- Unit 9
- Level 1
- 1 days
- N/A
- Download Lesson
Standards Addressed:
- L.K.4
- L.K.6
- RF.K.2
- SL.K.1
- SL.K.1.a
- SL.K.1.b
- SL.K.2
- SL.K.3
- SL.K.4
- SL.K.6
- W.K.2
- W.K.5
- W.K.8
Lesson Materials/Resources
No Materials/Resources attachedObjectives
- Develop foundational reading and writing skills found in Treasures TE guidelines
- Confirm knowledge, ask questions about undersea creatures
- Examine components and features of maps, globes, and oceans
- Use observation, notes, and drawings to generate information and questions about undersea creatures
Phoneme Isolation, Phoneme Blending, Phoneme Addition TE 2179, 2192, 2201, 2210, 2217
Oral Vocabulary: amazing, deep, invite, ocean, reason TE 2176, 2184, 2196, 2206, 2214; Antonyms (referred to with CST as opposites)
When the Water Came to Visit”, Oral Vocabulary Cards
Phonics: x (ks), v (Review: g, x, b, t, n, p) TE 2180- 2181
Activity Bk., p. 14; PB, p. 187; TE 2192-2193
X/x, TE 2181 (Build in review of previous lessons)
HFW: has, look; Review: he, she, here, was
TE 2178, 2194, 2200, 2212, 2216
Build Background, TE 2176
Fish Faces, Treasures TE 2186-2189: spikes, spines, glide, periscopes, scales, fins, aquatic, marine life, dive, thrash, globe, directions, continents
Pronouns, TE 2182, 2204
Fish Faces TE 2186-2189: spikes, spines, glide, periscopes, scales, fins, aquatic, marine life, dive, thrash, globe, directions, continents
Assessment/CFU
Brainstorm, “What lives in the ocean?” :
Ask students to generate a list of their ideas, the teacher records on chart correlates with Treasures TC58.
KWL Chart (This will take 5 days to complete.)
Day 1: focuses on students sharing what they already know about fish and undersea creatures as teacher charts their “knowledge and facts” in column 1 (include students’ misconceptions as these can be changed if facts prove them incorrect).
Days 2/3: students generate and add questions about what they want to learn about sea creatures in the second column.
Day 4: include a list in column 3 of what students have learned during the week.
Day 5: will culminate in a writing activity about what students think are the most important facts they have learned about Undersea Creatures during the week.
Related chants and songs will be incorporated daily.
Opening/Warmup/Connecting Prior Knowledge
Observational Walk
Students use sketch books or science/Undersea Creature journals to write pictures, letters or words about observations as they walk in pairs around the room looking at a variety of resources on tables, e.g., a dead fish or octopus (from market), exhibits of fish models or replicas, books, pictures, or artwork, e.g., ceramic or metal tray fashioned to resemble a fish. After this walk, students share their observations with their partners, comparing or summarizing what they saw and learned and adding sketches, words, or sentences in their journals. Each group should develop 1-3 questions to share that they have about Undersea Creatures (precursor to KWL chart).
World Globe and Map:
Before lesson, use large butcher paper to map; label the major oceans and use academic language, e.g., globe, directions, continents, marine life, north/up, south/down, east/right, west/left, vast, 2/3 of Earth’s surface
Review the concepts and attributes of a globe and map, creating 2-column chart to compare/contrast during direct instruction. Emphasize 2/3 of Earth’s surface to show “vast” expanse.
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