Part 1: NETS-S and Common Core Scenario

Grade/Subject NETS-S Standard Kindergarten Reading Standard 2: Communication and Collaboration Performance Indicator: a. Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. K.RIT.1 With promoting and support ask and answer questions about key details in a text.

Common Core Standard Lesson Scenario

The instructor will read, Pezzettino by Leo Lionni aloud to the class. Once the instructor is done, she will have the students share their thoughts on the story and how it made them feel. She will define key details to the class as the important parts of the text. Giving them examples such as, the title of the book, the main characters, the setting of the story, and big things that happened throughout. As a class and with the help of the instructor, we will use the web tool Gliffy to make an organized diagram of the key information pulled from the story. Each bubble will have a question to be answered about the text. Students will collaborate with each other to come up with the correct answers. After we have created the diagram, the instructor will print it off so each student has a copy to keep. For homework, students will read their parents I Just Forgot by Mercer Mayer. There will be enough copies for everyone. Each of them will go home with an empty diagram of questions to answer after reading the book. With the help of their parents and using the completed diagram from class, they will fill in as many answers as they can about the key details from the text. When they arrive to class, we will then create a new diagram on Gliffy of the answers they came up with to see if they fully developed the concept of key details. The completed diagram will be hung up in the classroom for future reference.

Part 2: NETS-S and Essential Standard Scenario

Grade/Subject NETS-S Standard Essential Standard Lesson Scenario The instructor will teach the students about noticeable changes in everyday weather. Students will be asked about their prior knowledge to weather. For example, what types of clothes they wear to school on a rainy day and why, and is it hot during the summer or cold? Once weve discussed that, the instructor will move onto why the weather changes everyday and teach about the four seasons. Students will learn why the leaves change color in the fall, snows in the winter, rains a lot during the spring and is warm in the summer. The instructor will then have the students sit around the SmartBoard and compare pictures of the four seasons. Students will use the knowledge previously taught to make an educated guess on what the correct season is by looking at the pictures. There will then be an exact amount of slides with a picture of a season for each student to go up and draw a line to the correct word: winter, spring, summer, or fall. Throughout the week, we will be taking a picture at the same time every day of what it looks like outside. The instructor will record the temperature and have the class list any observable patterns they see. Each day, the instructor will print off the picture and hang it up. As each day goes by, the class will compare the pictures and point out any changes in the weather. For example, day one may be rainy, day two may have a different temperature, day three may be sunny, and so on. At the end of the week the students will then be able to compare day one to day seven. Through their observations they will see that the weather is changing everyday and throughout the weeks and years. Kindergarten Science Standard 1: Creativity and Innovation Performance Indicator: a. Apply existing knowledge to generate new ideas, products, or processes. K.E.1 Understand change and observable patterns of weather that occur from day to day and throughout the year. K.E.1.3 Compare weather patterns that occur from season to season.

Teacher: Mrs. Erin Drouin Subject: Social Studies

Grade: Kindergarten Date: December 2, 2013

Standard: K.G.1 Use geographic representations and terms to describe surroundings. K.G.1.2 Use globes and maps to locate land and water features. K.G.1.3 Identify physical features (mountains, hills, rivers, lakes, roads, etc.)

Activity I. Focus and Review (Establish prior knowledge)

Description of Activities and Setting Students will sit on the reading mat quietly. To refresh our memories before the activity, the teacher will place a map of the world on the white board that shows water and land with its physical features. She will then asks students to point out parts of land and water and ask if they know what they specifically are (mountains, ocean, rivers, etc.). Given a class discussion, the students will work out of a page in their activity book and create a Land and Water Chart. They will color and cut the six pictures out and glue them on a piece of construction paper that is labeled Land on one side and Water on the other, choosing the right place 5 out of 6 times. Setting: Students will be called by groups (so there is not a lot of commotion) from the reading mat to go back to their desks. Activity: Teacher will demonstrate to the entire class on what kind of activity they will be doing and place her example on the white board. Step 1: Take out your Activity book and open up to page 22. Step 2: Color each picture shown with the crayons (pages will be colored for quicker instruction). Step 3: Cut each picture out with the safety scissors. Step 4: The construction paper will already be labeled Land and Water for you so all you will have to do is write your name in a corner of the paper. Step 5: Glue each picture to whichever side you think it goes on. If the picture shows land, then glue it to the Land side. If the picture shows water, glue it to the Water side. Step 6: Once youve glued all six pictures on, you are done!!

Materials and Time 10 minutes. Map of the world, white board, tape.

II. Statement (Inform student of objectives)

5 minutes.

III. Teacher Input (Present tasks, information, and guidance)

10 minutes. Activity book, construction paper, crayons, safety scissors, glue stick, white board, tape.

Lesson from pg 53: Banks, J., R. Boehm, K. Colleary, G. Contreras, A. L. Goodwin, M. McFarland, and W. Parker. Friends and Neighbors: Teacher's Edition. Farmington, NY: Macmillan McGraw-Hill, 2005. Print. IV. Guided Practice (Elicit performance, provide assessment and feedback) Students will be seated on the reading mat around the SMARTBoard. The teacher will then have the students list off as many of Earths physical features as they can while she gets the PhotoShow prepared. Once logged in, the teacher will run the PhotoShow and have the students watch it. After they will talk about any physical features that they did not list off prior to the show. Setting: Students will be sitting at their desks. They will take out their activity book and will be handed a piece of construction paper. The teacher will place classroom supplies needed at each groups desks. Activity: After the demonstration, students will now make a Land and Water Chart. They will be able to reference the teachers example on the white board and she will run the PhotoShow while theyre working. The teacher will walk around if students have any questions or need help. Students will share their finished charts with their peers to see if they have them all on the same sides. If not they will discuss why they may not be on the same sides. Works Cited: Banks, J., R. Boehm, K. Colleary, G. Contreras, A. L. Goodwin, M. McFarland, and W. Parker. Friends and Neighbors: Teacher's Edition. Farmington, NY: Macmillan McGraw-Hill, 2005. Print. North Carolina Essential Standards for Social Studies. Retrieved December 2, 2013 from http://www.learnnc.org/lp/editions/nces2010-socialstudies/7071 Pictures used in PhotoShow: http://www.nature.org/ourinitiatives/habitats/riverslakes/sustainable-rivers-project.xml http://www.hdwallpapersinn.com/landscapes-mountains.html http://en.kazgeo.kz/news/2012/03/210.html http://wallpaperswide.com/road_to_death_valley-wallpapers.html http://www.americansouthwest.net/wyoming/grand-teton/taggart-bradley-lakes_l.html http://www.mrwallpaper.com/nevada-desert-wallpaper/ http://wallpaper-million.com/download/Calm-Sea-Waves-wallpaper_7597.html 10 minutes. SMARTBoard. PhotoShow.

V. Independent Practice (Retention and transfer)

30 minutes. Activity book, construction paper, crayons, safety scissors, glue stick, teachers example on white board, and PhotoShow.

VI. Closure (Plan for maintenance)

10 minutes. Finished Land and Water Chart.