Krystle Louise Lowery

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Home > Science > 5 E Science Lesson

5 E Science Lesson

NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 3: Elementary teachers have a broad knowledge and understanding of the major concepts in science.
Indicator: Indicator 1: Teachers have knowledge of basic life science concepts including:
Detail: Characteristics of living things
Detail: Diversity of organisms and their environments
Detail: Structure and function of plants, animals, and their parts
Standard: Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator: Indicator 1: Teachers develop and implement the pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas.
Indicator: Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.
Indicator: Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.
Indicator: Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.
Indicator: Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.
Standard: Standard 10: Teachers provide active inquiry experiences in the teaching of science by using various questioning skills and developing science processing skills (predicting, classifying, measuring, inferring, interpreting, analyzing, and synthesizing).
Standard: Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.
Indicator: Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science. They:
Detail: Give personal attention and encouragement to underrepresented groups of students
Detail: Use relevant and real-world applications that interest a diverse population

Owl Pellets 5 E Science Lesson

Context:

I wrote and taught this lesson to meet a requirement for CI 3543.  I taught this lesson in April Trivette's third grade classroom at Mountain View Elementary in Ashe County.  I video taped the lesson so that I could watch it and write a reflection about the lesson.

Impact:

I feel that this lesson impacted the students greatly.  Through this lesson the students met third grade Science NCSCOS 4.01 and 4.02.  They dissected the owl pellet and saw real bones of small animals like rodents.  Then they were asked to compare the bones they found in the pellet to bones that humans had.  This forced them to think about what kind of bones we have and compare them.  Then we discussed the function of bones and many of the students realized that the bones in other animals serve the same purpose as the bones humans have.

Alignment:

I have met standard 3 indicator one by having the students read the selection about Barn Owls and by having them look at the structure of the rodent and human skeleton.

I have met standard 7 indicator 1 by linking my lesson to NCSCOS.

I have met standard 7 indicator 2 by including three integration activities in my lesson plan.  The activities integrate math, language arts, and Social Studies.

I have met standard 7 indicator 3 by including the engagement activity where students had to imagine what would happen to the apple they were eating if they had a stomach like an owl.

I have met standard 7 indicator 5 by asking critical thinking questions throughout the lesson.

I have met standard 7 indicator 7 by having a worksheet for the students to fill out as the dissected their owl pellet.  A few weeks later the students had to write a letter about their discovery using the words support and protection.

I have met standard 10 by having the students predict, what they thought an owl pellet would look like and what kind of animal they would find in their pellet.  They also had to analyze the bones they found to compare and contracts the rodent bones to the human bones.

I have met standard 15 indicator 7 by teaching a lesson that will engage all kinds of learners such as, ESL, AG, learning disabled, etc.  I made sure to give personal attention to all students in the class.

File Attachments:
  1. 5 E Lesson 5 E Lesson
  2. Lesson Reflection Lesson Reflection
Author: Krystle Lowery
Last modified: 11/14/2006 12:09 PM (EST)