Earthworm Unit - michellewolstromer.weebly.com · Amanda Kelly and Michelle Wolstromer! ELEM 521...

Earthworm Unit: Kelly/Wolstromer 1

Earthworm Unit Amanda Kelly & Michelle Wolstromer


Unit Outline

Lesson Date Lesson Title Page

1 November 10, 2014 Introduction to Earthworms 4

2 November 11, 2014 Earthworm Body Parts 8

3 November 12, 2014 Lifecycle of Earthworms 14

4 November 13, 2014 Habitat of an Earthworm 21

5 November 14, 2014 Introduction of Earthworms to the Classroom: Experiment and Observation

24

6 November 17, 2014 Observation of Habitat 30

7 November 18- 20, 2014 Interesting Facts and Final Project 33

8 November 24, 2014 Presentation of Final Report 39 ** Bold/Highlighted items are to be graded**


Literature Utilized: These books were used to pull information from to utilize in our lesson or during read aloud. Bailey, Jill. (1998). Worm. Chicago, IL: Reed Educational & Professional Publishing. Brendler, Carol. (2009). Winnie Finn, Worm Farmer. New York, NY: Farrar Straus Giroux. Cronin, Doreen. (2003). Diary of a Worm. New York, NY: Harper Collins Publishing. French, Vivian. (2012). Yucky Worms. Somerville, MA: Candlewick Press. Gravel, Elise. (2014). The Worm. Plattsburg, NY: Tundra Books. Heinrichs, Ann. (2004). Worms. Minneapolis, MN: Compass Point Books. Kalman, Bobbie. (2004). The Life Cycle of an Earthworm. New York, NY: Crabtree Publishing Company. Loewen, Nancy. (2005). Garden Wigglers: Earthworms in Your Backyard. Mankato, MN: Picture Window Books. Pfeffer, Wendy. (2004). Wiggling Worms at Work. New York, NY: HarperCollins.


Amanda Kelly and Michelle Wolstromer ELEM 521 Fall 2014 Earthworm Unit Cooperating teachers: Mrs. Ayling and Mrs. Tindall Unit Essential Question: What are earthworms and why are they important for the earth? Unit Objectives: Students will be able to teach someone else, with the use of their final report, about the parts of an earthworm, how they survive, and how they help the earth. Introduction to Earthworms (Lesson 1, November 10, 2014) Lesson Essential Question(s): What prior knowledge do students have about earthworms and what do they want to know? (Science) What do good writers do? Why do writers write? What is research? (Writing) Standards: 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Learning Objectives Assessments SWBAT understand what research is and the steps of research. SWBAT list facts they know about earthworms and list what they would like to learn.

As a group, classmates and teachers will construct a KWL chart to display in the classroom during the unit. Students will also create their own KWL chart to add any additional facts they know and are curious about.

Materials: Anchor Chart #1 on the Steps of Research Books: Diary of a Worm (Amanda’s Class) Winnie Finn, Worm Farmer (Michelle’s Class) Large Paper Easel Markers KWL Worksheets


Pencils “Earthworm Export in Training” Folder Pre-lesson assignments and/or prior knowledge:

● Teacher will introduce what research is and ask students when they have ever done research. Teacher will ask them to remember the spider facts they found. Teacher will tell them that that was research. Teacher will show them anchor chart #1 and explain the steps of research and why it is important.

● The students have some prior knowledge about earthworms; they have even found them in the parking lot during structured fitness. To help students begin thinking about earthworms, we will read either “Diary of a Worm” or “Winnie Finn, Worm Farmer.” This will also help the students who may not have extensive prior knowledge to be engaged during the lesson.

Lesson Beginning:

● Describe to the students that we will be studying worms for the next few weeks in order to become experts. Explain that we would like to have earthworms stay in the classroom, but first we must learn about them so we can take care of them (similar to zoologists at the zoo).

Instructional Plan: ● This lesson will take place on the back carpet. ● After the read aloud, students will be asked to think about times they have seen

worms and what they know about them. ● Teacher will review what a KWL chart is and what information will go in each

column. ● As a whole class we will complete a KW(L) chart on the large easel. This is when

the class will brainstorm what they know about earthworms and what they would like to learn about earthworms.

● Students will then be asked to return to their seats where they will make their own KW(L) chart to add any additional information they would like.

Differentiation: ● As this is a whole group activity, all students will be able to participate

and contribute to the KW(L) chart. Classroom Management:

● Whole brain teaching will be utilized to assist with classroom management. ● Move students on behavior chart as needed.

Closure: Once students are back in their seats, they will have a few minutes to look at non-fiction worm books.




Earthworm Body Parts (Lesson 2, November 11, 2014) (To Be Graded) Lesson Essential Question(s): What are the parts of an earthworm and how do they help the worm function? (Science) What do good writers do? Why do writers write? What is research? (Writing) Standards: 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Learning Objectives Assessments SWBAT understand that there are two common species of earthworms in North America. SWBAT label parts of an earthworm and understand their functions.

Teacher will distribute an unlabeled picture of an earthworm, which students will label and color. Students will complete a vocabulary worksheet for homework.

Materials: Anchor Chart #1 on the Steps of Research for review Large Paper Easel Markers Earthworm diagram worksheets Pencils http://www.enchantedlearning.com/subjects/invertebrates/earthworm/label/ (Herman the Worm Website) On level leveled reader: “Wiggly Worms” “Earthworm Export in Training” Folder Pre-lesson assignments and/or prior knowledge:

● Referring back to the Steps of Research anchor chart, students will be reminded that writers need to do research in order to write a report or complete a project.

● Teacher will explain that while doing research, good writes take notes. Teacher will model how to take notes on the large easel, using words or phrases, which will be written as complete sentences later.

● Students will be shown the KW(L) chart about earthworms made the previous day. (Point out that we did not use full sentences)

Lesson Beginning:


● Students will be asked to describe parts of their own body, and what those parts are useful for. For example, our hands help us feel, write, carry things, and so on. Our brains help us think, remember, facts, and controls the rest of our body.

● Example: “What is one part of your body and what does it help you do?” ● Example: “What do you think it would be like to love without that body part?”

Instructional Plan:

● This lesson will begin on the back carpet and then students will return to their seats.

● · As a class, we will read a leveled reader called Wiggly Worms from page 4-8. o Teacher will remind students that writers need to do research in order to

write a report or complete a project. Writers often take notes to assist them in this process. Taking notes can be in words or phrases. A writer then changes them into a sentence when they write a report.

o Discuss how we pull information from a non-fiction book. o Using Wiggly Worms, the teacher will model how to take notes

▪ “Today I am curious about the parts of a worm so I am going to look back into Wiggly Worms to see if I can find some information.”

● Tell students that as a class we will be labeling a worm and taking notes on the function of each.

● Students will be given a worksheet to write the name of each body part and notes for each one.

● As a whole class we will fill out the part of the earthworm and talk about the function of each body part:

● Parts: o Segments: All the individual rings you see on an earthworm.

▪ Function: Allows the earthworm to move by bending and stretching.

o Prostomium: The segment of the earthworm where the head is located ▪ Function: Allows the worm to grab food.

o Mouth: Located on the first segment of the earthworm. ▪ Function: Allows earthworm to eat food

o Setae: Tiny bristles, or hairs, located on the outside of each segment. ▪ Function: Allows the earthworm to grip, or hold, the soil as it

moves. o Saddle: Larger segments along the earthworm's body

▪ Function: Makes the eggs, cocoon, and babies o Tail: The end of the earthworm.

▪ Function: Allows the earthworm to get rid of waste. o Castings: The earthworm’s waste products. o Soil: Where an earthworm lives

● Students will be given a diagram worksheet to fill in the correct body parts, using their notes as a guide.


Differentiation: ● Second student teacher in the class will assist learners who are struggling.

Classroom Management: ● Whole brain teaching will be utilized to assist with classroom management. ● Move students on behavior chart as needed.

Closure: Students will be given their homework via the teacher’s helper.




Homework:


Lifecycle of Earthworms (Lesson 3, November 12, 2014) (To be Graded) Lesson Essential Question(s): What are the stages of the earthworm life cycle? What makes a great report? Standards: 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Learning Objectives Assessments SWBAT identify the stages of the earthworm life cycle.

Students will construct a model outlining the lifecycle of an earthworm for display.

Materials: Anchor Chart # 2-Features of a great report Worksheet with earthworm life cycle Example of completed earthworm life cycle Butterfly life cycle (prior knowledge) Construction paper Scissors Glue Sticks Crayons Life Cycle Caption Worksheet Book: Lifecycle of a Worm by. Bobbie Kalman “Earthworm Export in Training” Folder Pre-lesson assignments and/or prior knowledge:

● Review Anchor chart #2-Features of a great non-fiction report ● Prior Knowledge:

o Students learned about the parts and functions of an earthworm the previous day, so they will use this knowledge and apply it to he lifecycle.

o Students are also familiar with lifecycles of other animals. o Students also have prior knowledge of the features of non-fiction books o Let the students know that today we will be discussing the worm’s life

cycle. Engage:


● Students will be called upon to remember the butterfly life cycle that they learned about last year. We will remind them that all living things have a life cycle that they go through (can bring up pumpkin).

● Example: “Do you remember last year when you learned about the butterfly life cycle?” “What can you tell me about that?”

● Students learned about the parts and functions of an earthworm the previous day, so they will use this knowledge and apply it to he lifecycle.

● Students are also familiar with lifecycles of other animals. Lesson Beginning: Explore:

● Students will be asked to draw a graphic representation of what they think the life cycle of an earthworm is.

● Example: “What do you think the earthworm’s life cycle is like?” ● One or two students will be asked to share what they drew and why.

Instructional Plan: Explain: Whole group life cycle explanation and activity

● Teacher will explain that the students will be completing a project on the worm’s life cycle. They will be instructed to use the different aspects of a good report.

o Bold Headings o Pictures with Labels o Pictures that match the text o Title that tells about the project

● Read section of the “Lifestyle of an Earthworm Book” o Tell students to pay close attention to the details provided in the book.

▪ Ms. Wolstromer will have a photocopy to review. ● One table at a time, students will go to the bookshelf to collect a glue stick a

scissors. ● The teacher or teacher helper will pass out the following:

o Worm Expert in Training folder o Construction paper o Life cycle paper o Caption paper

● Teacher will explain the life cycle of an earthworm using the following information:

● Cocoon: The cocoons are smaller than a grain of rice and are yellow-colored. Each cocoon can have 1-5 worms. Students will write: protective case for babies, as a caption for the cocoon picture.

● Hatchlings: Cocoon with hatch in 2-3 weeks. The new baby worms are whitish, and you can practically see through them. They are only 1/2 to one inch long and can live on their own, without parents, as soon as they are born. Students will write: baby worms that eat a lot, as a caption for the hatchling picture. Example question: “How are baby earthworms like baby humans?”

● Adult Worm: The worm is considered an adult when it can make its own babies. This will take anywhere from 6-55 weeks. This is a big range, but tell students


that by the time an earthworm is one year old, it is an adult. Example questions: “How would you feel if you were considered an adult when you turned 1?” Students will write: can now have its own babies, as a caption for the adult worm picture.

● Students will then color the pictures and cut them out. ● Students will glue the pictures onto construction paper in the correct order, add

their captions, and give the whole project a heading. ● Students will be reminded to include a heading, captions, and arrows. A handout

with captions will be provided for students to use as a guide. Differentiation: Teacher will assist students with any cutting and pasting needed. Classroom Management:

● Whole brain learning will be used. ● Students will be moved on the behavior chart as needed.

Expand: Students will be asked to identify other things that have a life cycle. Ms. Wolstromer and Mrs. Kelly will explain that every living thing goes through a life cycle. Closure: This lesson will likely spill over into another day. At the conclusion, teachers will collect students’ work to be redistributed at a later time. Evaluate: Students will be able to write one sentence about each phase of the life cycle, and put it in their worm folders.






Habitat of an Earthworm (Lesson 4, November 13, 2014) Lesson Essential Question(s): What type of habitat do earthworms live in? Standards: 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Learning Objectives Assessments SWBAT understand the steps of how to create a worm habitat and what materials are required. SWBAT create a drawn model of the habitat. SWBAT take notes of the steps needed to build an earthworm habitat.

Students will draw a picture of the worm habitat on the sheet of paper provided and write their observations.

Materials: Container for earthworm habitat Compost Dirt Sand Spray Bottle Damp Newspaper Strips Dry Newspaper Strips Some organic material as worm food (put at bottom or middle so worms will move. Also put some on top and see if it goes away during the weekend). Worksheet for observations Clipboards Pencils “Earthworm Export in Training” Folder Pre-lesson assignments and/or prior knowledge:

● This will be the fourth day discussing worms so students will have prior knowledge about where they live.

● Ask students what they think we need to create a habitat and write their brainstorming on the board.

● Students are also familiar with note taking from yesterday.


Lesson Beginning: ● Students will be on the back carpet. ● Teacher will talk to students about writing observations as a form of note taking. ● Teacher will model note taking as words and phrases, reminding students that

these phrases can be turned into complete sentences later. Instructional Plan:

● Students will use their brainstorming ideas to determine what goes into the habitat. Ms. Wolstromer and Mrs. Kelly will have all the supplies needed to build the habitat ready ahead of time. Students will take turns adding parts of the habitat until complete. While students are waiting, they will work on any worm assignments that are incomplete.

● To start teacher will write the brainstorming ideas on the board. Once complete, teacher will explain to students what she has brought into the classroom and ask if the students are ready to start building the home!

● Explain to students that they will come up one by one (or in pairs) to place a layer into the container. While they are waiting to be called students are to be taking notes of the specific steps needed to create the earthworm habitat.

Differentiation: ● If students are shy or apprehensive, they will be able to opt out of assisting with

building the habitat. Otherwise, this is a whole group activity. Students with difficulty writing can draw pictures

Classroom Management: ● Whole brain learning will be used. ● Students will be moved on the behavior chart as needed.

Closure: Students will make one final observation via notes and/or drawing of the completed habitat.



Earthworm Preference Experiment/Introduction of Earthworms to the Classroom (Lesson 5, November 14, 2014) (To be Graded) Lesson Essential Question(s): Do earthworms prefer moist or dry environments? How can we make predictions using prior knowledge? Standards: 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Learning Objectives Assessments SWBAT use the science skill of prediction by accessing prior knowledge.

Students will complete a science worksheet that includes making a prediction.

SWBAT record predictions, observations, and outcomes using words and pictures.

● Students will complete a worksheet outlining their predictions and reasoning.

● Students will be observing worms at their desk and record/draw their observations.

Materials:

1. Worms from bait shop 2. Created Worm Habitat 3. Leaves for top of habitat 4. Document Camera 5. “Worm Expert in Training” Folder 6. “How to Build a Worm Habitat Writing Prompt” (RTI prompt earlier in the day)

For Experiment: 1. Paper Towels 2. Water 3. Shoe Box w. Lid 4. Experiment Worksheet 5. Worms 6. Pencils

For Observation: 1. Worm Observation Worksheet 2. Cups for worms 3. Worms 4. Pencils 5. Crayons

Early Finishers


1. Life Cycle worksheet (completing from previous day) 2. Wiggly Worms Book (In worm folder)

Pre-Lesson assignments and/or prior knowledge:

● Students will begin the lesson on the back carpet ● Students will have some prior knowledge about the worm’s preference through

the use of read aloud books and short video clips. ● During the parts of a worm lesson, we will discuss that they breathe through their

skin and like to keep wet. ● If they have seen worms on the sidewalk after a rain shower, it is likely they have

seen some dried worms on the street. ●

Lesson Beginning (Engage): Students will be asked if they are excited to meet their new class pets! After four days of researching and discussing earthworms and creating a new habitat, (most) students will be anxious to finally see them. Instructional Plan: Explore: The teacher will ask the students if they are ready to be scientists today, explaining that in order to find out more information, scientists conduct experiments. Today we are going to go through all the steps scientists do during an experiment! The first step when completing an experiment is to make a hypothesis or prediction.

● The teacher will ask the students to think about what a prediction is. Then have them turn to a partner to discuss.

o “When we make predictions do we choose a random answer or do we use what we have already learned to help us choose an answer?”

o “Are you ready to make a prediction based on what we have learned this week through our research?”

o Model making a prediction (optional if students are having trouble) o Explain that “it is ok if we make a prediction and it is incorrect. It just

means we have learned something. So when we make a prediction on the worksheet I am handing out, will you erase your prediction after we find out what happens?”

● “Earthworm Expert in Training” folder will be handed out. o Instruct students to leave them closed until instructed to open them.

Explain: The teacher will explain the experiment procedure

o The teacher will be placing three worms into a shoebox with two pieces of paper towel. One moist (ask what moist means) on one side and one dry on the other side with space in-between.

o The teacher will then place the earthworms in the middle and cover the shoebox.

o The timer will be set for twenty minutes. ● Show students the experiment worksheet and walk through the steps/expectations. ● Students will be asked to make predictions, based on their prior knowledge, about

what they think will happen when three earthworms are placed in a shoebox with


one dry paper towel and one wet paper towel. Students will then circle their prediction and give their reasoning on the experiment worksheet.

o Tally predictions of the class (optional) o Have students turn to a partner and discuss their reasoning.

● The teacher will then place the worms in the shoebox and cover it. The shoebox will be placed aside for a later part of the lesson.

● Students will be directed back to their seats. ● While the worms are busy deciding which side of the shoebox to choose, we will

be completing worm observations. o The teacher will explain that each table will be receiving a worm to

observe. They are to observe the worm and draw/write what they see on the observation worksheet.

▪ Review rules for observations!! ● We will only be using our eyes ● Scientists work together in teams and are good at sharing

(model) o Put students into purposeful groupings if needed.

● Following this, we will place the earthworms we observed in their habitat. ● Finally, we will return to the shoebox and observe what happened with the

worms. o Students will complete their experiment worksheet.

● Early Finishers will: 1. Complete life cycle project from previous day 2. Read the worm leveled reader in their “Worm Expert in Training” folder

Elaborate/Expand/Extend: The teacher will ask why they think the worms preferred the moist paper towel over the dry (if experiment goes well). Ask students if they have ever observed worms after a rainstorm. Differentiation:

● Students who have difficulty writing can draw pictures to make their predictions. ● Lower level students are able to complete the experiment worksheet by circling

answers. Higher-level students can provide the reasoning why. ● Lower level students will be sitting at the writers workshop table where the

teachers will easily be able to provide assistance completing worksheet. ●

Classroom Management: ● Whole brain learning will be used to manage the classroom. ● Movement on behavior chart as needed.

Closure:

● In closing, students will be asked to discuss what they think will happen to the earthworms and the habitat over the weekend. They will discuss this with a partner.

● Students will be directed to place their worksheets in the worm folder.




Observation of Habitat and How it has Changed Over the Weekend (Lesson 6, November 17, 2014) Lesson Essential Question(s): How do worms change the composition of soil and why is this important for the health of Earth? Standards: 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Learning Objectives Assessments SWBAT observe the habitat of the earthworms and notice any changes that occurred over the weekend.

Students will make drawings of the habitat that accurately represent the earthworms.

SWBAT explain the importance of earthworms to soil and the environment.

Students will complete a worksheet for homework that covers the importance of earthworms and the benefit they offer the soil and environment.

Materials:

● Observation Worksheets ● Pencils ● Clipboards ● Computer ● Biodiversity YouTube Video http://www.youtube.com/watch?v=opu9QqK6SCk ● “Earthworm Export in Training” folders

Pre-lesson assignments and/or prior knowledge:

● Students will share with a partner what they have learned so far about earthworms. We will revisit the KWL chart while students are making their observations.

Lesson Beginning:

● This lesson will begin on the back carpet. ● Students will make observations of the habitat and take notes. As a class, we will

revisit the KWL while this is occurring.


● As a class, we will discuss if we have learned any of the items they wanted to learn, and what exactly we learned about each item.

● Students will then return to their seats. Instructional Plan:

● Students will watch the following short video: http://www.youtube.com/watch?v=opu9QqK6SCk, to begin the discussion of the importance of earthworms to soil and the environment.

● We will talk about ways in which earthworms are important to other plant growth, animals, and the environment. Example Question: “What would happen if we no longer had earthworms to help out soil and gardens?”

● We will also discuss what earthworms eat. Differentiation:

● Some students will have the option of using drawings only to make their observations

Classroom Management: ● Whole brain learning will be used to manage the classroom. ● Students will be moved on the behavior chart as needed.

Closure: Students and teacher will talk about their observations together. Students will put all papers in their folders.



Interesting Facts and Beginning of Final Project (Lesson 7, November 18-20, 2014) Lesson Essential Question(s): What are facts about earthworms do we find interesting? What have we learned about earthworms? Standards: 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Learning Objectives Assessments SWBAT share with the group one thing they have learned about earthworms during this unit.

Students will complete the (L) section of their KWL charts made on the first day of the unit.

SWBAT explain the important aspects of a great report.

Students will begin working on their final projects.

Materials:

● KWL chart ● Anchor Chart #3 ● Construction Paper ● Crayons, Pencils, Colored Pencils, Markers ● “Earthworm Export in Training” folders


● Students will share with a partner what they have learned so far about earthworms.

Lesson Beginning:

● As a group, we will fill out the (L) section of the KWL chart from day 1 of this unit.

● Students will then be directed back to their seats. Instructional Plan:

● Teacher will provide a list of interesting facts about earthworms for students. ● Teacher will explore any items students wanted to learn that have not been

addressed. ● Show worm hatching video:

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=video&cd=2&cad=rja&uact=8&ved=0CCMQtwIwAQ&url=http%3A%2F%2Fwww.youtube.com%


2Fwatch%3Fv%3Dd5iguHHlyiQ&ei=PDN1VO7hMpHbsASMnoKoDQ&usg=AFQjCNFEFm-1w70I5o4AW7Cfiiw6I_Fm4Q&bvm=bv.80642063,d.cWc

● As a group, we will talk about what we thought we knew about earthworms, and if we learned something new.

● Teacher will explain the final project, using anchor chart #3 as an example of what they may want to do.

● Review project checklist and rubric. ● Students will then be put into partners and begin their final projects.

Differentiation:

● Students will be paired so that it is beneficial to both students. Classroom Management:

● Whole brain learning will be used to manage the classroom. ● Students will be moved on the behavior chart as needed.

Closure: Students will be working on their projects in class for the remainder of this lesson as well as on Wednesday and Thursday.






Presentation of Final Reports (Lesson 8, November 24, 2014) Lesson Essential Question(s): What are earthworms and why are they important for the earth? Standards: 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Learning Objectives Assessments SWBAT share with the group one thing they have learned about earthworms during this unit.

Students will present their final reports to the class

Materials: ● Clipboards ● “Earthworm Export in Training” Folder ● Observation worksheets ● Pencils ● Final Reports


● Students will share one thing they learned about earthworms over this unit. Lesson Beginning

● Students will make one final observation of the earthworm habitat, noting any changes that have occurred over the past week.

Instructional Plan:

● Students will take a museum walk around the room to look at their classmates’ final reports.

● Students will move to the other classroom to look at their reports, then returning to their own classroom.

● Students will share one positive thing they observed from a classmate’s report. Differentiation:

● Students will be paired so that it is beneficial to both students. Classroom Management:

● Whole brain learning will be used to manage the classroom. ● Students will be moved on the behavior chart as needed.


Closure:

● Students will be given their “Earthworm Export in Training Folders.” ● Students will be told to put a big “X” over the words “in training” as they are no

longer in training, they are now experts. ● Students will be given a treat of “Worms in Dirt” to celebrate their hard work and

accomplishments.

Date post:	10-Jul-2019
Category:	Documents
Upload:	hoangminh
View:	217 times
Download:	0 times

Earthworm Unit - michellewolstromer.weebly.com · Amanda Kelly and Michelle Wolstromer! ELEM 521...

Documents