DRAFT: This module has unpublished changes.

Thematic Unit

 

Lesson One

 Lesson Plan # 1

Topic: Fish

Special Needs: Differentiating Instructions

Instructional strategies will include auditory, visual and tactile. Teacher will furnish the class library with various reading materials, (picture books, bilingual Spanish/ English), of different reading difficulty.

    (I)Fidgety Fish by Ruth Galloway

     (ii)Underwater

Teacher will also involve students in a finger play, with the words of a rhyme written out and the actions done together with the students. During guided practice, the student will have the opportunity to work collaboratively with each other.

Standards:

  • Language (29) Listen with understanding to conversation, direction, rhymes, songs and stories.
  • Literacy (33) Develop phonemic awareness.

Behavioral Objectives:  At the end of the lesson, students should be able to:

(i)    Identify and name fish of different colors and shapes.

(ii)   Recognize a variety of descriptive words.

Instructional Strategies: Discussion, Cooperative Learning, (collaboration) Active Learning.

Motivation: Students will be seated on the carpet and together with teacher they will engage in the following finger play.

1,2,3,4, 5, once I caught a fish alive.

6, 7, 8, 9, 10, then I let it go again

Why did you let it go?

Because it bit my finger so

Which finger did it bite?

This little finger on my right.

 

Materials: Finger Play written on oak tag

         Book: Fidgety Fish by Ruth Galloway

          Templates of different fish (laminated)

           Fishing lines, magnets, crayons, paint, brushes, paper, smocks, puzzles and       computer. 

Procedure:

Presentation: Teacher will have students sit on a semi- circle on the rug, with the sound of the ocean in the background (on the computer)

http://www.youtube.com/user/okanokumo?v=_PuBoGoSpog

  • The song Catch a Fish will be introduced, (to the melody) The Muffin Man. Teacher will ask students to describe the sound.
  • Teacher will display fish in the center of the rug.
  • Children will take turns to use a magnetic fish hook to catch a fish.
  • The initial song is integrated into this session as children sing, ____ going to a fish. Catch a fish; catch a fish ____ going to catch a fish. What color will it be? _____ caught a purple fish…
  • Each child holds up the fish as they identify the colors.
  • After the song students will settle down on the rug.
  • The story Fidgety Fish will be introduced by having them take a book walk.

Accountable Talk: Children will make predictions during the story as to what will happen next; for example, “What might Fidgety Fish find in the dark cave?

  • Children will use prior knowledge for example “Do you know anyone who is like Fidgety Fish?” with reference to the children themselves.

Guided Practice: Students will work in pairs, and imitate movement of the fish.

Independent Practice: Children will use templates to trace the outlines of fish.

Learning Centers:

(i)    Art and Craft Center: Students will draw and color fish from the story.

(ii)   Reading Center:  Teacher will display books and puzzles.

(iii)    Computer: Students will play fishing game “Matching Fish”.

Mechanics:Children will sit on the rug. Developmentally Appropriate Practice: Children are aware that some fish are used as food. They understand that fish is an important part of our diet (protein). By teaching this lesson, I am getting students ready to begin their own inquiry skills of comparison and making predictions.

Assessment: Assessment will be on going as the teacher would be observing and taking anecdotal notes of how students respond to the questions asked by the teacher. Teacher will also observe how students will work collaboratively and independently. A rubric will be used to formally assess students.

Summary: In closing the lesson the teacher will ask students to name some fish of different colors and shapes also to recall some descriptive words.

Modification of Lesson for child with mild dyslexia

To efficiently cater to the needs of the child with mild dyslexia, I will seat the child in front of the class. The teacher will also work one on one with the student, during independent practice, when using art materials to draw and color pictures. Teacher will write color coded vocabulary words for example colors, fish, movement, rhyming words, bodies.

Parent school and community person connection

For this lesson, teacher will ask Spanish, African or Haitian Creole parent to do finger play or read in their language for the class.

 

 

 

 

 

 

Rubric

Student`s Name: ____________________________________

 

Dimension

Emerging

1

Competent

2

Exemplary

3

Total Score

Student will identify and name fish of different colors, and shapes.

Student was unable to name colors and shapes of fish.

Student named some colors and shapes of fish with teacher`s help.

Student named all the colors and shapes of fish. Plus one more.

 

Student will recognize a variety of descriptive words

Student recognized two descriptive words.

Student  recognized three descriptive

words.

Student  recognized all

the descriptive words plus one more.

 

 

 

 

 

 

Lesson Two

 

 Lesson Plan #2

Topic: Fish

Subject Area: Social Studies

Special Needs:  Differentiation Instruction

            Instructional strategies will include auditory, visual and tactile. Teacher will provide the class with the materials used for recycling. Teacher will include reading materials such as, pictures books; they will view a video about recycling.

Standard: Social Studies (43) Begin to understand time, change, and continuity and to relatepast events to their present and future activities.

Objective:At the end of this lesson, students should be able to:

  1. Children will be able to state the effects of pollution.
  2. Children will practice the values of recycling.

Skills:

  • Identify cause and effect situations.
  • Develop their memory as they recall the story in the best sequence.
  • Make pictorial representations as substitutions for writing words.
  • Show constructive analysis of story through their pictures.
  • Recognize pollutants that can be recycled.

Instructional Strategies: Discussion, Cooperative Learning, (collaboration) Active Learning Experience, Inquiry-based learning.

Motivation:Teacher will have materials for recycling thrown all over the classroom. Teacher and students will be engaged in singing the following song while everyone cleans up, items will be placed in the recycling bin. Teacher and children will proceed to the rug.

            Clean up; clean up, everybody everywhere,

            Clean up, clean up, everybody do your share.

Materials: Book Crabby’s Water Wish (a tale of saving sea life) by Suzanne Tate, pencils, crayons, markers, paper for posters, paper for writing letters, paper for making envelopes, stickers for stamps, glue, scissors, paints for posters, plastic bags, bottles, tins, yarn, wheels off of toy cars and trucks, laminated fish, crabs, and other sea creatures.

Procedure:

Presentation: Teacher and students will be seated in a semi- circle on the rug.

  • Children will listen to and choreograph their own movements to the song, Dancing Dolphins, by Lois Skiera-Zucek.
  • Children are asked to pretend that they are fishing, and to say what they found.
  • They then sing the song, What Can I Do about Pollution?To make a connection with the rest of the lesson.
  • Children are then introduced to the story, Crabby’s Water Wish.
  • The teacher then takes the children back to the fishing activity, and helps them to connect it to the story.

Accountable talk:

  • Teacher will ask question: “What do you think will happen to the fish if all those pollutants were thrown into the sea?”
  • Time is allowed for questions from children.

Guided Practice:

  • The children  will be placed in groups  they will be asked to sort out the products they think can be recycled, which will help to avoid pollution.
  • Time is allowed for open discussion about how they would help to keep the sea free of pollutants.

Independent Practice:

  • Children will be engaged in writing letters to our leaders, making posters to try to educate the community, developing their own book about the effects of pollution.
  • Have children brainstorm other ideas.

Learning Centers:

(i)    Writing Center: Children will write letters about pollution.

(ii)            r; Students will make and design their own books about pollution.

(iii)             Computer Center: Students will play interactive game about pollution on the computer.http://www.youtube.com/watch?v=Ll4ljZsVE78

 

Mechanics:

Developmentally Appropriate Practices: Children will sit on the rug. They will name the items that can be recycled. They will understand that pollution is dangerous to fish and human beings.

By teaching this lesson, I am teaching children the effect of pollution and how to take care of the environment.

Assessment:

 Assessment will be ongoing, teacher would be observing how much children know about pollution and how well they practice recycling, and also how well they work collaboratively they work with each other.

Summary:

In closing this lesson teacher will allow children to watch a video about pollution.

http://www.youtube.com/user/mylinedancer?v=wtoxu7altPo

 

Children will be given a variety of materials to create ways they could help keep the sea free of pollution.

Modification of lesson for child with mild dyslexia.

Using the following web link, child with mild dyslexia will complete interactive game to help him/her identify the items used for recycling.http://www.youtube.com/watch?v=70ufP_G843w

 

When working on activity sheet, child will work with a special education teacher as he/she circle color coded pictures used for recycling.

Parent school and community person connection

For this lesson teacher will invite a fisherman to speak to the children about how polluting the water can affect fish.

 

Song: What Can I Do About Pollution? By Lois Skiera-Lucek

It isn’t funny anymore; garbage on the shore.

Toxic waste dumped in haste right outside my door.

It isn’t funny anymore, sewage on the shore.

Want to swim, can’t go in.

They’ve closed the beach once more.

Chorus:

What can I do about pollution?

There’s got to be a better solution.

What can I do about pollution?

Tell me I’ll start today.

 

I won’t allow it anymore.

Trash we can’t ignore.

Plastic bags, smelly rags, poisons that they pour.

I won’t allow it anymore.

It kills the ocean floor.

Pitted shells, rotten smells, oil slicks and more.

(Repeat chorus)

You can recycle many products.

Plastic, glass, paper, aluminum cans.

We must be careful with our Planet.

Put your garbage in the trash!

Not on the floor!

 

That’s what I can do about pollution!

I knew there was some kind of solution.

What can I do about pollution?

Ask me! I’ll tell you today.

 

What can I do about pollution?

“I’m going to learn to recycle.”

“I won’t throw garbage on the ground ever again!

I’m going to talk to everything about it.”

 

 

Rubric:

Student`s Name: ____________________________________________

 

Dimension

1

Emerging

2

Competent

3

Exemplary

4

Total

 

Children will be able to state the effects of pollution.

Children stated one aspect of the effects of pollution.

Children stated two aspects of the effects of pollution.

Children stated three and more aspects of the effects of pollution.

 

 

Children will practice the values of recycling

Children will be able to state the effects of pollution.

Children will be able to state the effects of pollution.

Children will be able to state the effects of pollution.

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Three

 

 

 

 

 

 

 

 

 Lesson Plan #3

Topic: Fish

Subject Area: Math

Special Needs:  Differentiation Instruction

            Instructional strategies will include auditory, visual and tactile. Teachers will display a variety of materials for students to manipulate. These materials include templates of fish, shells and stones. Students will use these items to formulate their own sets.

Standards:

  • Math (35) Develop an understanding of numbers, ways to represent numbers, relationships among numbers, and the number system.
  • Math (35) Begin to understand the meaning of the operation of addition and subtraction, and how they relate to one another.

Skills:

  • Count from one to ten.
  • Count to make sets.
  • Use concrete materials, for example, laminated fish, to understand the relationship between add to and take away.
  • Make mathematical comparisons in relation to more and less.

Behavioral Objective:

1. Children will gain number concepts 1-10.

2. Children will be able to represent numbers in sets.

Instructional Strategies:Discussion, Cooperative Learning, (collaboration) Active Learning Experience, In- Class Activity.

Motivation:

Materials: books Splash, by Ann Jonas, Five Little Sharks Swimming in the Sea, by Steve Metzger, a variety of fish and other sea creatures, yarn to make the circles to define the sets

Procedures:

  • After being seated on the rug, children sing along with the recorded music entitled At the Bottom of the Sea.
  • The story Splash is then introduced to the group.

Accountable Talk:As the story is read the children are encouraged to count along.

 

Guided Practice:

  • Children will be placed in groups. They will classify the animals according to which of them live in water and which live on land (extending the concept of sets)

Independent Practice:

  • Children are asked to use a variety of animals including fish to make sets given specific numbers.
    • Children will dramatize the rhyme Five Little Sharks Swimming in the Sea.
    • As they began they will sing again At the Bottom of the Sea.

Learning Centers:

 Computer Center: Children will complete an interactive game of completing sets on the computer.

Music Center:  Children will dramatize the rhyme Five Little Sharks Swimming in the Sea.

Arts and Craft Center: Children will draw color or paste different materials to make sets.

Mechanics:Developmentally Appropriate Practice: Children are aware that we can add and subtract numbers. Children need to know that numbers we use numbers every day and numbers can be seen every day.

Assessment:Assessment will be ongoing as teach will be observing and taking anecdotal notes of how well children counted numbers. Teacher will observe how well children worded collaborative manner and also independently. Teacher will also assess how students were able to make sets using a variety of materials.

Summary: In closing children will sing and dramatize song, Five Little Sharks Swimming in the Sea. Children will look at video with different groups of fish http://wiki.answers.com/Q/3_main_groups_of_fish

http://www.youtube.com/watch?v=XBk7lK5M8Js

Modification of Lesson for child with mild dyslexia:

For this lesson the child with mild dyslexia will be seated in front of the class. The teacher will work one on one with the child during independent practice. Teacher will ensure that numbers are large and bold for child to manipulate.

Parent school and community person connection:

For this lesson the math teacher will play an interactive game of making sets using the children as props.

Rubric:

Student’s Name: ___________________________________________________

Dimension

1

Emerging

2

Competent

3

Exemplary

4

Total

Children will gain number concepts 1-10.

 

Children  gained number concepts 1-7

 

Children gained number concepts 1-8.

 

Children gained number concepts 1-10.

 

 

Children will be able to represent numbers in sets

Children were able to represent five numbers in sets

Children were able to represent seven numbers in sets

Children were  able to represent all the numbers in sets

 

 

 

 

 

 

 

 

 

Lesson Four

 

  

 Lesson Plan #4

Topic: Fish

Subject Area: Literacy/

Special Needs: Differentiating Instructions:

            Instructional strategies will include auditory, visual and tactile. Teacher will provide the class with books and pictures. Children will use the computer to watch video of fish swimming in schools.http://www.youtube.com/watch?v=Ow2Su-vdzqY

Standards:

  • Literacy (32) Exhibit a variety of behaviors when interacting with books.
  • Literacy (33) Demonstrate the behaviors of a beginning writer.

Skills:

  • Gain the concept of new descriptive words.
  • Use drawings and symbols to express their ideas.
  • Share their understanding of concepts through their pictures.
  • Recall and relate what they learned about fish.

 Behavioral Objective:At the ending of this lesson children will be able to:

1. Explain that there are different kinds of fish found in the same environment, with different names.

     2.  Discuss that fish swim in groups called schools.

     3. Conclude that books are used as a way we gather information.

Instructional Strategies:Discussion, Cooperative Learning, (collaboration) Active Learning Experience, In- Class Activity, and direct instructions.

Motivation: Teacher and students will pretend to be fishes by doing movements, do as we listen to soothing background sounds of the ocean on the computer.

Materials: book Hooray for Fish, by Lucy Cousins, pencils, markers, crayons, paper, paints, play dough, glue, paint brushes, tissue paper, chipped construction paper, shape stamps.

Procedure:

Presentation: Teacher will gather children together on the rug, for story time.

Accountable Talk: Children will take a book walk to find out the extent of existing vocabulary. They will make predictions of what the story is about.

Guided Practice: Children will listen to the story, Hooray for Fish.

Teacher will pose to questions as the book is read, e.g., “What kind of fish do you think this is?” or “Do you notice anything special about this fish?”

Statement: “Fish belong to families just like we do, and are identified by special names, e.g. angel fish, shark, and starfish.

  • Children will work in groups; they will look at some of the fish that swim in schools.
  • Question: “If you were a fish, what would you want to be? “ (For reinforcement of names of fish).

Independent Practice:-

  • Children will be given a variety of arts and craft materials to do collages of the different kinds of fish discovered in the book.
    • Children willuse worksheets to draw and color fish to the school where they belong.
    • Another group will write names of fish on their worksheet. Children will share their work with the group.

Learning centers:

Computer Center:Children will use the computer to observe fish as they swim in the different schools.

Reading Center: Teacher will display books for children to look at pictures of fish.

Math Center: Children will count ten fish from each school and write the numbers.

 

  • Sing the song: Some Fish Swim in Schools.

Mechanics:Children will ion the rug. Developmentally Appropriate Practices: Children are aware that fish swim in schools. In teaching this lesson, children will recall that fish belong to families just as we do. 

Assessment:Assessment will be ongoing as teacher will be observing and taking anecdotal notes of how children used books to gather information. How children explained that there are different kinds of fish found in the same environment, with different names, and discussthat fish swim in groups called schools

Summary: In closing this lesson children will watch a video of how fish swim in schools.

http://www.youtube.com/watch?v=wAMMqL26wQk

 

Modification of Lesson for child with mild dyslexia:

For this lesson the child with mild dyslexia will be seated in front of the class. The book and diagram used will be written in bold print and the teacher will use a pointer as she reads. The child with mild dyslexia will be asked specific questions to ensure that he/she comprehends what is being taught. During guided reading the child will be placed in a group where the children are sensitive to his/ her needs. The assistant teacher will work one on one with the child as he/she completes the independent assignments.

Parent school and community person connection:

For this lesson

Rubric:

Student`s Name: _________________________________________________

 

Dimension

1

Emerging

2

Competent

3

Exemplary

3

Total

  Children explain that there are different kinds of fish found in the same environment, with different names.

 

Children could not explain that there are different kinds of fish found in the same environment, with different names.

 

Children explained that there are different kinds of fish found in the same environment, with different names.

 

Children explained that there are many different kinds of fish found in the same environment, with different names.

 

 

Children discuss that fish swim in groups called schools.

 

Children discussedthat few fish swim in groups called schools.

 

Children discussedthat some fish swim in groups called schools.

 

Children discuss that manyfishswim in groups called schools.

 

 

Children conclude that books are used as a way we gather information

Children conclude that books are few used as a way we gather information

Children concluded that some books are used as a way we gather information

Children conclude that many books are used as a way we gather information

 

 

 

Sing the song: Some Fish Swim in Schools.

Song:Dancing Dolphins, by Lois Skiera- Zucek

Chorus:

Dancing dolphins – Beautiful to see.

Leaping in the air, landing in the sea,

Dancing dolphins – will you dance for me?

In the morning light down by the sea?

 

The dolphins are my friends.

They swim with me each day.

They understand my words

When I ask if they can play.

They’re mammals just like us.

They love their family.

We must protect our friends who live in the sea.

 

When dolphins come up for air

They look to see if you’re there.

They’ll keep your boat company

And swim with you in the sea.

 

The dolphin is a whale

With skin as smooth as silk.

Each calf is born alive

And needs its mother’s milk.

They live their water life

With love and harmony.

We must protect our friends

Who live in the sea?

Song:Some Fish Swim in Schools by Lois Skiera

Fin, scale, tail, stomach, liver, heart.

Two eyes, a mouth, two nostrils;

I can name each body part.

You say I’m just a fish. Yes it may be so.

But I’ve spent each day in school

And I know what I know.

Chorus:

Some fish swim in schools.

 

    Lesson Five

Lesson Plan #5

Topic: Fish

Subject Area: Class Trip

Special Needs: Differentiation Instructions

            Instructional strategies will include auditory, visual and tactile. Teacher willtake place and the nature room. Children will observe the different fish.

Standards:

  • Language 30) Talk for a variety of purposes: information and understanding, social interaction, critical analysis, literary response and expression.
  • Math (36) Recognize and analyze quantitative and qualitative properties.
  • Science (41) Pose questions, seek answers, and develop solutions.
  • Social Studies (43) Apply the skills of communicating, sharing, and cooperating with others who have similar and different perspectives.

Skills:

  • Identify fish by name.
  • Give detailed descriptions of tropical fish. (Recognize attributes)
  • Use a variety of materials to present their own representations of fish.
  • Point out common features of fish.
  • Develop the usage of a wide range of descriptive words in their context.
  • Expand their imagination.
  • Appreciate the aesthetics of nature.

Behavioral Objective:At the ending of the lesson children will:

  1.  Be familiar with the natural environment of fish.
  2. After being given the opportunity to learn the names of some tropical fish, children will identify fish in the aquarium by name.
  3.  Observe a variety of fish in their natural habitat.

Instructional Strategies:Discussion, Cooperative Learning, (collaboration) Active Learning Experience, In- Class Activity.

Motivation:Today, we are going to take a trip; we are going to the aquarium.

Materials: Three-dimensional aquarium from Crawler and Oceandive websites, pictures in support of fish from the aquarium, paints, brushes, crayons, paper, play dough, hands on materials in the science corner in support of fish in the aquarium, real fish in the aquarium in the nature room.

Procedure:

  • Presentation: Children are asked to make believe that they are taking a trip to the aquarium.
  • They are asked, “What do you expect to see at the aquarium?”

Accountable Talk:

  • Teacher will use the KWL chart.
  • Children move directly to the computer to watch the fish.
  • Children will be allowed to express themselves freely as watch the fish.

Guided Practice:

  • Teacher will ask the questions, “Do you see any fish moving in schools?”, “Show me yellowtail damsel.”, “Show me the flame angel fish.” “Which fish has the biggest fins? “ “Which is the smallest fish?” “Name some colors that you see.” “Which fish is moving the fastest?” “Would you like to look at some more fish?”
  • In anticipation of an affirmative answer the children will be escorted down the hall to the nature room, to watch the fish in the aquarium there.
  • Count the fish and talk about their similarities and differences.
  • Allow for more free expression.

Independent Practice: Children will move back to the classroom to the tables, to create their own expressions in relation to their discoveries.

Learning Centers:

Science Center: Children will manipulate templates of fish.

Math Center: Children will count fish.

Reading and Writing:  Children will at look at pictures of similarities and differences.

Mechanics:Developmentally Appropriate Practice: Children are aware that some fish are and some are small. They are familiar with the colors of fish. By doing this lesson, children will be able to express themselves freely about fish.

Assessment:Children will be assessed on their ability to learn the names of some tropical fish; children will identify fish in the aquarium by name. Be familiar with the natural environment of fish. Observe a variety of fish in their natural habitat

Summary:At the ending of this lesson, teacher and children will review information on KWL chart.

Modification of lesson for child with mild dyslexia

For this lesson the child with mild dyslexia will work with a group of students that are sensitive towards his/her needs. The teacher will read the instructions to student so that he/she could complete activity.

Parent school and community person connection:Teacher and children will visit the pet store in the neighborhood to look a variety of fish.

 

Rubric:

Student`s Name: __________________________________________________

 

Dimension

1

Emerging

2

Competent

3

Exemplary

3

Total

Children will be   given the opportunity to learn the names of some tropical fish; children will identify fish in the aquarium by name.

 

 

Children were given the opportunity to learn the names of three tropical fish;children identifiedtwo fish in the aquarium by name.

 

 

Children were given the opportunity to learn the names of three tropical fish;children identified four fish in the aquarium by name.

 

 

Children were given the opportunity to learn the names four of some tropical fish;children identified five fish in the aquarium by name.

 

 

 

Children will be familiar with the natural environment of fish

Children was  not familiar with the natural environment of fish

Children will be familiar with the natural environment of fish

Children will be familiar with the natural environment of fish

 

Observe a variety of fish in their natural habitat

Observe a variety of fish in their natural habitat

Observe a variety of fish in their natural habitat

Observe a variety of fish in their natural habitat

 

 

 

Lesson Six

    

 Lesson Plan #6

Topic: Fish

Subject Area: Science/Literacy

Special Needs:  Differentiation Instruction

            Instructional strategies will include auditory, visual and tactile. Children will look at pictures of fish, and humans breathe. They will carry out simple experiment to show how fish breathe and move. Children will watch a video.http://www.youtube.com/watch?v=XEIRlw5rCUk

Standards:

  • Science (41) Pose questions seek answers and develop solutions.

Skills:

  • Display perceptual acuity.
  • Name and identify visual parts of a fish.
  • Make comparisons in relation to how fish and humans breathe.
  • Make comparisons in relation to how fish and humans move.
  • Share their individual points of view.

Behavioral Objective:At the ending of the lesson children will able to:

1.Identify and name some parts of a fish.

2.Observe how fish move, and compare body parts of humans and fish.

3.Share their discoveries with the class.

Instructional Strategies:Discussion, Cooperative Learning, (collaboration) Active Learning Experience, In- Class Activity.

Motivation: Teacher will ask children howtheybreathe, compare to the fish.

Materials: 3D aquarium on computer, individual pictures showing parts of a fish, book; I Like to Visit the Aquarium, by Jacqueline Laks Gorman; song; Some Fish Swim in Schools, by Lois Skiera- Zucek, pictures of different kinds of fish for identification of body parts, e.g., clown anemone fish, regal tang, long fin banner fish, floor puzzles, a variety of craft materials to create fish, glue, construction paper, scissors, pattern blocks.

Procedure:

  • Presentation:Children are shown the sign that says, “Circle Time”, in anticipation that they will move to the meeting area.
  • After they settle down, they are asked to sing along with the recorded music, the song Some Fish Swim in Schools, for reinforcement of the concept.

Guided Practice: Teacher: “Today we will take a closer look at fish.”

  • Question: “What have we learnt about fish so far?”
  • “Let’s take a trip to the aquarium and take a good look at some fish, and after we sit down again we will share what we observed.”
  • Children move over to the computer in groups to look at the fish. After each group gets a turn at the aquarium, they are asked to share their observations.
  • Cue questions: “How do we move in comparison to a fish?” “Do fish breathe the same way we do?” “How are we different?”
  • Some given information: Humans move upright and fish have lateral movements. Humans and fish swim. Humans live on land and fish live in water.
  • Children are given a chance to ask and answer questions, and make predictions about what would happen to fish if they are taken out of water.

 

Independent practice: Children will move to the tables in three small groups.

  1. Group one will fill in the parts of a fish using craft materials.
  2. Group two will fix floor puzzles of fish.
  3. Group three will use assorted pattern blocks to piece together the figure of a fish.

Learning Centers:

Math Center: Children will count the parts of a fish and write the number.

Literacy Center; children will

 

Song: Some Fish Swim in Schools, by Jacqueline Laks Gorman

Fin, scale, tail, stomach, liver, heart,

Two eyes, a mouth, two nostrils;

I can name each body part.

You say I’m just a fish. Yes it may be so.

But I’ve spent each day in school,

And I know what I know.

Chorus:

Some fish swim in schools.

I am lucky that way.

I’m learning facts and rules.

I can use every day.

Gills, tongue, teeth, skin, bones,

Air bladder,

An itsie-bitsie brain;

But size doesn’t matter.

You say I’m just a fish.

Yes it may be so,

But I’ve spent each day in school,

And I know what I know.

(Repeat chorus)

Gee! I wish I could go to school

Like you do.

Hi! What a beautiful day for swimming!

Nice currents, sunlight, food...

Oops! Look out for that worm on a hook!

Don’t bite it!

Some fish swim in schools.

I’m so happy to say.

  

 Rubric:

Student`s Name: ________________________________________

Dimension

1

Emerging

2

Competent

3

Exemplary

3

Total

Identify and name some parts of a fish

Identify and name some parts of a fish

Identify and name some parts of a fish

Identify and name some parts of a fish

 

Observe how fish move, and compare body parts of humans and fish

Observe how fish move, and compare body parts of humans and fish

Observe how fish move, and compare body parts of humans and fish

Observe how fish move, and compare body parts of humans and fish

 

  

 Lesson Seven

 

  Lesson Plan #7

Topic: Fish

Subject Area: Art/Literacy

Special Needs:  Differentiation Instruction

            Instructional strategies will include auditory, visual and tactile.Children will be given art materials to create their own artificial aquarium, puzzles, ocean scenes and books.  Children will engage in activities to produce their best outcome.

Standards:

  • Art (23) Progress in ability to create drawings, paintings, models, and other art creations that are more detailed, personal and realistic.

Show appreciation for the work of others

 Behavioral Objective:  At the ending of the lesson, children will

1.Express themselves through a variety of art and craft materials.

2.Develop fine motor skills.

3.Work together to create a project.

Instructional Strategies:Discussion, Cooperative Learning, (collaboration) Active Learning Experience, In- Class Activity.

Motivation: Today we are going to continue doing fun things with the fish.

Materials: glue, oak tag, sand, tissue paper, scissors, felt, eyes of different colors, chipped paper.

Procedure:

Presentation:  A variety of art materials will be distributed for children to choose.

After being seated at the tables, children will be given specific tasksaccording to their level of ability.

Accountable Talk: Children will choose materials of their and return to their various groups.

Guided Practice:  After giving instructions on what they are expected to do in each group, children will proceed to their group to complete puzzles, books, artificial aquarium, fish and plants.

Independent Practice:

  • Group one will use the available materials to create fish.
  • Group two will use the available materials, including sand, to create the habitat for the fish.
  • After the groups complete their tasks, they will take turns to place the fish wherever they would like them to be on the prepared surface.
  • The children will be allowed to talk about what they did and how they did it, including identifying the fish by name.
  • Children will assist in mounting their project on a bulletin board for all to see.

Learning Centers:

Listening Center:

Children will use headphones to listen to familiar stories of fish.

Computer Center: Children will watch a video “Finding Nemo”

http://www.youtube.com/watch?v=v9lXoD1ZD-8

Mechanics:Developmentally Appropriate Practices:Children are aware that many different materials can be used to create fantastic art work.

Assessment:Assessment will be on going as teacher will be observing and taking anecdotal notes. Students will be assessed on their ability work together to create a project, Express themselves through a variety of art and craft materials and develop fine motor skills.

Summary:In closing the lesson teacher and children will watch video of “Finding Nemo.

http://www.youtube.com/watch?feature=endscreen&NR=1&v=J7ViyLw1C70

Modification of lesson for child with mild dyslexia.

 Teacher will use a lot of materials throughout this lesson.The child with mild dyslexia will work one on one with special education teacher to make his/her project. Brightly colored materials will be used for this activity.

Parent, school and community person connection

Teacher and children will visit the aquarium to observe a variety of fish.

 

 

 

 

Rubric:

Student`s Name: ________________________________________

Dimension

1

Emerging

2

Competent

3

Exemplary

3

Total

Children will be able to  express themselves through a variety of art and craft materials

Children  were able to use three  pieces of art and craft materials

Children used five pieces of art and craft materials.

Children were able to use a variety of art and craft materials.

 

Children  Develop fine motor skills

Some children had difficulty cutting materials to develop fine motor skills

Some children had little difficulty cutting materials. to develop fine motor skills

Children had no difficulty in using scissors, pencils and crayons to develop fine motor skills

 

Children will  able to work  together to create a project

Some children could not  work together to create a project

Most childrenworked together to create a project

All of the children worked together to create a project.

 

 

 

 

 

 

 

 

 

   

Lesson Eight

     

  Lesson Plan # 8

Topic: Fish

Subject Area: Social Studies

Special Needs:  Differentiation Instruction:

Instructional strategies will include auditory, visual, and tactile. Children will research the different fish that are used as foods. Teacher will add more books to the library.

Standards:

Identify the basic needs of organisms to live and thrive: Living things grow and change.

Behavioral Objectives:

By the end of the lesson students will be able to recognize different fish.

            Children will be able to draw and write about the fish.

Instructional Strategies: Discussion, Cooperative Learning, (collaboration) Active Learning Experience, In- Class Activity.

Materials: Pictures, picture cards of fish, books, puzzles, scissors, glitter, writing sheets, pencils, crayons.

Students who are unable to spell the name of their favorite fish would be given a picture and would also be given assistance with writing the word.

 

Students have already been introduced to fish. The students are familiar with fish based on prior lessons.

Procedure:

Presentation:Teacher will have open discussion by asking students what they had at lunch today.

 Teacher shows the students pictures of fish.Children will be asked if they recognize them

and can identify them.

Accountable Talk:

Students would be asked to share with a partner the names of his/her favorite fish and say why they like it.

Guided practice:Teacher will show children pictures of fish food that was gathered and help them identify each item. Encourage the children to share their ideas about fish: What is the name this fish?  The students will be given the opportunity to name them if they know. Teacher will assist if they don`t know.

Independent Practice:

Students will draw their favorite fish and label it.

Students who can will be encouraged to write a sentence about their

Learning Centers:

Reading Center: Children will read picture books of food.

Mechanics:

Developmentally Appropriate Practice: Children will collect pictures of fish,

Assessment:Assessment will be ongoing; Childrenwill be able to recognize different fish. Children will be able to draw and write about the fish.

Summary: In closing the lesson: Children will review names of fish.

Modification of lesson for child with mild dyslexia

Teacher will work one- on – one with child who has mild dyslexia to complete the activity in independent practice.

Parent, school and community person connection

Children will visit the fish store in the community.

 

Rubric:

Student`s Name: ________________________________________

 

Dimension

1

Emerging

2

Competent

3

Exemplary

3

Total

Children will be able to draw and write about the fish.

Children will be able to draw and about the fish.

Children were able to draw three pictures and write about the fish.

Children were able to draw and write about four fish.

 

 

 

Lesson Nine

 

 Lesson Plan # 9

Topic: Fish:

Special Needs:  Differentiation Instruction

            Instructional strategies will include auditory, visual, and tactile. Students will research nutrition and what it means to eat a healthy meal, using fish. Students will participate in making a tuna salad.

Teacher and students will bring bread mayo, celery, and tuna fish.

Standards:

Humans need a variety of healthy foods, exercise, and rest to grow and maintain good health.

Behavioral Objectives: At the ending of this lesson, students will be able to:

  • Identify the five food groups.
  • List the food groups into foods from plants and foods from animals.

Instructional Strategies: Discussion, Discovery Learning.

Motivation:

Teacher will ask children what they ate for dinner the night before and what did they eat for breakfast. Children will talk about what they eat. Teacher will record what children say on the flip chart.

Materials: Gregory the Terrible Eater by Mitchell Sharmat

Chart with the five food group.

Templates of foods from plants and animals, fish.

Procedures:

Presentation: Teacher will place a chart with the five food groups on the smart board. Using the list of foods, children will be asked to identify under which food group they ate. Teacher and students will discuss the information on the smart board.

Accountable Talk:

Chad`s mother is a nutritionist she will volunteered to speak with the children about the importance of eating foods from each group daily.

Guided Practice:

Looking at the food groups children will be asked to list them under two headings, foods from animals and plants. Students will be asked to give other examples of foods from plants which will be written on the board.

Independent Practice

 Using cut outs of foods from plants and animals, students will paste them in a table, under two headings –food from plants; food from animals.

Learning Centers:

Computer Center – Students will play a food game on the computer.

http://www.sheppardsoftware.com/nutriltionforkids/games/foodgroupsgame.html

Writing Center

Students will write a response to the following question. Why should you eat healthy foods?

Mechanics:

Developmentally Appropriate Practice: Children are aware that some of the foods they eat come from plants. They understand that in order for us to be healthy, we need to have a balanced diet which includes foods from each of the five food groups. By teaching this lesson, students will know the benefits of eating their fruits and vegetables and they will learn how to prepare healthy snacks.

Assessment:

Students will be assessed on their ability to classify foods into two groups- foods from animals and foods from plants.  They will also be assessed on their ability to work independently and a rubric will also be used at the ending of the lesson. Teacher will continue using anecdotal records.

Summary: In closing the lesson, teacher will read a book to students on the five food groups.

Gregory, the Terrible Eater by Mitchell Sharmat

Modification of lesson for child with mild dyslexia

Teacher will create a simple chart with the five food groups for student. The names of each of the foods, for the independent assignment, will be written out below the picture. The student will complete a Food Pyramid Matching Game.

Parent, school and community person connection.

The nutritionist will speak to the class about the importance of eating healthy foods.  The children will also visit the fish store where he/she will help them identify the names of fish they are not familiar with.

 

 

 

Rubric:

Student`s Name: ________________________________________

 

Dimension

1

Emerging

2

Competent

3

 

Exemplary

4

 

Total

Children will identify the five food groups.

 

 

Children Identified three of the five food groups.

 

Children identified four of  the five food groups.

 

Children identified the five food groups.

 

 

Children will be able to list the food groups into foods from plants and foods from animals.

 

Children listed two of thefood groups into foods from plants and foods from animals.

 

Children listed three of the food groups into foods from plants and foods from animals.

 

Children listed all the food groups into foods from plants and foods from animals.

 

 

  

  

Lesson Ten

 

   Lesson Plan #10

Topic: Fish

Subject Area: Science/ Exhibition

Special Needs:  Differentiation Instruction

            Instructional strategies will include auditory, visual and tactile.  Teacher will create an exhibition in the class. The exhibition will depict all the activities done on the unit. The exhibition will comprise of puzzles aquarium, fish of different color shape and sizes, fish used as food Children will watch different videos.http://www.youtube.com/watch?v=XEIRlw5rCUk

Standards:

  • Science (41) Pose questions seek answers and develop solutions.

Skills:

  • Display perceptual acuity
  • Share their individual points of view.

Behavioral Objective: At the ending of the lesson children will able to:

1. Share their discoveries with the class.

Instructional Strategies:Discussion, Cooperative Learning, (collaboration) Active Learning Experience, In- Class Activity.

Motivation: Teacher will ask children to share their experiences about everything they learnt about fish.

Materials: 3D aquarium on computer, individual pictures showing parts of a fish, book; I Like to Visit the Aquarium, by Jacqueline Laks Gorman; song; Some Fish Swim in Schools, by Lois Skiera- Zucek, pictures of different kinds of fish for identification of body parts, e.g., clown anemone fish, regal tang, long fin banner fish, floor puzzles, a variety of craft materials to create fish, glue, construction paper, scissors, pattern blocks.

Procedure:

  • Presentation:Children are shown the sign that says, “Circle Time”, in anticipation that they will move to the meeting area.
  • After they settle down, they are asked to sing along with the recorded music, the song Some Fish Swim in Schools, for reinforcement of the concept.

Guided Practice: Teacher: “Today we will take a look at all the things we learned about the unit on fish.”

  • Question: “What have we learnt about fish so far?”
  • “Let’s take a trip to the aquarium and take a good look at some fish, and after we sit down again we will share what we observed.”
  • Children move over to the computer in groups to look at the fish. After each group gets a turn at the aquarium, they are asked to share their observations.
  • Cue questions: “How do we move in comparison to a fish?” “Do fish breathe the same way we do?” “How are we different?”
  •  Humans and fish swim. Humans live on land and fish live in water.
  • Children are given a chance to ask and answer questions, and talk about what they have learnt about fish.

 

Independent practice: Children will move to the tables in three small groups.

            They will view all the activities they have completed on the unit.

Learning Centers:

Math Center: Children will look various videos on the fish unit.

Literacy Center; children will read books.

Mechanics:

 Developmentally Appropriate Practice, from previous lessons, children will name the different aspects of fish for example, how they move, where they live, how they are different from humans. In teaching this lesson children are able to express themselves freely about activities viewed from the exhibition. They are able to show off their work with their peers.

Assessment:

 Assessment will be on going as teacher would be observing and taking anecdotal notes. Students will be assessed on their ability how well they are able to talk about each other`s work, also how well they share their discoveries about the unit on fish.

Summary: In closing the lesson, the teacher and students will watch at short videos about all the topics discussed in the unit of fish.

Modification of lesson for child with mild dyslexia.

            For this lesson, the child with mild dyslexia will team up with a group of students that are sensitive towards his/her needs. The child will be placed in the exhibition center which will require him/her solve short riddles and complete simple puzzles as he/she is good in problem solving. The print will be bold and color coded.

Parent, school and community person connection.

Parents and guardian will visit the class and inform children of some uses of fish indigenous to their culture. The fish monger will also visit the class and speak to the children about their job, and also fish that are used as food, fish used as pets, and polluting the water.

 

 

 

Rubric:

Student`s Name: ________________________________________

Dimension

1

Emerging

2

Competent

3

Exemplary

3

Total

Children will be able to share their discoveries with the class.

Children were able to share few of their discoveries with the class.

Children were able to share some of their discoveries with the class.

Children shared many of their discoveries with the class.

 

 

 Reflection on Thematic Unit Process

            Planning is paramount towards the successful achievement of any goal. One should be able to set down a sequence of achievable ideas towards accomplishing these goals. In this instance, the goal is to give a group of pre-kindergarten the kind of information they need to be able to understand that there is another species that lives not on land but in water, and that the water is considered their natural habitat. They will also learn that this species adapt and survive in their habitat in the same way that humans have adapted to living on land.

            Pre-kindergarteners learn through structured play, which is set up in such a way that every aspect of their development is addressed. The lessons planned so far are based on developing concepts and skills in the area of math, literacy, social studies, and a trip that incorporates every component addressed by the standards set out by our education program.

            The objective of the first lesson is based on the children’s understanding that books are a good source for gathering information, and the children are expected to be able to become skillful in gaining the concepts of descriptive words, use symbols and drawings to express their ideas, represent stories through pictures, and use their imagination to make predictions.

            Lesson two deals with social aspects of our society in relation to fish and the preservation of their habitat. This lesson is intended to help the children to be aware of pollutants and how to prevent them getting into the water. The book Crabby’s Water Wish, written by Suzanne Tate, supports this concept of preservation. Lesson three addresses various forms of classification in relation to number concepts, which are extended into sets showing animals that live on land and those that live in water. As they are given the opportunity to express their ideas in relation to more or less, they are also being inducted to the meanings of the operations of addition and subtraction, and the relationship between the two concepts. As much as the subject area is math, the children will be provided with the opportunity to express themselves through the use of multiple intelligence skills. Supporting materials are the books Splash, by Ann Jonas, and Five Little Sharks Swimming in the Sea, by Steve Metzer.

            The trip planned to the Aquarium will become a huge hit with the children, as I will be able to bring the aquarium into the classroom through the use of the computer. Two very appropriate screensavers will be downloaded, which are also three dimensional. These screensavers have contributed to peaceable classroom environment as the children spend long periods of time looking at the fish.

            The class will learn  the names of many tropical fish, including the fact that Nemo, one of their favorite movie characters is really a clown anemone, and Dory, another fish from the same movie, Finding Nemo, is actually a regal tang. Marquises’ favorite fish is the red lionfish, and everyone loves the yellowtail damsel, the fastest moving fish in the aquarium.

            Children will surely enjoy this unit on fish as it will arouse curiosity and learn new things in the process.

           

 

 

 

 

Annotated Bibliography

Books 

1.Christenson, Doris; Feeney, Stephanie; Moravcik, Eva, Who Am I in the Lives of Children? Seventh edition

The highlight of this book for me was, the simplified way that a curriculum could be set up to incorporate every are to be addressed, including the cognitive, physical, emotional, and social development of the child, and at the same time being able to break these down into smaller units which include math, science, health, creative movement and artistic expression, music language and literacy, and social studies.

2. Gordon-Brannan, Mary Ellen, Weiss, Curtis E., Clinical Management of Articulatory and Phonological Disorders, Third Edition, 100

Substitution was defined in very simple terms, along with ideas of how the speech pathologist approaches the problems, which would also be helpful strategies for my chosen project.

3. Hall Barbara J., Herbert J.Oyer, William H. Haas, Speech, Language and Hearing Disorders [A Guide for Teachers} Third Edition, 42, 43, 49

From this book I was able to match the treatment of the articulation error with what was told to me by my colleague whom I interviewed.

4. Van Riper, Charles, Erickson, Robert L., Speech Correction, [An Introduction to Speech Pathology and Audiology] Ninth Edition, 210-215

5. Chapter Seven assisted me to understand the part played by different dialects in our society, and how we need to understand these to be able to better understand the child who has to deal with the rules of a second language.

6.www.ces.purdue.edu/providerparent/child%20growth-development

, Provider-Parent Partnership, Some Types of Speech and Language Disorders

This article linked the disorder with development milestones, where age as well as maturation may play a part in the ways a child progresses with the acquisition of language.

Journal

Professors: Gordon, Hollander, O'Neill, Synnott, Student Teaching-Early Childhood, (ED 74/764)

            This journal helped me to understand, appreciate and apply the backward design, which is an integral part of curriculum planning. It highlights setting goals and standards, then planning lessons or units with the performance indicators in mind.

            My understanding of a peaceable classroom environment is much clearer. I learned that a peaceable classroom environment entails much more than solving conflicts, and should have some degree of trust, respect and appreciation for diversity.                                                                               I can now tune in to children's conversations and turn them into teachable moments.

Stories

  • Cousins, Lucy, Hooray for Fish

The children get to swim with Little Fish and meet all her friends of different colors. Through this story the children learned colors and patterns

  • Galloway, Ruth, Fidgety Fish, Scholastics

Tiddler was a fidgety fish, darting and swimming, wriggling and squiggling all over his cave. Finally his mom gets fed up and sends him out into the sea to swim until he was tired. Tiddler  then had one great adventure.                                                                                                                                                                      This book invites the children to use a variety of descriptive words to define movement, and also enhances their literacy skills.

  • Jonas, Ann, Splash

This story teaches the concepts of addition and subtraction and with pets jumping in and out of the stream, the children were kept busy counting and having fun with the pets in the story. All the animals were familiar, for example, a cat, a dog, goldfish, and frogs.

  • Laks Gorman, Jacqueline, I Like to Visit the Aquarium

This book speaks to the diversity of cultures in our society, as it is written both in English and Spanish, catering to the needs of the children who may be bilingual.                                                    The children were able to make connections between the fish in the book and the fish in their three-dimensional aquarium.

Songs

  • Skiera-Zucek, Lois, Dancing Dolphins

This song is very interactive, and caters for Gardner's multiple intelligences theory, as the children get to move around, as well as learn a number of things about dolphins.

  • Skiera-Zucek, Lois, Some Fish Swim in Schools

This song teaches children the body parts of fish, as well as other pertinent facts about fish, including as the song says, that fish swim in communities called schools. It was a fun song and one of the children's favorites.

  • Skiera-Zucek, Lois, What Can I Do About Pollution?

This song supports the fact that pollution can destroy our planet. It also teaches how we can avoid pollution by cleaning up our environment, and recycling products like plastic.

Rhyme

  • Metzger, Steve, Five Little Sharks Swimming in the Sea

A beautiful rhyme that teaches numbers, and also helps children with pre math skills of addition and subtraction. The rhyme also tells a story of a mother shark and her five little ones. This rhyme was used for dramatization, where the children got to play the parts of the characters.

Computer Downloads

  • Ocean dive (ocean scenes)
  • Crawler (aquarium of tropical fish)

These three-dimensional downloads gave the children a close up view of what lies in the ocean, and a real sense of fish swimming around. They were able to relate to the ways fish move, and the diversity of the ocean. The children now identify and name many tropical fish, which was highlighted in their self made book of their favorite fish, which was decided on after doing a graphing exercise to find out how many students liked each fish.

Other Related Resources

Children's Books

1. A Carp for Kimiko, by Vigil Kroll

2. A Whale is not a Fish, by Melvin Berger

3. Animal World, by Laura Howell, Kirsten Rogers, Corinne Henderson

4. Big Al, by Andrew Clements Yoshi

5. Canoe Days, by Gary Paulsen

6. Dolphins, by Marion Rego

7. Herman the Helper, by Robert Krauss

8. Spunky Spot, by Suzanne Tate

9. Surprising Sharks, by Nicola Davies

10. Tammy Turtle, by Suzanne Tate

11. The Great Animal Search, by Caroline Young

12. The Ocean World, by Jacques Cousteau

13. Tish the Fish, by Steck Vauhn

14. Under water counting, by Jerry Pallotta

15. Whales the Gentle Giants, by Joyce Milton

 

 

DRAFT: This module has unpublished changes.