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living or non-living using bugs
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Web Based Activity Lesson Plan Documentation
Theme: Bugs Bugs Bugs
Subject: Science
Grade: Kindergarten
Age: 5-6
Analysis of Learners
Classroom Characteristics: 20 students /95% African American, 5% Latino 78% of the students receive free or reduced lunch
Represented Learning Styles:14 visual learners, 4 auditory learners, 2 kinesthetic learners
(No modifications needed)
Specific Entry Competencies: Students should have been introduced to physical attributes of living things, students should be able to identify some insects by name, and the students should have had some computer experience and is now able to voluntarily manipulate the mouse in desired direction.
Objectives of Learners
Georgia Performance Standards: SKL1.a.Students will sort living organisms and non-living materials into groups by observable physical attributes. Recognize the difference between living and nonliving materials.
Goals: The students should gain computer experience/knowledge and increase fine motor skills. The students should gain insight in the general physical attributes of the living organisms. The students should be introduced to more insect types and develop the understanding that bugs are living organisms.
Objective: Given Kidspiration 2.1 software, the students will sort living and non-living items in proper category with 80% accuracy with in 15 minutes after the directions have been read and perform the activity with minimum assistance.
Preparation
Materials: A computer must be set up with Kidspiration software for each child (make sure that the speakers are functioning properly), you should have previously created a categorical layout in Kidspration, you should print out a hard copy of the lay out and the pictures, and the students will be working independently. You should have at least two teachers for large groups of children that are available to assist them.
Lesson
Time: 15 minutes
Class Starter: Begin by explaining to the students what they are going to be doing in the computer lab/or at the computers. Introduce a question that should be answered at the end of the activity (e.g. how many bugs are in the living organism column? This is a great question for math connection).
Activity: The first thing you want to focus on is the computer rules, already having the computers on and ready for them to begin the lesson and having reviewed the AUP; read and explain the directions to the students (use the pictures to add more living and non-living items in the correct category). Students will be working independently. After the students have been given the instruction show them how to move items into the correct category and give an explanation of why (this should not be their first time doing a activity of these kind). Instruct students to click on the directions; the computer will then read the instructions to them. Let the students know that if they have any problems that they may click it again at any time to repeat the directions. Let the students begin by clicking an item and then clicking the correct column. Make sure that you walk around and assist students only by reminding them for general physical characteristics of living and nonliving item and with computer operation issues. For those auditory learners you may want tell them the name of each item, if they have any difficulty.
Evaluation
Assessment: By printing out or recording the accuracy of the lesson, the activity itself will serve as your first form of assessing. Before you begin the lesson you may want to verbally go through the activity and analyze students’ oral responses as another way of assessing. Also after leaving the computers you can take a hard copy category sheet for each student and the same pictures used on Kidpsiration, so that the students can glue the pictures in the correct category box as another assessing tool. Record any issues a student has with computer manipulation and their comfort level.
