Why Early Childhood Matters

Why Early Childhood Matters by Min-Ah Kang on Scribd

Food Chain

Lesson 1

Content Objective:

Students will build background knowledge about the food chain after watching a video and listening to a book about it.

 

Language Objectives:

Ss will respond orally to questions after watching a video clip about food chain.
(Listening & Speaking)

Ss will complete a graphic organizer to illustrate an example of the food chain.

(Visual literacy)

 
Materials
Pictures cards: horse, giraffe, elephant, zebra, rabbit, cow/ eagle, lion, bear, leopard, tiger/ dog, turkey, pig
Venn diagram
Discovery Channel:: What is Food Chain?
Non-fiction book, “The Food Chain,”  (from readinga-z.com)
Graphic Organizer, Animal pictures (plant, grasshopper, frog, fish, bear) 
scissors, glue, marker and color pencils

Warm-up

ü Ss will look at the pictures of animals on a pocket chart and classify the name of animals to each category: Plant Eater (herbivore), Meat Eater (carnivore), and both (omnivore).
   Use Venn Diagram to talk about ‘meat eater’ vs ‘plant eater’

Guided Practice

ü Use realia to show Ss that a chain is made of links.

ü Introduce term “food chain” by watching a video clip (discovery channel: What is Food Chain?).

ü T distributes copies of book The Food Chain.
   Ss will read through and discuss pictures and ideas on each page.

Independent Practice

ü Ss will be given a graphic organizer and animal pictures.

   Ss will color and glue the pictures on a graphic organizer of the food chain sequence.

ü  Ss will orally explain their food chains to the teacher.

 

 

 

Lesson 2

Content Objective:

Students will build background knowledge about the food chain after watching a video and listening to a book about it.
 
Language Objectives:
Ss will write sentences to recall the sequence of events from a non-fiction book. (Writing)

Materials:

Blank sentence strips, sentence frame

Guided Practice

ü  Students will be given five blank sentence strips.

ü  Ss will write sentences to show the relationship between a producer and a consumer.
ü  Ss will be guided to write five sentences in sequential order.
   The first sentence will be given and Ss will copy or write: The plant grows.
ü  The sentence frame will be provided: The_________ eats the __________.
 

Independent Practice

ü  Ss will write four more sentences to describe the picture of the food chain shown in their graphic organizers.
ü Ss will read each sentence to sequence all sentence strips in sequential order.

 

ü  If time allows, Ss will play food chain games online.

http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm

Food Chain Graphic Organizer Food Chain Pics

Four Seasons

Content Objective:

Students will demonstrate their knowledge of seasons and seasonal activities.

Language Objective:

Students will draw their favorite activity in each season and write sentences to describe the pictures.

Materials:

ü  Website – Discovery Education

ü  Pocket chart

ü  Avenue Picture Cards (B1: winter, B2: Spring, B3: Summer, B4: Fall, B5: sledding, B6: ice-skating, B7: planting, B8: jumping, B9: riding a bite, B10: swimming, B11: raking, B12: playing soccer)

ü  Paper plates

 

Warm-up

ü  Introduce the names of the seasons and types of weather from Discovery Education, and have students answer questions.

Guided Practice

ü  Display the picture cards of the 4 seasons in order.

ü  Students will match proper pictures of clothes and activities to each season.

 

(from Hampton-Brown Avenues series)







 

Independent Practice

ü  Give students paper plates divided into four sections.

ü  Ss will write the names of the seasons in each section and draw their favorite activity in each section.

ü  Ss will write a sentence to describe each picture.

ü  If time allows, Ss will write a sentence about their favorite season.

  

(I modified this student friendly Writing Rubric which I got from one of my co-workers.

Having Ss check their writing by using it helps them remember what mistakes they have made.)

 

 

Brown Bear, Brown Bear, What Do You See?

I made a digital story to motivate my ESOL kindergarteners to speak and write a complete sentence

 after reading Brown Bear, Brown Bear, What Do You See? (made by Miss Kang in 2010)

Objective:
Students will be able to write a complete sentence using Standard English grammar.

(Warm-up)

ü  Do a picture-walk (Brown Bear, Brown Bear, What Do You See?)

 

(Guided Practice-whole group activity)

Materials:

  Book: Brown Bear, Brown Bear, What Do You See?

  Finger puppets

 

ü  Read the book with students.

ü  Have Ss choose a finger puppet.

ü  Demonstrate how to answer. (I see a _____ looking at me.)

ü  Have Ss answer the question orally.

(Independent Practice–pair work)

Materials:

   Cut-up sentence sheet/ cut-up sentence

   Marker, pencil, glue, scissors

 

 

 

ü  Distribute a cut-up sentence worksheet to each student.

ü  Give each student a sentence strip (what they answered orally.)

ü  Cut the sentence in front of the student.

ü  Have Ss put them in order and glue them.

ü  Have Ss copy their sentences.

 

 

Brown Bear Cutup Sentence Sheet

From Here to There (sequencing of locations by size)

Lesson 1

Objective:

 Students will analyze story elements and make comparisons after listening to the story,

 (Guided Practice-whole group activity)

Materials:

ü  Big Book “From Here to There”

ü  World Map

ü  Introduce the big book, From Here to There.
   & talk about story elements (title, author, and illustrator/characters/setting)

(Independent Practice–pair work)

Materials:

ü  Worksheet- outline map of the United States of America

U.S. map

ü  Have students find where Maria lives on the map.

ü  Give  students an outline map of the United States of America

ü  Help students find and label Texas (Maria’s state) & Maryland (their state) on the map

ü  Have students draw Maria & themselves on their map.

ü  Make comparisons (Ss & Maria live in the same country and continent, planet.

                                 Ss & Maria live in a different house, street, town, and state.)

Lesson2

Objective:

 Students will complete inverted pyramids to organize places from the smallest to the biggest.

(Guided Practice-whole group activity)

Materials:

ü  Picture cards of where Maria lives and where students live – 1copy

ü  Graphic organizer -Big inverted pyramid graph – 2 copy

Inverted Pyramid

Both inverted pyramids have five sections. For each pyramid, I made five pictures that were the same size.  I placed Velcro on the back of each picture so that they would stay on the inverted pyramid chart.  I wanted to help them understand the concept of size by seeing spatial representations of these ideas.

ü  Model how to organize ideas.

    T: ”This story tells where Maria lives. Each place we see is bigger than the place before. “

ü  Through the Big Book, name each place and display a picture of each place on the pyramid, from the smallest at the bottom to the largest at the top.

ü  Show where we live from the biggest to the smallest place through Prezi.

ü  Help Ss make a pyramid showing where they live.

ü  Provide copies of an inverted pyramid.

üHave Ss make their own pyramid.

Copy of From Here to There

I made this presentation to show the connections between places, from biggest to smallest -planet, country, state, town, and home.  Each picture slide shows the next step as a small image that you can click on to zoom in to the next level, for example from planet to country. It also includes both pictures and text so that I could ask students to read the captions as a way of incorporating multiple intelligences. 

(Independent Practice–pair work)

Materials:

ü Graphic organizer - Individual inverted pyramid graph

ü Provide copies of an inverted pyramid.

ü Have Ss make their own pyramid.

Inverted Pyramid