Thursday, October 25, 2012

Thrifty Thursday & Mega-Lab Day (Day 42)

Last night, I headed to the dollar tree to gather my final materials for my last supervisor visit.  I decided to do a Mega-Lab in the gym with ALL 75 of our fifth graders.   I needed materials for each individual center that I decided to create.  There were only three centers, but I had two supervisors at each one.  (One fifth grade teacher and their student teacher per center.)  I had to gather materials for all of the fifth grade students to be able to complete the lab successfully.

Lesson Plan for the Mega-Lab:
Lesson Observation #4
Animal Classification Mega-Lab
Student Teacher Ms.Tiffany Hedrick
Subject: Life Science
Main Standard:
S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).
b. Demonstrate how plants are sorted into groups.
Additional Standards:
Literacy Integration
CCGPS Reading, Writing, Listening and Speaking Standards
SL. 3. 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts building on others’ ideas and expressing their own clearly
SL. 3. 6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L. 3. 3 Use knowledge of language and its conventions when writing, speaking, reading or listening
Students will understand that…..
-living things are grouped based on similarities and differences
-vertebrates animals are sorted into groups –
-scientists use classification to -identify and study new species
Essential Questions:
            -Why do scientists classify living things?
            -How do scientists group organisms?
            Students will understand that living things are grouped based on similarities and differences vertebrates animals are sorted into groups scientists use classification to identify and study new species.
Technology Integration:
            -Online Timer
            -Flip Chart (Computer)
            -ActivExpressions- Experiment in Auditorium
            -7 classification posters
            -Reflection sheet for each student (75)
            -pencils for each student
            -Dry Erase Markers (at least 6 per center)
            -Variety of Candy (2-3 large bags)
            -Pipe Cleaners (one large bag)
            -Macaroni noodles (10 small bags)
            -Construction paper (75 sheets)
            -Scissors (12)
            Opening & Review (5-10min):
                        -Explore Review FlipChart with students.
                        -Ask review questions.  Students will respond with ActivExpressions.
                        -Introduce the centers.
            Work Period (45min):
                        Labs/Centers: 15 min per center
                                    Center #1:  Students will review the differences between vertebrate and invertebrate.  Students will create backbones using art materials.  Students will explore how the backbone can still move flexibly but still maintains a hard shape.
                                    Center #2:  Students will review how to classify and sort living things.  Students will practice sorting and classification by arranging various candy into smaller groups based on traits. 
                                    Center #3:  Students will review vocabulary associated with the classification of living things. Students will review the vocabulary as they complete a large, poster-sized word sort.
            Review (5min):
                        -Students will reflect on their lab experience with lab worksheets.
                        -When students return to class, the teacher will review their findings as a group.
            Each student will be assessed by their participation and completed lab reflection sheets.  The teachers will watch all students and will collaborate and discuss their observations of students after the lab is complete.  The teachers will note if there were any students who struggled with the ActivExpressions or with any of the center activities.  
Posters for the Activity:

Myself: Closing the Flip Chart presentation and transitioning to centers.
Here I am explaining the directions for our vertebrate and invertebrate lab/center.
Handing out our materials to the students.

 Ms. Thomas and her student teacher explaining their candy sorting lab that connects classification.
Mrs.Mitchell-Reed and her student teacher, Ms.Lemon, reviewing vocabulary words and providing directions for the word search activity.
I would not have been able to accomplish such a successful Mega-Lab without the help of my fellow Student Teachers and Certified Teachers. This lab was proof that successful collaboration is key to a successful and thriving learning environment.  This large lab was a megahit because all of the students were thoroughly engaged at each station and they were extremely excited about learning!  All seventy-five students were able to complete their lab sheets successfully and were able to clearly explain the standards and new knowledge gained from their experience.  This was the most challenging, thrilling, engaging, blockbuster lesson that I have ever created.  I intend on implementing many more Mega-Labs in my future!

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