1. Topic-
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| Creating a concept map about Reptiles. |
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2. Content-
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Massachusetts Curriculum Frameworks- Science
1. Recognize that people and other animals interact with the environment
through their senses of sight, hearing, touch, smell, and taste.
2. Identify the ways in which an organism's habitat provides for its
basic needs (plants require air, water, nutrients, and light; animals
require food, water, air, and shelter).
3. Classify plants and animals according to the physical characteristics
that they share.
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3. Goals: Aims/Outcomes-
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1. To create a concept map to organize what students have learned
about reptiles.
2. To discus and write different facts about reptiles.
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4. Objectives-
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1. Students will state the facts that they have learned about reptiles.
2. Students will organize the facts onto a concept web about reptiles.
3. Students will compare and discuss their concept web to their classmates.
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5. Materials and Aids-
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| SmartBoard, cookie sheets, scissors, magnets, yarn, printer, crayons |
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6. Procedures/Methods-
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A. Introduction-
1.First, I will introduce the class to a topic that they are already
familiar with, reptiles.
2. Next, I will have the whole group brainstorm things they know about
reptiles and record their responses on the SmartBoard.
3. I will encourage them to think of things like characteristics,
different kinds, food they eat, etc.
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B. Development-
1. As a group we would then review the list on the smart board and
high light the big ideas (characteristic, names, food etc.). 2. I
would record the big ideas on the SmartBoard if they were not already
there.
3. I would print a copy for each pair of students.
4. I would have pairs of students cut out the ideas that we created.
5. They would then have time to draw a picture on the different concept
cards to help them see what it says.
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C. Practice-
1. I would pass out a cookie sheet, construction paper, magnets,
yarn strips, and tape to each pair.
2. I would model how to look for connections between the different
concepts using the SmartBoard.
3. I would have students use the materials to physically build a concept
map. They could use the magnets to hold the strips of paper in place
on the cookie sheet (with construction paper on top).
4. Once they were satisfied with the order, they would tape a strip
of yarn to connect each concept.
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D. Independent Practice-
1. I would have students share their connections with their classmates
and then give time to make additions or changes to the web based on
what they have learned from their classmates.
2. Once the concept web is completed they would tape it onto the construction
paper and remove the magnets.
3. Advanced students could transfer their concept web on Inspiration.
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E. Accommodations (Differentiated Instruction)-
1. I would pair students according to computer skill and ability
ensuring that each group will have at lease one student with high
ability
2.I would make all accommodations required according to
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F. Checking for understanding-
1.I would have students share their curriculum web with the class
and discuss the connections they made.
2. I would encourage classmates to ask questions about the results
from their data.
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G. Closure-
1.I would have students discuss with their partner what they have
learned from this project
2.Partners would then share one thing they have learned with the class.
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7. Evaluation-
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| Students will be evaluated using a rubric. |
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8. Teacher Reflection-
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| The teacher will complete the rubric and write comments about each
students progress. |
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