Kindergarten Lesson Plan
Virtual Field Trip: Ocean Commotion- A trip to the Beach
Objective:
The object of this lesson is for student’s to-
· Make observations of a natural environment
· Recognize that learning can come from careful observation
· Compare plants and animals in their natural habitats
· Raise questions about how life exists in the natural world
· Differentiate between living and non-living things
· Discuss natural variations among natural animal and plant populations
· Address the oceans of the world
Primary Standards Addressed:
The Florida Sunshine State Standards addressed in this lesson are-
Big Idea 1: The Practice of Science
· A. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
· B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
· C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
· Big Idea 2: The Characteristics of Scientific Knowledge
· A. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.
· B. scientific knowledge is durable and robust, but open to change.
· C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models
· The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science.
Big Idea 14: Organization and Development of Living Organisms
· A. All plants and animals, including humans, are alike in some ways and different in others.
· B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce.
· C. Humans can better understand the natural world through careful observation.
Big Idea 15: Diversity and Evolution of Living Organisms
· A. Earth is home to a great diversity of living things, but changes in the environment can affect their survival.
· B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing.
Big Idea 16: Heredity and Reproduction
· A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other.
· B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.
Big Idea 17: Interdependence
· A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs.
· B. Both human activities and natural events can have major impacts on the environment.
· C. Energy flows from the sun through producers to consumers.
SC.K.N.1.2
· Make observations of the natural world and know that they are descriptors Moderate collected using the five senses.
SC.K.N.1.5
· Recognize that learning can come from careful observation.
SC.K.P .8.1
· Sort objects by observable properties, such as size, shape, color, temperature Moderate (hot or cold), weight (heavy or light) and texture.
SC.K.P .12.1
· Investigate that things move in different ways, such as fast, slow, etc.
SC.K.L.14.3
· Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
SC.1.N.1.1
· Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.
SC.1.L.17.1
· Through observation, recognize that all plants and animals, including humans, Low need the basic necessities of air, water, food, and space.
S.C.1.N.1.In.a
· Request information about the environment.
SC.1.N.1.Su.b
· Recognize differences in objects through observation of size, shape, or color.
Materials:
· Computers
· Internet Access
· Chart Paper
· Flash Cards/Index Cards with types of animals and their habitats
· Graphic Organizers
· Printout of different animals and their habitats
· Printout “My Trip to the Beach Book”
· Interactive videos and songs referencing the Beach
· Books with animals and beach related activities
· Craft Materials; glue, construction paper, sequins, crayons, markers
· Audio system with ocean/beach sound CD’s
· Video/DVD system with beach/ocean shows
Essential Questions:
1. What is a beach?
2. What is an ocean?
3. What are the differentiated characteristics among the creatures at the beach?
4. Where does the ocean water come from?
5. How is ocean water different from the water we drink?
Opening (purpose, prior knowledge)
1. Have you ever been to the beach?
2. What kinds of animals do you see at the beach?
3. Does the ocean water taste good?
4. What types of living things can you find at the beach?
5. What types of non-living things can you find at the beach?
6. Have you ever seen where a crab lives at the beach?
7. Have you ever collected seashells at the beach?
8. What activates can be done safely at the beach?
9. Are their things you should never do at the beach?
10. How do animals live different than humans?
Guided Practice
· Animal memory chart of all seen on our trip to the beach
· Make a “My trip to the Beach” book to record all the things they observed
· Beach sing-a-long songs
· Create a “Beach Scene” using input from all the children and premade beach items like palm trees, sand and animals.
Independent Practice:
· Memory Game- matching animals seen on our trip to the beach with they habitat
· Make a fish- using sequins to represent their scales, and slits in the paper for gills
· Circle Time where the students can work in groups to read books related to the beach
· Play dough station using seashells to as cutters to mold and adjust the dough
Modifications:
· Remediation
· Reinforcement Activities
· Allow students to work with a partner
· Provide hints and additional instructions for print out materials
Enrichment:
· Ask the children to sketch the things they see at the beach
· Have the children label each creature or beach item correctly with no clues
· Provide worksheet with beach items listed in a word bank and instruct the children to put the in alphabetical order
ESE Accommodations:
· Provide more time to complete activities
· Give larger printed materials
· Use vibrant colors for more specific activities
· Make additional instructions, hints and picture clues available
ESOL Modifications:
· Provide language choice materials
· Use split study, where children who speak a language other than English can listen to the instruction in their native language
· Allow for additional partner time with an English speaking student
· Add non English pictures clues and hints to the instructions
Closing:
· Can you describe what types of animals live at the beach?
· How do creatures at the beach live different than humans?
· Are their activities you can have fun doing at the beach safely?
· Why does the ocean water taste and smell so salty?
Homework Extension:
· Ask the children to bring in an item related to their trip to the beach
· Have the children create a beach scene at home using materials from their house and yard
· Play a game of “Spot that Beach Item” and have the children record their observations
Assessment:
· How well did the children work together in groups?
· Was their confusion when they observed on the trip?
· Were the students engaged in their activities the entire time?
· How can I adjust the lesson to work more effectively next time?
Virtual Field Trip: Ocean Commotion- A trip to the Beach
Objective:
The object of this lesson is for student’s to-
· Make observations of a natural environment
· Recognize that learning can come from careful observation
· Compare plants and animals in their natural habitats
· Raise questions about how life exists in the natural world
· Differentiate between living and non-living things
· Discuss natural variations among natural animal and plant populations
· Address the oceans of the world
Primary Standards Addressed:
The Florida Sunshine State Standards addressed in this lesson are-
Big Idea 1: The Practice of Science
· A. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
· B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
· C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
· Big Idea 2: The Characteristics of Scientific Knowledge
· A. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.
· B. scientific knowledge is durable and robust, but open to change.
· C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models
· The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science.
Big Idea 14: Organization and Development of Living Organisms
· A. All plants and animals, including humans, are alike in some ways and different in others.
· B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce.
· C. Humans can better understand the natural world through careful observation.
Big Idea 15: Diversity and Evolution of Living Organisms
· A. Earth is home to a great diversity of living things, but changes in the environment can affect their survival.
· B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing.
Big Idea 16: Heredity and Reproduction
· A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other.
· B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.
Big Idea 17: Interdependence
· A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs.
· B. Both human activities and natural events can have major impacts on the environment.
· C. Energy flows from the sun through producers to consumers.
SC.K.N.1.2
· Make observations of the natural world and know that they are descriptors Moderate collected using the five senses.
SC.K.N.1.5
· Recognize that learning can come from careful observation.
SC.K.P .8.1
· Sort objects by observable properties, such as size, shape, color, temperature Moderate (hot or cold), weight (heavy or light) and texture.
SC.K.P .12.1
· Investigate that things move in different ways, such as fast, slow, etc.
SC.K.L.14.3
· Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
SC.1.N.1.1
· Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.
SC.1.L.17.1
· Through observation, recognize that all plants and animals, including humans, Low need the basic necessities of air, water, food, and space.
S.C.1.N.1.In.a
· Request information about the environment.
SC.1.N.1.Su.b
· Recognize differences in objects through observation of size, shape, or color.
Materials:
· Computers
· Internet Access
· Chart Paper
· Flash Cards/Index Cards with types of animals and their habitats
· Graphic Organizers
· Printout of different animals and their habitats
· Printout “My Trip to the Beach Book”
· Interactive videos and songs referencing the Beach
· Books with animals and beach related activities
· Craft Materials; glue, construction paper, sequins, crayons, markers
· Audio system with ocean/beach sound CD’s
· Video/DVD system with beach/ocean shows
Essential Questions:
1. What is a beach?
2. What is an ocean?
3. What are the differentiated characteristics among the creatures at the beach?
4. Where does the ocean water come from?
5. How is ocean water different from the water we drink?
Opening (purpose, prior knowledge)
1. Have you ever been to the beach?
2. What kinds of animals do you see at the beach?
3. Does the ocean water taste good?
4. What types of living things can you find at the beach?
5. What types of non-living things can you find at the beach?
6. Have you ever seen where a crab lives at the beach?
7. Have you ever collected seashells at the beach?
8. What activates can be done safely at the beach?
9. Are their things you should never do at the beach?
10. How do animals live different than humans?
Guided Practice
· Animal memory chart of all seen on our trip to the beach
· Make a “My trip to the Beach” book to record all the things they observed
· Beach sing-a-long songs
· Create a “Beach Scene” using input from all the children and premade beach items like palm trees, sand and animals.
Independent Practice:
· Memory Game- matching animals seen on our trip to the beach with they habitat
· Make a fish- using sequins to represent their scales, and slits in the paper for gills
· Circle Time where the students can work in groups to read books related to the beach
· Play dough station using seashells to as cutters to mold and adjust the dough
Modifications:
· Remediation
· Reinforcement Activities
· Allow students to work with a partner
· Provide hints and additional instructions for print out materials
Enrichment:
· Ask the children to sketch the things they see at the beach
· Have the children label each creature or beach item correctly with no clues
· Provide worksheet with beach items listed in a word bank and instruct the children to put the in alphabetical order
ESE Accommodations:
· Provide more time to complete activities
· Give larger printed materials
· Use vibrant colors for more specific activities
· Make additional instructions, hints and picture clues available
ESOL Modifications:
· Provide language choice materials
· Use split study, where children who speak a language other than English can listen to the instruction in their native language
· Allow for additional partner time with an English speaking student
· Add non English pictures clues and hints to the instructions
Closing:
· Can you describe what types of animals live at the beach?
· How do creatures at the beach live different than humans?
· Are their activities you can have fun doing at the beach safely?
· Why does the ocean water taste and smell so salty?
Homework Extension:
· Ask the children to bring in an item related to their trip to the beach
· Have the children create a beach scene at home using materials from their house and yard
· Play a game of “Spot that Beach Item” and have the children record their observations
Assessment:
· How well did the children work together in groups?
· Was their confusion when they observed on the trip?
· Were the students engaged in their activities the entire time?
· How can I adjust the lesson to work more effectively next time?