GEMS project

5E Lesson Plan # 1

AUTHOR NAME: Christine Herron

TITLE OF THE LESSON: Penguins and Their Young Activity

TECHNOLOGY LESSON (circle one): Yes No

DATE OF LESSON: First full week

LENGTH OF LESSON: 1 class day

NAME OF COURSE: Penguins and Their Young: a Home of Ice and Water

SOURCE OF THE LESSON: GEMS guide: Penguins and Their Young

GRADE LEVEL: Kindergarten

TEKS ADDRESSED:

§110.2. English Language Arts and Reading, Kindergarten. (a)(1);(b)(1)(A), (B), (C), (D);(b)(3) (C), (D); (b)(4) (B), (C), (D); (b)(12) (A), (B), (C); (b) (14) (A), (D), (E), (b)(15) (B), (C); (b)(16) (B)

§111.12. Mathematics, Kindergarten. (a)(2); (b) (K.6)(A); (K.8) (A), (B); (K.10) (A), (B), (E); (K.15)

§112.2. Science, Kindergarten. (a)(1), (5); (b)(2) (A), (C), (D), (E); (b)(3) (A), (B); (B)(4) (A), (B);(b)(7) (A), (B); (b)(9)(B); (b)(10) (A), (B)

§113.2. Social Studies, Kindergarten. (b)(5) (A); (b) (16) (A), (B)

§117.2. Art, Kindergarten. (a)(1); (b)(1) (A), (B)

§117.4. Theatre, Kindergarten. (a)(1); (b)(1) (A), (B), (C), (D); (b)(2) (A), (B), (C), (D); (b) (3) (A), (B), (C), (D)

CONCEPT STATEMENT: Students will explore the life of penguins and learn about some penguin environments. Students will learn about the different aspects of a penguin’s home by watching ice melt and form.

PERFORMANCE OBJECTIVES:

· Identify locations penguins live

· Describe what size penguins live in which climates

· Describe where most penguins live

· Relate freezing, melting and floating of ice to penguin life.

· Identify organisms that eat penguins and organisms that penguins eat.

RESOURCES:

Per Class

1 freezer large enough to hold the milk cartons and cups, or ice chest
1 waterproof black marking pen
1 sturdy waterproof tray for every 8-12 children
1 Emperor Penguin poster
Pictures of animals that live on ice, such as polar bears, seals, and walruses
1 roll of masking tape
1 marker

For every 4 children

· 1 large dishpan about 20X15X5, or use a water table

· 1 empty half-gallon milk carton, or a loaf pan

· 1 towel

· 1 block of ice in a half-gallon milk carton, or loaf pan

· An assortment of crayons

For each child

· 1 small plastic cup (3-8oz.)

· 1 cork about 2” high

· 1 plastic fish about 1” long

· 1 chunk of ice in a small plastic cup

· 1 piece of butcher paper the size of the child

SAFETY CONSIDERATIONS: Teach students about spills and how water on the floor can be very slippery. Be careful and if you see a spill clean it up with a paper towel.

SUPLEMENTARY MATERIALS, HANDOUTS: Penguin, or other hold able object four feet tall, penguin, or other object 10 inches tall, Happy Feet movie, Surfs Up movie, The Pebble and the Penguin, and Ice Age 2.

Engagement		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Ask probing questions→	What is black, white, a bird, and cannot fly? Where do penguins live?	Penguins. Ostrich All penguins live on ice! North Pole, South pole.
Show students the picture of the Emperor penguin. Have something four feet tall students can hold, or place penguin poster on wall for students to compare themselves to. Also, have a toy that is ten inches so the students can see the difference in the size of penguins.	Do you think the size of a penguin matters? Why or why not? The bigger penguins live in the colder environments. Little penguins, as small as ten inches, live in warm climates like Australia. Why do you think this is so?	Yes, no. Penguins need to be with penguins like them. Big or small. Big penguins can beat up on little penguins.

Exploration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Give students cups and milk cartons to play with in the water, to explore how water flows.	What will happen if the cups of water are put into the freezer?	It will freeze. It will be really cold. It will be stuck in the cup.
Place the cups and cartons in the freezer. Allow time for freezing. You may want to have cups already frozen, in case some do not freeze by end of recess/lunch. [Break for recess/lunch]* After freezing take students to remove their cups. Have students go back to the tubs of water, have them place the water in the tubs. Let students play in the water with the ice. Have students remove cups from water. Get out milk cartons show students and let them explore the ice in the carton. Let them observe the milk carton, look for splitting of the carton. Place the ice in the water let the students play with the ice. Show clips from Happy feet maybe the clip with the sea lion. Where mumble escapes onto the ice. Show clip of the ice melting in Ice Age 2, and the scared animals. Give students corks to play with as penguins. Give students fish toys. Let student’s role play as penguins. Demonstrate penguins waddling! Show clip of penguins huddling together in Happy Feet. Have students huddle to stay warm. Have students compare themselves to the penguin poster and the ten inch toy. Draw a picture of each child lying down Hold the picture next to the poster one at a time.	What happened to the water? What does the water look like? Is there anything in the ice? What does it feel like? What happens when the ice in the cup melts? What will happen when I put the ice in the water? What is happening to the ice? How does ice melting and freezing affect penguins and other animals? Why is it important to penguins that ice floats? Where could your penguins live? What would they eat? How do penguins walk? How do they swim? How do they eat? Ask how penguins waddle, class demonstrations. How do penguins stay warm when it is cold? Which is bigger you or the penguin? Is _____ bigger than the penguin?	It is hard, ice, cold, stuck. Glass, clear. Bubbles, lines, fuzz. Cold, hard, slippery, wet. It goes back to water it gets warmer. It melts, ice gets smaller, goes away. Floating, getting smaller. No homes. Less space. So they can be safe. So they can sleep, not swim. On the ice in the water. Fish, water, ice. Penguins don’t walk they swim, waddle. Like a bullet, really fast. In the water, with their beaks. All start waddling, waddle with them. Wear clothes, go inside, huddle, shelters. Me, the penguin. Depending on which item being is compared. Depends on the child. Yes/No.

Explanation

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Explain ice formation.

Explain melting.

How is ice formed?

Would you like to live on the ice?

Does ice melt?

When ice melts does it get warm or cold?

Cold weather, dark skies, winter.

Yes, no it is too cold to wet, not any houses.

Yes. No, just gets smaller.

Warm, cold, the same.

Explain about penguin houses.

Explain the penguin food chain.

Show clip of birds trying to eat Mumble, the clip of the sea lion, and the orca whales.

Show clip of the Guru penguin with the coke holders around his neck, being choked, and the clip of the polluted water.

Do penguins live in igloos?

Do penguins live on the ice?

Do penguins that live where it is cold need the ice? Why?

What do penguins eat?

Do things eat the penguins? What?

Do other things hurt the penguins?

How can we help keep penguins safe?

Yes, no.

Yes. To sleep, be safe, nests.

Fish, water, ice, shrimp.

Yes/No

Big birds, sea lions, foxes, whales.

Pollution, trash, and other animals.

Not pollute, recycle. Save them!

Elaboration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Discuss how the ice gets cold, and then changes from water to ice. When the temperature of the ice gets warmer the ice melts back into water.	Was the ice cold? What is it called when the ice turns into water again? Was the water colder than the ice?	Yes. Melting, dissolving, evaporating, getting warm. No, yes.
Discuss penguin housing. That not all penguins live in the cold, most penguins live where it is warm. Show students on a globe or world map different places that penguins live. Show clips from Surfs Up, to show children penguins can also live in warm climates. Some penguins make nests of grass and some make them out of pebbles. Show clips from Happy Feet and The Pebble and the Penguin. Discuss how the size of penguins depends on their climate. Bigger penguins live in colder climates and smaller penguins live in warmer climates.	Where do you think penguins live? Do all penguins live where it is cold? Can someone show me on the globe where the penguins live? Do all penguins live on the ice? The Emperor penguin you stood next to is the biggest penguin, where would that penguin live?	The cold. Yes, no, maybe. Volunteers show where they think penguins live. Yes, no. Where it is cold.

Evaluation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Ask students to discuss where penguins live.	Where did we find out that penguins live?	All over!
Have students draw how ice is formed and melts in their journals. Have students draw where penguins live and what they eat. Also, draw what eats or can hurt penguins. Have students draw a picture of big penguins and little penguins in their environments.	Can you draw how ice is made/ melting? Can you draw what happens if penguins do not have ice? Can you draw where penguins live and what they eat? Can you draw what things eat animals, or what hurts them? Can you draw where big penguins would live? What about little penguins?	Pictures and some letters/words. Pictures and some letters/words. Pictures and some letters/words. Pictures and some letters/words. Pictures and some letters/words.

GEMS: Penguins & Their Young