Science
Grade Level: First Grade
Time: 40 minutes
Jenna Jossart
Objective:
Standard:
Content Area:
Materials:
Procedure:
1. Gather students in carpet area in individual carpet squares facing the front.
2. Go over classroom expectations from Carpet Time in an MVP chart.
a. Movement: sit criss cross applesauce on your carpet square.
b. Voice: voice level 0 when listening and voice level 2 when sharing.
c. Participation: raise your quiet hand when sharing or asking a question.
3. Explain that we are going to be talking about different family structures!
4. Activate the students prior knowledge of family structures.
5. Read: And Tango Makes Three by Justin Richardson and Peter Parnell.
6. Make a chart of different family structures.
a. Single Parents
b. Raised by Other Family Members-grandparents, aunts, uncles, etc.
c. Adopted/Foster
d. Male and Female Parents/Male and Male Parents/Female and Female Parents
e. Divorce/Step Parents
7. Explain the animal family structure of penguins
a. The female penguin lays the egg, gives the egg to the male penguin, and then
leaves to find food.
b. The male penguin warms the egg for months until it is ready to hatch and the
female returns.
c. Both the male and female penguin care for the chick and take turns feeding.
8. Explain the animal family structure of seahorses
a. The female seahorse gives the eggs to the male seahorse.
b. The male seahorse gives birth to the little seahorses.
c. Once the baby seahorses are born they are on their own to survive.
9. Go over classroom expectations for Individual Work Time in an MVP chart.
a. Movement: stay in your seat when working on your family tree/structure.
b. Voice: voice level 0 when listening and voice level 2 when sharing.
c. Participation: raise your quiet hand when sharing or asking a question.
i. Ask 2 friends before asking for my help.
10. Explain to students the activity they will be working on…
a. Show the students a student exemplar as an example of a family structure.
b. Hand out a colorful construction paper tree, markers, and a ruler to each
student.
c. Have students make their own family tree/structure where they can put down
the members of their family that they live with and spend the most time with.
d. Have students write a sentence about what kind of family structure their family
falls into.
e. Students work individually on their tree.
11. Gather the students in carpet area in a circular formation.
a. Students will share their family tree/structures.
b. Students will share their sentence about their family structure.
c. Refer back to the comparison charts of family structures
12. Close by having students share and have a discussion about the different types of family structures that were not mentioned in sharing.
Assessment:
Differentiation:
Resources:
Grade Level: First Grade
Time: 40 minutes
Sarah Czarnik-Neimeyer
Objective:
Standard:
*Wisconsin's Model Academic Standards for Science
*Visual Arts Standards
Content Area:
Materials:
Procedure:
1. Prior knowledge of collage (single pieces come together to form a new picture).
2. Read Animal Families.
3. Each student choose an animal that the baby animal looks like a smaller version of the grown up animal (Ex: elephant)=the animal that the collage will show.
4. Discuss animals chosen and how they look similarly to their adult animal.
5. Go over the concept of how to break down an animal into shapes (like an oval for the torso, thin rectangles for legs, etcàstudents can also create their own shapes).
6. Model to students—cut or rip a portion of the paper to begin making the animal’s body.
7. Each student choose a piece of paper for the background and put their name on the back in pencil.
8. Students rip and cut paper to make different pieces to add onto the collage/the animal’s body.
9. Students can plan out their animals then glue or cut and glue as time goes on.
10. Students can choose to add habitat details to the collage.
11. Student share collages with a partner.
12. Point out and record other baby, adult pairings that look alike.
Assessment:
Differentiation:
Resources:
Grade Level: First Grade
Time: 40 minutes
Jenna Jossart
Objective:
- Students will be able to make their own family tree that shows the variety of family structures.
- Students will be able to identify different family structures and show tolerance for others families that might be different.
Standard:
- Wisconsin's Model Academic Standards for Science
- F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type.
Content Area:
- Science
Materials:
- Book: And Tango Makes Three by Justin Richardson and Peter Parnell
- Charts of different family structures
- Colorful construction paper in the shape of a tree
- Markers
- Rulers
Procedure:
1. Gather students in carpet area in individual carpet squares facing the front.
2. Go over classroom expectations from Carpet Time in an MVP chart.
a. Movement: sit criss cross applesauce on your carpet square.
b. Voice: voice level 0 when listening and voice level 2 when sharing.
c. Participation: raise your quiet hand when sharing or asking a question.
3. Explain that we are going to be talking about different family structures!
4. Activate the students prior knowledge of family structures.
5. Read: And Tango Makes Three by Justin Richardson and Peter Parnell.
6. Make a chart of different family structures.
a. Single Parents
b. Raised by Other Family Members-grandparents, aunts, uncles, etc.
c. Adopted/Foster
d. Male and Female Parents/Male and Male Parents/Female and Female Parents
e. Divorce/Step Parents
7. Explain the animal family structure of penguins
a. The female penguin lays the egg, gives the egg to the male penguin, and then
leaves to find food.
b. The male penguin warms the egg for months until it is ready to hatch and the
female returns.
c. Both the male and female penguin care for the chick and take turns feeding.
8. Explain the animal family structure of seahorses
a. The female seahorse gives the eggs to the male seahorse.
b. The male seahorse gives birth to the little seahorses.
c. Once the baby seahorses are born they are on their own to survive.
9. Go over classroom expectations for Individual Work Time in an MVP chart.
a. Movement: stay in your seat when working on your family tree/structure.
b. Voice: voice level 0 when listening and voice level 2 when sharing.
c. Participation: raise your quiet hand when sharing or asking a question.
i. Ask 2 friends before asking for my help.
10. Explain to students the activity they will be working on…
a. Show the students a student exemplar as an example of a family structure.
b. Hand out a colorful construction paper tree, markers, and a ruler to each
student.
c. Have students make their own family tree/structure where they can put down
the members of their family that they live with and spend the most time with.
d. Have students write a sentence about what kind of family structure their family
falls into.
e. Students work individually on their tree.
11. Gather the students in carpet area in a circular formation.
a. Students will share their family tree/structures.
b. Students will share their sentence about their family structure.
c. Refer back to the comparison charts of family structures
12. Close by having students share and have a discussion about the different types of family structures that were not mentioned in sharing.
Assessment:
- Students were able to complete and share their own family tree/structure.
- Students were able to identify and share which family structure their family falls into.
- Students were able to have an open discussion about different family structures.
Differentiation:
- Draw or cut out pictures of family members for visual learners.
- Have students work in partners or groups for interpersonal learners.
- Have students come to the board and write on the family structure chart for kinesthetic learners.
Resources:
- Common Core State Standards
Grade Level: First Grade
Time: 40 minutes
Sarah Czarnik-Neimeyer
Objective:
- Students will be able to identify that most baby animals look like smaller versions of the grown up animals.
- Students will be able to create a collage depicting an animal parent and baby.
Standard:
*Wisconsin's Model Academic Standards for Science
- Science, Life and Environmental, Performance Standards F Grade 4
- LIFE CYCLES OF ORGANISMS
*Visual Arts Standards
- Standard Four:
- Creates images and objects that communicate and express ideas using varied media, techniques, and processes.
Content Area:
- Science
- Art
Materials:
- Paper scraps
- Scissors
- Paper for the background
- Glue
- Animal family pictures
- Animal Family book (http://www.amazon.com/Animal-Families-DK/dp/0756639980/ref=sr_sp-atf_title_1_1?ie=UTF8&qid=1385133447&sr=8-1&keywords=animal+families)
Procedure:
1. Prior knowledge of collage (single pieces come together to form a new picture).
2. Read Animal Families.
- Nonfiction book with photos and captions showing similarities and differences between
- Notice and discuss how most baby animals look like smaller versions of the grown up
3. Each student choose an animal that the baby animal looks like a smaller version of the grown up animal (Ex: elephant)=the animal that the collage will show.
4. Discuss animals chosen and how they look similarly to their adult animal.
5. Go over the concept of how to break down an animal into shapes (like an oval for the torso, thin rectangles for legs, etcàstudents can also create their own shapes).
6. Model to students—cut or rip a portion of the paper to begin making the animal’s body.
7. Each student choose a piece of paper for the background and put their name on the back in pencil.
8. Students rip and cut paper to make different pieces to add onto the collage/the animal’s body.
9. Students can plan out their animals then glue or cut and glue as time goes on.
10. Students can choose to add habitat details to the collage.
11. Student share collages with a partner.
12. Point out and record other baby, adult pairings that look alike.
Assessment:
- Students are able to participate in discussion on animal families.
- Students are able to choose an animal to focus on.
- Students are able to create a collage about animal babies that look like those animal adults.
- Students understand that the collage is made up of shapes.
Differentiation:
- Pieces for the collage can already be ripped/cut and separated for students
- Student can be required to add habitat and animal details
- Student can meet with a teacher to work on project
- Part of the collage could already be created but waiting to be filled in by student
- Students can write descriptive sentences about their animal
- Students can choose multiple animals and create a story
- Students can work in a group to complete the assignment
- Students can think of/create another way of making the similar-looking animals
Resources:
- DPI website
- Visual Arts standards website
- http://teachingartonthecheap.wordpress.com/2010/02/11/first-grade-animal-family-collage/
- Animal Families book