Grade: 1&2
Subject: Science, E.L.A, Math, Art
By Jessica Nottell
Topic E: Needs of Animals and Plants
GLO: 1-11: Describe some common living things, and identify needs of those living things.
SLO:
1. Observe, describe and compare living things.
2. Contrast living and nonliving things.
3. Identify ways in which living things are valued; e.g., as part of a community of living things; as
sources of food, clothing or shelter.
Activity: Dinosaur Footprints
Goals/Key questions:
• Does anyone know what a scientist who studies dinosaurs is named?
• Palaeontologist is someone who wants to Prove facts about dinosaurs. Before they
can prove a fact what do they need to do? They need a good question. They need
to make a prediction.
• Who knows what a prediction is? It is the guess that you make to answer the good
question?
• How many shoes can fit in the dinosaur foot?
o You are now a palaeontologist. You need to put your name on the sticky
so we know which palaeontologist is making the educated guess.
o Give each student a sticky and they are to put their name and a number of
how many feet they think will fit into the large dinosaur footprint.
Objective (connected to PofS): To guide the students into a deeper understanding of why use a
standard unit of measurement.
Materials:
•
Pre-drawn Large Dinosaur footprint cut outs
•
White board and pens, Pencils, Tracing paper for their shoes, Rulers, Scissors, Sticky
post-it notes, Tracing paper, White blank printer paper and Crayons.
What We Found What is your Prediction? __________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________ Item Name How Many Did You Need? Item #1 Human Foot Prints Item #2 __________________________ Item#3 ___________________________ Names in your Group:____________________________________________________ Date:___________________________________________________________________ Pre-set up required:
•
•
Pre-draw the dinosaur footprints on a large piece of paper. These need to be drawn to
scale. Cut these out.
Make sure you place students in appropriate groups.
Write on Board
1. (In Red Pen) – Rubbing
2. (In Blue Pen) – Cutting
3. (In Green Pen)- Gluing
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
Student #
**These groups must not change as they have been set up based on behavioural and leadership
needs of each students**
Content:
Time
What is the teacher doing? Key
questions?
Call students over to the carpet.
“Grade one’s and two hands on
top”. Wait for response of “That
means stop”
• Ask students to the carpet with a
pencil and sit quietly until all
students are ready to listen
• Note verbally those who are
showing behaviour that you are
looking for from all students.
Introduce 3 Dinosaur Footprints
•
Intro
2min
•
Dinosaur
Hypothesis
Discussion
•
•
Hypothesis of how many human
shoes it would take to fill up the
dinosaur footprint.
Write down your name and one
number.
Write down the hypothesis on the
What are students doing?
•
•
•
•
Moving from previous activity
to the carpet and sitting
quietly.
Using: listening & viewing.
Actively participate in
deciding how many human
footprints in each dinosaur
footprint
Following directions
10min
board.
*Refer to questions above*
Tracing
their shoes
•
15min
1.
2.
3.
4.
5.
3min
•
Do a demonstration of tracing a
shoe, rubbing the shoe to get the
pattern and cutting it out.
Grade one’s to T.A., grade twos
to Me.
Listen for name and group
number.
Go to your desk and trace your
shoe.
Cut out your shoe and place extra
paper in recycling.
Quite centres if completed
rubbings and tracings.
Once complete show a teacher.
Choose a quiet reading book or sketch
and sit at carpet.
*Students who have not completed
work from previous lessons must
continue working on their other work
until it is complete before going to
quiet centres.*
!
Actively work to show their
best tracing skills.
*Students who have not completed
work from previous lessons must
continue working on their other work
until it is complete before going to
quiet reading or drawing.*
Next Lesson: Group investigation
Pre-set up required:
•
•
Place the Dinosaur footprints and two glue sticks on each table for the students to use.
Give one individual in the group a leadership role and they are to report their findings on
a piece of paper. Make sure this individual is in grade two.
Find your
group
5min
•
•
•
•
•
Have the students bring their cut
out traces of their footprints and
sit at the carpet.
Remind them that they are
palaeontologists and that scientist
often work together to make
discoveries.
Tell them their job is to find out
how many shoe traces it will take
within their group to fill up their
large dinosaur foot print
Have students Glue on their
footprints and make an educated
guess.
Call out students and place them
at specific tables. Remind them
•
•
•
•
•
Students come sit at carpet
Listen actively to directions
Repeat directions
Students make their way to the
assigned table which is preset.
They will work with their
group to glue on their own
traced footprints.
•
Show their
findings
•
•
Guided
discussion
on
measurement
•
•
•
•
•
Measure
with two
other items
Conclusion
•
that there is no wandering while
they are working in their groups.
Teacher walks from table to table
making sure that each student is
participating in the investigation
by asking questions and helping
with gluing.
Teacher will have representatives
from each group come with their
footprint and put up their
footprint on the wall along with
their findings sheet.
Teacher will ask all students to
sit at the carpet and listen to each
groups findings through guided
discussion
How many footprints fit into the
dinosaurs foot?
If someone’s foot is larger than
another persons foot, how many
of the larger persons foot would
we need?
How do we know?
Is this a good tool for measuring
the size of an object? Why? Why
not?
Teacher will instruct groups to
go back to their tables with their
dinosaur footprint and use
something else in the room to
measure such as blocks or, books
etc and write it on their findings
sheet.
Teacher will walk from table to
table helping groups use two
other items to try and measure
how many of that item will fit
into the dinosaurs foot and will
record it on their findings sheet.
Have the students hand in their
group findings sheet to teacher.
• Revisit the prediction that
the students made at the
beginning of the lesson
• Ask them if they know a
standard unit of
measurement that we
sometimes use in the
•
•
•
•
•
Representative from each
group will come with their
footprint and put up their
footprint on the wall along
with their findings sheet.
Participate in the discussion,
raise their hands and show
respect for their fellow
students work
Students will participate in
discussion and ask questions.
Follow directions to go back
to their desks with their group
to use a different form of
measurement.
Students will list two other
items they used to try and
measure how many of that
item will fit into the dinosaurs
foot and will record it on their
findings sheet.
Students will hand in their
group findings sheet to
teacher.
• Students will explain
their findings one a
group at a time
• Groups will compare
and congratulate their
•
classroom
Show them the ruler and
how it has cm that they
can count height and
width. Set up the idea of a
math lesson on fractions
and measurement.
fellow palaeontologist.
Assessment:
•
Guided discussion, tracing, and cutting:
o Did they participate in the discussion
o Did they ask questions about the topic?
o Did they actively listen while reading?
! Could they trace their own shoe?
! Could they do their own rubbing on their shoe?
! Did they cut out their own shoe?
Accommodations/Modifications:
!
!
Grade one’s
o Take shoes off
o Do two rubbings, one of each shoe
o Lay shoe flat on the table and place tracing paper on top
o Rub with crayon until you see the full pattern on your shoe
o Then outline your shoe rubbing with pencil and cut it out.
o Write your name on your footprints
Grade’s two’s trace their
o Step one:
! Take only the right shoe off
! Lay shoe flat on the table and place tracing paper on top
! Rub with crayon until you see the full pattern on your shoe
! Then outline your shoe rubbing with pencil and cut it out.
o Step Two:
! Take Left shoe off
! Trace your foot only.
! No rubbing of your foot
Extension and extra time activity: Quite centres
My Dinosaur Footprint Student Self-­‐Assessment Name: ______________________________________________________ I traced my shoe all by myself. I did two shoe rubbings (left foot and right foot). I cut out my shoe rubbings all by myself. I glued my shoe rubbings onto the large dinosaur footprint all by myself. I used crayons for my shoe rubbings. I was proactive because I did this all by myself by following the plan (beginning with the end in mind). I listened to and followed the directions. I worked hard with my group members. I shared materials at my table like the glue and scissors.