think about everything you want to include in your habitat. You can add

Students will understand:

Students will understand how the four main habitats can be used to create their imaginative habitat.

Students will understand the techniques that should be used to create a water color painting.

Students will do:

Students will complete a water color painting.

Students will have created an imaginary habitat.

Students will have a conversation with their teacher to share their ideas behind the painting.

Cross Curricular Competencies:

Communicates effectively: Students will be asked to use words to describe the characteristics of habitats in their discussion with the teacher. Students will be responsible to

5 minutes

anything you want that you think is necessary for you to be able to survive. I will be walking around the room to help everyone. Please raise your hand if you need me to come see you”.

Students will have the remaining 15 minutes to complete their painting with the water color paint.

orally communicate to share their idea.

Exercises critical judgement: Students will need to use their judgement in order to critically evaluate the information they want to use in their fictional habitat. Students will go through the information learned in class, but also their personal life to see what should be added to their habitat.

Broad Areas of Learning:

Heath and well-being: As the students are responsible to create their own habitat, they will have to look at characteristics that are essential for life in an environment. Students will have to add elements in their habitat that is needed for their well-being.

Environmental awareness: Children will be analyzing the types of elements included in their fictional environment to see if they should adjust their idea.

Closure (transition):

Once the students have completed their painting, they will have a short interview with the teacher to explain what they included in their imaginary habitat. I will talk to students one-on-one, going down the class list alphabetically. The students who are not participating in the interview, will be working in a center.

I will record the conversation using a voice recording app on my cellphone. “Tell me about your imaginative habitat.”. The student will then have time to share their painting and what went into making it. While the child is speaking, the teacher will be looking at the painting in relation to the language the student is using to explain themselves.

Once all the children have shared, the teacher will then type out what each child said. At the end of the unit, the students will glue their audio recording transcript to their painting. The students will also add a border in order to frame their painting.

Universal Design for Learning/Differentiation:

For students who are having difficulty thinking of elements to include in their habitat, I will sit down with them to scaffold their ideas until the child feels comfortable about the activity and their product idea.

FORMATIVE - Assessment FOR learning:N/A

FORMATIVE - Assessment AS learning:Once the students have completed their paintings, they will have an interview with the teacher. The teacher will say “Tell me about your imaginative habitat.”. Students will then be prompted to share what they decided to include in their painting. The student’s answers will be recorded using an audio

recording app on a cellphone. This audio will then be typed out and printed to be glued on the bottom of the painting. Students will also add this piece to their portfolio, at the end of the unit. SUMMATIVE - Assessment OF learning:N/A

Further considerations (follow up activities):

As the students were responsible for using their knowledge of habitats and the characteristics that are included in them, the students will be learning more about their habitats in terms of geographical locations.

The children learned the techniques of using water color paint, which will help them in future art lessons where they will have to use this knowledge as a base to build on.

Reflection:As I have not yet completed my lesson, I will ensure to be open to all interpretations when it comes to the painting that students create. It is important to remember that the art is personal and based on imagination, so every art piece will be different and special in their own way. While having the conversations with the children, I want to be considerate about the students being young children who may need to be scaffolded in order to keep them on task. I want to be respectful towards all paintings, ideas, and methods that went into the activity. Professional Competencies:

PC 1: As the students will be sharing their interpretations and rationales for their imaginative habitat, I will make sure that I am understanding their explanations and painting correctly. I will be open towards all personal characteristics that are included in the painting.

PC 2: I will try my best to use the proper and appropriate language to explain the lesson. I would like the students to know exactly what is required from them, which is based off the expressive language that I will be providing the students. While having the conversations with the children, I will adapt my language depending on the student I am working with.

PC 3: As I wanted to incorporate an art subject in my unit, I tried my best to find an art method and final product that related to the concepts being taught in the unit. I picked an activity that appropriately relates to the unit, while being mindful of the curriculum competencies. I ensured that both the art activity and the concept behind it were aligned.

PC 6: While circulating around the class while the students are working, I will ensure to supervise the class in a way that will allow autonomy and freedom for the children, but also give help to those who require it. I will provide a class environment that each child will feel comfortable developing socially and cognitively. I will organize the class in a way that will keep the students motivated, but also properly organize the lesson.