Amanda Lewandowski ED 338 Unit Plan: The five senses

1. Five senses (Hearing, Sight, Taste, Touch, and Smell). The children had an overview of what their five senses are in their science class. They used their knowledge on the zoo field trip during the educational class. The children knew what the five senses were; they would just need a general overview of how to use their senses. 2. I would figure out what the children already about the five senses by doing a discussion to identify the things that the students already know about the five senses. The students will also create KWL chart (what students know, what they want to know, and what they will learned). At the end of the unit we will revisit the KWL chart, to see what the students learned. 3. From what I have seen in my field class, this unit would be general overview of the five senses. We would discuss each sense (hearing, sight, taste, touch, and smell) for one week. Each day will also be a review of each sense already learned and a new sense will be introduced each day. For the sense that is being introduced there will be an activity to go along with that sense. 4. Principles and Facts 1. There are five senses- Hearing, Sight, Touch, Taste, Smell 2. Hearing- Sounds are vibrations. Vibrations move through our ear like waves to tiny bones in our ears. These tiny bones have hair like cells on them that then sends a message to your brain.

3. Sight- Is used to identify objects and give you information about an object that may be far away. Seeing the outline of the object will give you enough information to identify what the object could be and if it is safe to stay there. 4. Taste- Your tongue is covered in taste buds that will tell you what flavor you are eating. There about ten thousand taste buds on each persons tongue. 5. Touch- We use touch as a way to gather information about the world around you. Your fingers are the most sensitive part of your body. 6. Smell- We also uses smell as a way to gather information about the world around you. Your brain uses smell as a way to identify the thing around you.

Terms A.) Hearing- soft, loud B.) Ears C.) Sight D.) Eyes E.) Taste- sweet, sour, salty F.) Mouth G.) Tongue H.) Touch- soft, hard, texture I.) Hands J.) Fingers K.) Smell

L.) Nose 5. Goals Omnibus: Mathematical Thinking, F: Data collection and probability, begins to collect data and make records using lists or graphs. Omnibus: Scientific Thinking, C: Life Science, Observes and describes characteristics, basic needs, and life cycles of living things. Objectives Students will have discussions with the teacher about what they know and understand about the five senses daily. Students will be able to describe the five senses and how they use them in their daily life. Students will explore their five senses using different materials such as different fruit juices, different finger foods, paper, crayons, and other art materials. Students will follow directions.

6. BooksThe Five Senses by Sally Hewitt My Feet by Aliki My Hands by Aliki The Magic School Bus Explores the Senses by Joanna Cole and Bruce Degen Me and My Senses by Joan Sweeney My First Book about the Five Senses by Kama Einhorn Sense in the City by Shelley Rotner

Hearing, Tasting, Touch, Sight, and Smell book series by Sharon Gordon SongsMy Eyes I have two eyes so I can see flowers, trees, birds, and bees. I have two eyes so I can see. I can see you and me. My two eyes see left to right, black and white, n colors bright. My two eyes see left to right. I see day and night. My Skin On top of my elbow, On top of my knee, On top of my wiggly ears skin stretches on me. Just like elastic, and just like rubber bands, skin shrinks and stretches right over my hand. My skins special and yours is too. Our fingerprints are unique to me and to you. My Nose My nose it knows how to smell a rose. My nose it knows Not to smell my toes. My nose it knows which cookie I chose. What a smart nose Have I! My Tongue I have a tongue with taste buds So when I eat I know if my food is bitter or sweet. My tongue can tell salty From sour too.

It tells me what I like to chew! My Ears They are listening! They are listening! Mt two ears, my two ears. Sounds are all around me. Their vibrations found me. Through the air. Through the air.

Field trips- Betty Brinn Children Museum The children would explore the area that they have on the five senses. The children would do hands-on activities to explore their senses further. Diversity- On the first day of the unit the students will be assigned color groups and these four or five members will be a group for the whole week. For the lesson that the students will try a sample of the juice, the students must at least take a small drink of each juice. The students will be told before the sampling that what they are going to drink will not hurt them and is some type of fruit juice. On the field trip to Betty Brinn Children Museum, the students will be assigned a new color group and a parent to go with that color. This way the students cant get mad if they are not with their friends on the field trip. They will be able to sit with their friends on the bus.

ActivitiesActivity Day One: Start the KWL chart Domain *Social *Language and listening *Cognitive Types of Instruction *Scaffolding *Large Group *Questions Assessment Concepts 1,2,3,4,5,6,A,B,C, E,F,G,H,I,J,K,L

Lesson #1: Egg shakers

*Social *Language and listening *Cognitive *Physical *Aesthetic

Day two: We will revisit the KWL before the next lesson on one of the senses

*Social *Language and listening *Cognitive

I will record what the students were saying about what they know, what they want to know on a large sheet of graph paper. I will also ask questions to get more details out of what the students are saying about the five senses. *Large Group *Observe *Small Groups students *Sensory predictions Engagement and ask *Questions questions on *Scaffolding why they said *Telling/Explaining what think is in the plastic egg. *Scaffolding I will record *Large Group anything that *Questions the student what to know, and what they have learned. I will use this as a tool to see if I need to address any of the previous concepts.

1,2,A,B,I

1,2,3,4,5,6,A,B,C, E,F,G,H,I,J,K,L

Lesson #2: Color Wheel

*Social *Aesthetic *Language and listening *Physical

*Scaffolding *Large Group *Questions *Individual

Day Three: We will revisit the KWL before the next lesson on one of the senses

*Social *Language and listening *Cognitive

Lesson #3: Juicy clues

*Social *Language *Physical *Cognitive

Day Four: We will revisit the KWL before the next lesson on one of the senses

*Social *Language and listening *Cognitive

Lesson #4: Nature Walk

*Social *Language and listening *Physical

Observationlook for comments on the colors the students saw, when they spun the circle. *Scaffolding I will record *Large Group anything that *Questions the student what to know, and what they have learned. I will use this as a tool to see if I need to address any of the previous concepts. *Scaffolding Observations*Large Group look for *Small Groups comments on * Questions their *Sensory predictions, Engagement on juice *Telling/Explaining preferences *Scaffolding I will record *Large Group anything that *Questions the student what to know, and what they have learned. I will use this as a tool to see if I need to address any of the previous concepts. *Scaffolding We would *Large Group have a * Questions discussion *Sensory about what Engagement types of thing

1,3,C,D,I

1,2,3,4,5,6,A,B,C, E,F,G,H,I,J,K,L

4,A,B,E,F,G,I

1,2,3,4,5,6,A,B,C, E,F,G,H,I,J,K,L

1,2,3,A,S,C,D,H,I,J,

*Cognitive *Aesthetic *Affective

Day five: We will revisit the KWL before the next lesson on one of the senses

*Social *Language and listening *Cognitive

Lesson #5: Whats That Scent? (Using foods)

*Social *Language and listening *Cognitive *Physical *Aesthetic *Affective

*Environmental we will see on Cues walk and I will *Telling/Explaining record their answers. I will observe the students during the walk and see if they are talking to their partners about what they see. After the walk with their partners the students will record what they saw on the walk using words and pictures. *Scaffolding I will record 1,2,3,4,5,6,A,B,C, *Large Group anything that E,F,G,H,I,J,K,L *Questions the student what to know, and what they have learned. I will use this as a tool to see if I need to address any of the previous concepts. *Scaffolding Observations- 1,2,6,A,B,I,J,K,L *Large Group look for *Small Groups comments on * Questions their *Sensory predictions Engagement and their *Telling/Explaining drawings, I will look at their scent preferences and their

Center #1: Whats in the bag? (Grab bag)

*Social *Language *Cognitive *Physical *Affective

*Small Group *Sensory Engagement *Telling/ Explaining *Play *Questions *Play *Small Group * Questions *Sensory Engagement *Telling/Explaining *Small Group *Sensory Engagement *Telling/ Explaining *Play *Questions

drawings of the food that is really inside the canister. Observationlook for use of terms, social interaction, predictions

1,2,A,B,H,I,J

Center #2: Whats that scent? (Using smells from home)

*Social *Language *Cognitive *Physical *Affective

Observationlook for use of terms, social interaction, predictions

1,2,6,A,B,I,J,K,L

Center #3: Whats that sound? (A tape using different environmental sounds)

*Social *Language *Cognitive *Physical *Affective *Aesthetic

Center #4: Optical Illusion

*Social *Language and listening *Cognitive *Physical *Affective *Aesthetic

*Small Group *Sensory Engagement *Telling/ Explaining *Play *Questions

Observationlook for use of terms, social interaction, predictions, and observe drawing of their favorite sound Observationlook for use of terms, social interaction, predictions, and observe drawing of their favorite picture

1,2,A,B,I,J

1,3,C,D,I,J

Outline of the week: Activity Books in Monday X Tuesday X Wednesday X Thursday X Friday X

reading center Song: My Ears Song: My Eyes Song: My Tongue Song: My Skin Song: My Nose Morning Meeting: KWL Chart Lesson #1: Egg shakers Lesson #2: Color Wheel Lesson #3: Juicy clues Lesson #4: Nature Walk Lesson #5: Whats That Scent? (Using foods) Field Trip: Betty Brinn Children Museum Center #1: Whats in the bag? (Grab bag) Center #2: Whats that scent? (Using smells from home) Center #3: Whats that sound? (A tape using different environmental sounds)

X X

X X X

X X X X X

X X X X X X

X X X X X

Center #4: Optical Illusion

12. Lesson PlansLesson Plan one: Domain: Social, Language and listening, Cognitive, Physical Activity Name: Egg Shakers Goals: Omnibus: Personal and Social Development, D, Interaction with others, Participates in the group life of the class. Omnibus: Language and Literacy, A, Listening, Follows directions that involve a series of actions. Omnibus: Scientific Thinking, B, Physical Science, Identifies, describes, and compares properties of objects. Omnibus: Physical Development and Health, B, Fine motor development, Uses eye-hand coordination to perform tasks effectively. Objective: After making predictions as a class about different objects, the students will independently make predictions about the objects that could be in the egg shakers at their tables. They will record their predictions on a sheet that reads The object in the __________ shaker is a _________________ and they will write the word in for the object. The students will also draw a picture under the line of the object. The students will do this for all four eggs. Student Assessment: The students will independently make predictions about the egg shakers. I will listen to their predictions and I will observe their drawings of their predictions. Content: Predictions Hearing Ears Different Sounds

Materials: Hearing by Sharon Gordon, Plastic eggs, different objects to put in the eggs (paper clips, beans, coins, rice, M&Ms), prediction sheet, and crayons

Instructional Strategies: Explaining, Writing, Drawing, Sensory Engagement Procedures: Introduction: 10 minutes Sing the song My Ears and create movements as a class to go along with the song Introduce title and author Hearing by Sharon Gordon During Reading: 10 minutes I will stop on different pages and ask the students questions about the story. Post Reading: 10 minutes Discussion on hearing and why we use are ears to hear. As a class we will shake some shakers and make predictions about what we think may be in the shake. I will then explain that the students will be making their own predictions about what they think will be in different shakers that are at their tables. It is important that when you think you have an idea of what is in the shaker that you keep it to yourself by writing it down on the page. I will show them the sheets that I created for them to write their predictions on and I will show them were to write and were to draw their predictions. Independent Performance/ Assessment: The students will work independently at their tables. They will shake the shaker and write down what they believe is in the shaker on the line that reads The object in the __________ shaker is a _________________. After the students have an object down on the line they will draw a picture to go along with the object. Closure: 5 minutes What did we learn today? ( About hearing and how we use are ears to hear) Comments on their predictions A few students will share their sheets with their predictions on them

Lesson Plan 2: Domain: Social, Aesthetic, Language and listening, Physical

Activity Name: Color wheel Goals: Omnibus: Personal and Social Development, D, Interaction with others, Participates in the group life of the class. Omnibus: Language and Literacy, A, Listening, Follows directions that involve a series of actions. Omnibus: Physical Development and Health, B, Fine motor development, Uses writing and drawing tools with some control. Objective: The students will explain out loud to their partners, the colors they saw when they spun their color wheel. Student Assessment: The students will independently explain the colors they saw to their partners. I will listen for the colors that they say to make sure that they are spinning their wheel and not just saying a color on the color wheel. Content: Colors Telling/Explaining Blending of colors Speed Sight Eyes Materials: Sight by Sharon Gordon, paper circle, markers, wooden sticks, scissors, metal pin Instructional Strategies: Explaining, Coloring, Sensory Engagement Procedures: Introduction: 10 minutes Sing the song My Eyes as a class and create movement to go along with the song. We will also sing the song from the day before and do the movements to the song. Introduce title and author Sight by Sharon Gordon During Reading: 10 minutes I will stop on different pages and ask the students questions about the story. Post reading: 10 minutes

Discussion on sight and how we use are eyes to see. I will show the students the color wheel that I made and ask the students if they can tell me what this is? Then I will explain the color wheel and how it works. Independent Performance/ Assessment: 20 minutes The students will work independently at their tables to create their own color wheel. First I will have the students use color markers to create a design on the whole circle. Then I will go around to each student and help them pin their circle to their wooden stick. After the wheel is created the students will find a partner in the same color group as them and they will spin their circle together. They will explain to one another the colors that they see when they spin the wheel slowly and faster by saying When I spun the circle, I saw.. Closure: 5 minutes What did we learn today? ( We learned about sight and how we use are eyes to see) Comments about the lesson Comments about their group work Have a few students share their wheels and have them talk about the colors they saw.

Lesson Plan 3: Domain: Social, Language, Physical, Cognitive Activity Name: Juicy Clues Goals: Omnibus: Personal and Social Development, D, Interaction with others, Participates in the group life of the class. Omnibus: Language and Literacy, A, Listening, Follows directions that involve a series of actions. Omnibus: Physical Development and Health, C, Personal health and safety, Performs self-care tasks competently. Omnibus: Scientific Thinking, A, Inquiry, Seeks information through observation, exploration, and descriptive investigations. Objective: The students will explain their predictions for the four different types of juice by drawing a picture for each prediction. Student Assessment: The students will independently explain their juice predictions to their partners. I will also observe their drawings of each of their four predictions. Content: Predictions Drawings

Different juice types Mouth Tongue Taste

Materials: Tasting by Sharon Gordon, plastic cups, grape, apple, lemonade, cranberry, paper, and crayons Instructional Strategies: Explaining, Drawing, Sensory Engagement Procedures: Introduction: 10 minutes Sing the song My Tongue as a class and create movement to go along with the song. We will also sing the song from the day before and do the movements to the song. Introduce title and author Tasting by Sharon Gordon During Reading: 10 minutes I will stop on different pages and ask the students questions about the story. Post reading: 10 minutes Discussion on tasting and how we use are mouth and tongue for tasting. I will then example the next activity to the students. I will explain to them that it is important to try each juice sample because if they dont least try a little, they wont be able to draw their predictions. We will also talk about how important it is not to say out loud their predictions. Then I will show them the student that I created for the students to draw their predictions on. While I am holding the sheet I will show them each of the four different boxes and explain to them that sample one goes in box one and so on. Independent Performance/ Assessment: The students will work independently at their tables. They will taste each sample and draw a picture to go along with each sample. Closure: 5 minutes What did we learn today? (How in order for us to taste different foods or juices, we have to use are tongues and mouths). Comment on the tasting activity Have some students share they predictions with the class

14. Materials Picture cards (Optical Illusion) Tape player, headphones, and tape (Environmental Sounds) Paper bag and different objects from outside, school, and home Art supplies (paper, crayons, wooden sticks, markers, glue, pins) Plastic canisters, cotton bags, and different scents from outside, school, and home Plastic cups, different fruit juices (Apple, grape, lemonade, and cranberry) Plastic eggs, different small objects (paper clips, beans, coins, rice, M&Ms) Large graph paper, markers

16. Environment: Risk free environment: I want my students to feel that it is ok to make mistakes because that is how we learn. Picture/ Posters of the five senses around the room. Student work from the different lessons hung around the classroom. Rules that the class came up with on how to work in centers will be displayed in the classroom. Name of the center will be hung above each center. Directions and materials for each center will be in a basket in the middle of the center. This way if there is more than one group working at the center everyone will be able to reach the supplies.

Dear Parent/ Guardian(s): Our class will be working on a unit on The Five Senses (Hearing, Taste, Sight, Touch, and Smell) during the week of May 3rd to 7th. We will be exploring the five senses and learn how we use each of our different senses throughout each day. During this week long unit we will be doing many different activities based on the five senses. The students will have many opportunities to explore their senses using many different materials. If you would be interested in donating materials for our activities or if you would like to volunteer to come on the field trip to Betty Brinn Children Museum on May 7th, 2010 please contact me at _________________ by May 3rd, 2010. Here is a list of the materials needed. Paper bag and different objects from outside, school, and home Art supplies (paper, crayons, wooden sticks, markers, glue, pins) Plastic canisters, cotton bags, and different scents from outside, school, and home Plastic cups, different fruit juices (Apple, grape, lemonade, and cranberry) Plastic eggs, different small objects (paper clips, beans, coins, rice, M&Ms) Large graph paper, markers

Thank You for supporting our Classroom, Mrs. Lewandowski

Name______________________________________________________________ The object in the pink shaker is_______________________________________

The object in the blue shaker is_______________________________________

The object in the yellow shaker is______________________________________

The object in the green shaker is_____________________________________

Name______________________________________________________________ Sample one was_____________________________________________________

Sample two was_____________________________________________________

Sample three was____________________________________________________

Sample four was_____________________________________________________

Name______________________________________________________________ List the different things you saw on the Nature Walk.. * * * * * * * * * * On the class Nature walk I saw________________________________________

Amanda Lewandowski TA 355 Unit Plan Lifecycle of Chickens

Rationale for unit I chose to do a unit plan on the life cycle of chickens because the students in my class have been learning about farm animals. I thought that doing a unit on the lifecycle of chickens would be a great way for the students to take the knowledge they have just gained on farm animals and apply it to a new concept. The students only learned what a chicken was in the farm animal unit. This unit on the chickens lifecycle will teach the students, that chickens are born from eggs, that chickens are chicks and then become adults (Hens or Roosters), what they eat, and predators that want to eat them. In this unit I will integrate sciences, language arts, creative drama (pantomime, and improvisation), visual arts, music and dance in the lessons. I would do one lesson per day during the time that is set for science each day. I think that by doing science along with other integrating subjects is a great way to engage all the students in each lesson. This unit would spend over a one week time frame. The unit will start on day one with a lesson that includes science, language arts, and the art. This lesson will introduce the students to the lifecycle of chickens and the different stages that a chicken most go through to reach adulthood. In the lesson, I will first read the students a story about the chickens lifecycle. After I read the story, as a class we will use the pictures that I created of the different stages in a chickens lifecycle and put them in order as they would take place in the chickens lifecycle. We would also during this time have a discussion on what is happening in each picture. This would allow the students who are non-auditory learners to still

learn something to. The lesson would end by the students going to their tables to individual labeling the pictures of the chickens lifecycle and color them if they have time. Day two lesson will go over what the students learned on day one because there were a lot of new concepts that I dont except the students to understand just on the first day. This lesson will include science, language arts, and a creative drama method called pantomime. The lesson will start by the students revisiting the pictures that I created of the chickens lifecycle. As a class we will discuss what is happening in each picture. We will also as a class put the pictures in order on the board, so that when the students are doing the pantomime activity, if they need help there is something for them to refer back to. Next the students will do the pantomime activity and during the activity the students will re-enact the different stages that they have been learning about in the chickens lifecycle. By doing the lesson on day one and the lesson on day two, I would hope that both lessons would help all of the learners in the classroom learn something about the chickens lifecycle. Day three, the lesson will introduce the predators that chickens have on a farm. This lesson will include science, and a creative drama method called improvisation. The lesson will start by the students learning about the different predators that chickens have (wolf, fox, owls, raccoons, snakes, and skunks). After the students learn about the different predators, we will use improvisation to explore the different emotions that chickens experience when faced with a predator. Before the students do this activity, I will explain to the students what character their going to be (the chicken), the relationship between the chicken and the predator (the chicken is frightened by the predator), the setting (the farm), and the objective (the chicken is

eating grain when they hear a loud scream from another chicken and then the chicken (the student) knows that the scream means there is a predator on the farm). By giving the students all of the information they need beforehand to do the improvisation, you will be setting them up for success. Day four, the lesson will include everything that the students have learned up to this part in the unit. This lesson will include science, visual arts, and a creative drama method called improvisation. The lesson will start by the students creating chick hatchings out of the materials listed in the lesson. After the hatchings dry, the students will then do an activity called Mantle of the Expert. In this activity I, the teacher, will pretend that I am a journalist from Agricultural Weekly who has invited the most well-known chicken farmers from around the country to speak here at the Farmers Conference of America to tell me about chickens: lifecycle, predators, what they like to eat, and how they move around the farm. The students can hold their chicks during this activity, and hopefully if they are feeling afraid or think they forgot some information that they want to say by looking at their chick they will remember. This activity will also help me, the teacher, know what students understand about the chickens lifecycle and what students are not by the information they share during the activity. Day five, this lesson is just a cute way to close the unit on the chickens lifecycle because the students will be dancing to the Chicken Dance. The students will be using everything they have learned about a chicken (they cluck, flap their wings, and have tail feathers) to dance to the song. While the students are dancing to the song, they will be thinking about how the movements that they are doing in the song are like movements chickens do during their

lifecycle. The first movement in the song is when the students open and close your hands, like a chicken beak. The next movement in the song is flapping his or her wings by flapping their arms, like a chicken does when they are walking your cleaning themselves. The third movement is twisting their bottom half of their body while they slowly go down to a crouching position. This movement is like a chicken shaking its tail feathers. The last movement in the song is clapping their hands. By discussing the movements and doing the movements in the song this will allow all the learners in the classroom to understand the movements that chickens does during their lifecycle.

Day One:
Activity Name: What is a chicken? Standards: Science: F.4.3 Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type. Objective: The students will learn the different stages that a chicken goes through before it reaches adulthood. Student Assessment: The students will independently work on a worksheet by labeling each picture of the different stages of a chickens life cycle. Content: Adult female chickens (Hens) lay eggs. Hens lay on their eggs for 21 days. After 21 days the chick is ready to leave the egg. Chicks are both male and female. Female chicks become Hens in about six months. Male chicks become Roosters in about six months.

Materials: The Life Cycle of a Chicken by Ruth Thomson, pictures of each of the stage of a chickens life cycle, paper and pencil for the students to label each stage. Procedures: Introduction: Im glad you are sitting so quietly and I can see everyones eyes on me. Today we are going to listen to a story, so I want you to sit very quietly, so all my friends can hear the story. Discovery and Guided Practice: Today we are going to learn all about chickens. Can someone tell me where a chicken may live? (On a farm) Can someone tell me what a chicken looks like? (They are small birds with feathers all over their bodies, and two feet) Do chickens have arms or do they have wings? (Wings) Ok I need all of my friends eyes on me because I am going to read the story The Life Cycle of a Chicken by Ruth Thomson. I would read the story and point to each important part in a chickens lifecycle. After the story, I would put different pictures of the stages of the chickens lifecycle not in order on the board.

Then I will have a student tell me the first stage of a chickens lifecycle. (A hen lays a few eggs) Then I would have that student find the picture of the hen laying eggs. Next I would call on a different student to explain the second stage. (The hen sits on the egg, so the chick can get ready to be born) Then I would have that same student find the picture of the hen sitting on the eggs. I would call on a third student to explain the third stage. (The chick leaves the egg) Then I would have that same student find the picture of the chick coming out of the egg. I would then ask the students what the last stage in a chickens life cycle. (The female chicks turn in Hens and the male chicks turn into Roosters) Then I would have that same student find a picture with both a hen and a rooster on it. I would ask the students if they think the order of the pictures is correct and if so, why. Independent Performance: After we discuss the lifecycle one last time as a class. Then I will explain to the students that at their seats independently, they will label each picture of the different stages of a chicken lifecycle. The student will label each picture of the lifecycle by numbers: 1) The hen lays eggs, 2) the hen sits on the eggs, 3) the chick leaves the egg, and 4) the chick turns into a hen or a rooster. Then after the pictures are in order, they can color each picture. By allowing the students to color the pictures, gives the students who need more time to label more time. At their tables the students label and color each picture. Closure: Have the students come back together and we will discuss what we learned for the day. (The different stages of life that a chicken goes through). I would then ask the students if anyone wants to share their different stages of the lifecycle.

Day two:
Wisconsin Model Academic Standards: English Language Arts A.4.2 Read, interpret and critically analyze literature Recognize and recall elements and details of story structure, such as sequences of events, character, plot and setting, in order to reflect on meaning.

Objective: Students will pantomime appropriate to re-act the different stages in a chickens lifecycle. Introduce: Today, we are going to learn again about the different stages of chickens lifecycle. In order for you to learn about the chickens lifecycle, I need you to face forward and keep your eyes on me. Today, we will use these pictures of the chickens lifecycle to remember the four stages. After our discussion we will use a creative drama method called pantomime to explore the different stages of a chickens life. Present: In these pictures, the chicken goes through four different stages of life 1) The mother hen lays some eggs, 2) The hen sits on the eggs, so that the chick on get ready to leave the egg, 3) the chicks leave the eggs, 4) the chicks become hens or roosters. While we are looking at these pictures, I want you (the students) to think about how you could act like the chicken. Plan: Today, we are going to use pantomime to explore the different stages of a chickens lifecycle. Pantomime allows you to act how a chicken would during their lifecycle, but when doing pantomime you are not allowed to talk. You just act as if you were the chicken. Play: Have the students find a place in the classroom where they can act like chickens without touching someone else. Also they need to be somewhere where they can still see the teacher. Ask them to act like a chicken doing the following actions: 1) mother laying eggs, 2) chick getting ready come out of the eggs, 3) chick coming out of the egg, 4) chicks turn into adult. Reflect/Evaluate: How did you feel when you were in your egg? What body movements did you use to show you where in an egg? How did you feel when you got to leave your egg? What body movements did you use to show that you were leaving your egg? How did you feel when you turned into an adult? What body movements did you use to show that you were an adult? Plan and Replay: Now that we explored the different stages of a chickens lifecycle, we are going to explore how it feels to be either female or male chicken. Have the students find a partner. Have one student pantomime a female chicken, and the other student pantomimes a male chicken. The student that is a female chicken will lay eggs. The student that is a rooster will cock-a-doodled-do. Have the students switch roles to experience both lifestyles. To close the lesson, I would have a group discussion. Can you tell me the different stages of a chickens lifecycle? (Mother hen lays eggs, chick getting ready to leave their egg, chick leaves the egg, and chick turns into an adult).

Day three:
Wisconsin Model Academic Standard: Performance Standards

B.4.1 Pretend to be someone else, creating a character based on scripted material or through improvisation, using props, costumes pieces, and ideas. Objectives: Students will use improvisation to re-enact what a chicken does to get away from predator (wolf, fox, owls, raccoons, snakes, and skunks) who is trying to eat them. Introduce: Today, we are going to learn about the different predictors that chickens have. Some of the predictors that chickens have are wolves, foxes, owls, raccoons, snakes, and skunks. In order for us to re-enact how to get away from their predator, we will have to brainstorm what we could do to get away from them. After we brainstorm what we could do to get away, we will use a creative drama method called improvisation to explore the different events. Present: We are going to be chickens on a farm. We are eating grain, when we hear a loud scream from another chicken. We know that there is a predator on the farm now. We are afraid and we have to hide. We run but the predator sees us. Oh no, now the predator is chasing us. We get away by hiding in the chicken house and the predator doesnt find you. How could you act like you were eating grain? Who has ever been frightened by something? When you were frightened did you smile or did you frown? Plan: Today, we are going to use improvisation to re-enact how a chicken gets away from their predator. We are chickens on a farm. We are eating grain, when we hear a loud scream from another chicken. We know that there is a predator on the farm now. We are afraid and we have to hide. We run but the predator sees us. Oh no, now the predator is chasing us. We get away by hiding in the chicken house and the predator doesnt find us. Improvisation allows you to act like the chicken in each of the events, but I need you to remember that it doesnt mean that you can act crazy. You have to act like the chicken would without hurting your other classmates. Play: Have the students find a place in the classroom where they can act like a chicken without touching someone else. Also I need you to be somewhere where you can still be seen by teacher. Ask them to act like a chicken during the sequence of events 1) chickens eating grain, 2) hearing a loud scream from another chicken and knowing that there is a predator on the farm now, 3) you are afraid and have to hide, 4) you run but the predator sees you, 5) the predator is chasing you, 6) you hide in the chicken house and the predator doesnt find you. Reflect/Evaluate: How did you feel when you were eating your grain? What actions did you use to show that you were eating? How did you show that you hear the loud scream? What actions did you use to show that you were frightened? How did you feel when the predator was chasing you? What actions did you use to show that you were being chased? How did it feel when you were hiding? What actions did you use to show that you were hiding? Plan and replay: Now that we re-enact the different events, we are going to re-enact the different predators. Have the students find partners. Have one student use improvisation to act like the chicken and the other will use improvisation to act like one of the predators (wolf, fox,

owls, raccoons, snakes, and skunks). The student that is the chicken will be eating grain when they hear the predator. The student that is the predator has to act like the predator they chose and try to get the chicken. Have the students switch roles to experience both roles. To close the lesson, I would have a group discussion. What did we learn today? (Chickens have predators) How did it feel to re-enact the chicken? What body movements or actions did you use to act like the chicken? How did it feel to re-enact the predator? What body movements or actions did you use to act like the predator?

Day four:
Activity Name: Chick Hatching Egg Carton Standards: Visual Arts C.4.10 Develop personal responsibility for their learning and creative processes. Objective: Students will create chicks out of cotton balls and egg cartons. Student Assessment: Students will use their chicks to demonstrate their knowledge on the chickens lifecycle during Mantle of the Expert. Materials: For each student you will need: two cotton balls, egg carton cup, orange construction paper, two wiggly eyes, glue, and food coloring. Content: Chicks are born out of eggs.

Instruction: This instruction was adapted from DLTKS Craft for Kids. I found this website and thought that this would be a great craft for the students to make, to explain their knowledge about chickens. The night before making the craft, put a bit of yellow food color in a plastic bag. Add a bit of water. Don't use too much paint or your cotton balls will be crusty. Just a wee bit will do. Add as many cotton balls as you'll be using (if you're making more than one chick) and smash gently until they soak up the yellow. -- yes, smash is a technical craft term *grin*

Dump them out onto a piece of wax paper or tinfoil to dry overnight (or into an empty margarine container Cut the egg carton cup out of the egg carton Trim small rectangles out around the edge so it looks like a cracked egg shell Dab a bit of glue into the bottom of the egg carton and insert one of the cotton balls for the chick body Dab a bit of glue and put the second cotton ball on top of the first Fold the construction paper in half and cut a triangle along the fold (so it looks like a diamond when unfolded). Glue this beak onto the chick Glue the wiggly eyes on as well We made ours so it looked like the chick was facing up to the sky (like a hungry chick). This had the added benefit of keeping the wiggly eyes from sliding off while they dried.

Now that the chicks have all dried. Wisconsin Model Academic Standard: B.4.3. Create a human or animal character based upon a costume or object (prop). Objective: Students will demonstrate their knowledge about the lifecycle of chickens during Mantle of the Expert. Introduce: Today, we are going to discuss what we all know about the chickens lifecycle. In order for us to do this discussion, we will have to brainstorm the key elements of their lifecycle. The key elements of their lifecycle include the four stages of the lifecycle, predators that want to eat them, the food they eat, and how they move. After we brainstorm the key elements of the chickens lifecycle, we will use a creative drama method called improvisation to explore the events. Present: During a chickens lifecycle, the chicken goes through a sequence of events 1) The mother hen lays some eggs, 2) The hen sits on the eggs, so that the chick on get ready to leave the egg, 3) the chicks leave the eggs, 4) the chicks become hens or roosters. During a chickens life they most also stay away from it different predators (wolf, fox, owls, raccoons, snakes, and skunks). How do you think a chicken knows when a predator is coming? When the chicken is frightened what do you think it does? When chickens need something to eat they eat grain. Do you think chickens like to eat grain? Is grain hard or soft?

Plan: Today, we are going to use improvisation to talk about the events in a chickens lifecycle. The events that we will discuss are 1) The mother hen lays some eggs, 2) The hen sits on the eggs, so that the chick on get ready to leave the egg, 3) the chicks leave the eggs, 4) the chicks become hens or roosters, 5) the predators (wolf, fox, owls, raccoons, snakes, and skunks) that chickens have, 6) chickens eat grain, 7) chickens have wings but use their feet to move. Play: Have the students gather on the carpet with their chick hatching. I would leave the room and come right back in with a sun hat and a clipboard. I would introduce myself as a very important journalist from Agricultural Weekly who has invited the most well-known chicken farmers from around the country to speak here at the Farmers Conference of America to tell me about chickens: lifecycle, predators, what they like to eat, and how they move around the farm. As Mrs. Sunnyfarm, I would ask the students questions about chickens, I would also have the students introduce themselves as Farmer. What are the four lifecycles of a chicken? What predators do chickens have? What do chickens eat? How do chickens move?

Reflect/Evaluate: How did you feel when you were the farmer talking about chickens? Was there anything that you didnt remember to say? Was it hard to talk to Mrs. Sunnyfarm about their chicken farms? Plan and replay: Now that we have discussed as a group the key elements of a chickens lifecycle, you are going to discuss the chickens lifecycle with a partner. So I need all of you to find a partner. Have one student be the journalist from Agricultural Weekly and the other student will be the chicken farmer. The student who is the journalist will ask the farmer questions about chickens. The student who is the farmer will answer the questions. The students will then switch roles to experience both characters. To close the lesson, I would have a group discussion. What did we learn today? (The key elements of a chickens lifecycle) How did it feel to be the journalist? How did it feel to be the farmer?

Day five:
Wisconsin Model Academic Standard: C.4.2 Listen to and comprehend oral communications.

Follow basic directions Identify and summarize key points of a story or discussion

Objective: Students will dance to the Chicken Dance, to interpret everything that they have learned about a chicken (they cluck, flap their wings, and have tail feathers).

Introduce: Boys and girls, do you remember when we did the Chicken Dance? (Yes, we remember. We did the Chicken Dance after we learned about farm animals.) Present: Well today we are going to do the Chicken Dance and but when we are doing the Chicken Dance I want you to think of the dance moves that we are doing and how they are like what we learned about chickens. The first movement in the song is when you (the students) open and close your hands, like a chicken beak. The next movement in the song is flapping your wings by flapping your arms, like a chicken does when they are walking your cleaning themselves. The third movement is twisting their bottom half of their body while they slowly go down to a crouching position. This movement is like a chicken shaking its tail feathers. The last movement in the song is clapping their hands. I would tell the students that chickens dont clap their wings together but is there anything a chicken does that would sort of be the same as clapping? Plan: Today, we are going to do the Chicken Dance. As we are doing the Chicken Dance I want you to think about the movement that you are doing and how the movements are some of the movements that chickens do during their lifecycle. Play: Have the students find a place in the classroom where they can do the Chicken Dance without touching someone else. Also they need to be somewhere where they can still be seen by the teacher. Ask them to do the chicken dance by doing the following actions: 1) The students will open and close their hands, like a chicken beak, 2) The students will flap their arms, like they would be flapping their wings, 3) The students will twist their bottom half of their body while they go into a crouching position, like a chicken shaking their tail feathers, 4) the students will clap their hands. Plan and Replay: I will have the students dance to the song again and after the song we will talk about how the movements that we did in the song were movements that a chicken would do during their lifecycle. Then I would ask the students if there is any other way that we could think we could dance to the song doing the movements that we learned today. We could do the dance again, this time speeding up how fast we dance to the song. (We could do the song slow and finish by doing the movements faster). Then I would challenge the students to perform the Chicken Dance in that speed. How else could we perform the Chicken Dance? What did we learn today about the chickens lifecycle and how we could relate it to the Chicken Dance?