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Standards:

Language and literacy domain
IV.A.1.benchmark a: engages in multiple back-and-forth communicative interactions with adults (e.g., teacher-shared information, read-aloud books) and peers to set goals, follow rules, solve problems and share what is learned with others.
IV.A.1.benchmark b: Shows understanding by asking and answering factual, predictive, and inferential questions, adding comments relevant to the topic, and reacting appropriately to what is said
Scientific inquiry domain
VI.B.1.benchmark e: Observes that living things differ with regard to their needs and habitats.
VI.E.1.benchmark a: Demonstrates how people use objects and natural resources in the environment.
VI.F.1.benchmark a: Identifies problems and tries to solve them by designing or using tools (e.g., makes a simple tent with a chair and cloth for protection from the sun)
VI.F.1.benchmark c: Uses appropriate tools and materials with greater flexibility to create or solve problems
Need to add math

Mathematical Thinking domain

V.D.1.: recognizes and names two-dimensional shapes (circle, square, triangle, rectangle) of different size and orientation.

V.F.1.: measures object attributes using a variety of standard and nonstandard tools.

How I will focus on rigor and relevance in this lesson:
Students will participate in the discussions about the birds we read about.  We will use name sticks to ensure all students get a chance to participate in the discussions.
Language impaired students will be paired with a peer to help them gather the words to express themselves.
The groups will be set up in 4 groups of 4.  The makeup of the groups will ensure that the language impaired students and my one ELL student will be brought into the activities and will be able to converse with their group mates.
The activities will be based on the engineering method, however it will be modified for my preschoolers: ask, imagine, plan, create, test, improve, and share.
They will have materials that they need to figure out how to turn into feeders for birds.

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The central focus of the lesson is for the children to figure out a way or ways to help the birds to get food on our playground. They will have to think of and create  working products that the birds can use to get food.

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Videos and literature

> All About Birds for Children: Animal Learning for Kids - FreeSchool: https://youtu.be/jF0Id-hH9y4

> How to Help a Bird! | Animal Science for Kids: https://youtu.be/dvPuhLC9GjU

> Make Your Own Recycled Bird Feeders: https://youtu.be/sKIyeeCBL-w

> Teacher information site: https://www.sixthbloom.com/how-to-teach-engineering-to-preschoolers/

> A Backyard Birding Adventure: What’s in Your Yard? by: Kermit Cummings

Resources in my curriculum
Duval Curriculum -VPK
> https://duvalschoolsorg.sharepoint.com/:p:/s/cg/EajhKRhYjpFIul-FBLK_zSIB4_8F7UoEcc5XQk-xVHCHZA?e=FUmkDe
These are resources that started on the reptile page, and I searched out birds.
> https://kids.nationalgeographic.com/nature/article/make-a-bird-feeder
> https://kids.nationalgeographic.com/animals/birds
Missing from my curriculum

There are very few, if any hands on thinking activities for the students.  We are basically just giving them information.
Places to find resources:

Internet, teachers pay teachers, amazon, etc.
Making connections to other subject areas and find the resources to do so:

> Reading stories about the topic and having the students ask and answer questions about what is being read.

> Research pre-k friendly videos that have information about birds
Resources from Teachers pay teachers
There are parts of each one that I will utilize in my lesson with my children
All About Birds & Chicks Science for Little Learners(preschool, pre-k, & kinder)

Living and Non-Living Things Science

Living and Non Living Things Sorting | Preschool PreK Kindergarten

Bird Feeder PreK STEM Activity | Bird Feeder Preschool STEM Science

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PK_Science_Unit7_Week1_ What Animals Need.ppt

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The steps below will be done for each book read.
Teacher during pre-teaching: will select target vocabulary from the book being read that will support the students understanding of birds. These words will be pre-taught using the child friendly definition and the most realistic illustration in the book.
Teacher: will read the text as a read-aloud. When reading comes to the first encounter of the target vocabulary word the teacher will: first, review the target word; second, the students will repeat the target word; third: the teacher will say the child friendly definition of the target word while pointing out the word in the illustration.  If the word is encountered again in the reading, the above three steps will be repeated.
Shared Writing: Teache r: asks the students to share what they have learned from the book reading.
Students: tell what they have learned. Teacher: writes it down.
All: read what is written as a class.
The steps below will be done for each video presented and for when the students enter into the engineering process.
Teacher:
Will show the video that pertains to birds.
Will gather the materials needed for the students to do their projects.
Will explain the activity.
Will ask questions as a guide (open-ended as much as possible) and where applicable.
Will help them write their words on the paper.
Students:
Will watch the videos. Discuss as a group, with teacher support as needed what they saw and what is interesting and important.
Will work in collaborative groups to:
Ask: what the problem is.
Imagine: how they could solve the problem.
Plan: what they are going to make to solve the real-world problem.
Create/Test: Create what they designed in their planning stage and then test to see if it works.
Improve: on their product if they need to.
Share: their product with their classmates.

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What do I have?

Opening:

> All About Birds for Children: Animal Learning for Kids - FreeSchool: https://youtu.be/jF0Id-hH9y4

> How to Help a Bird! | Animal Science for Kids: https://youtu.be/dvPuhLC9GjU

> Make Your Own Recycled Bird Feeders: https://youtu.be/sKIyeeCBL-w
Pre-read information for teacher:

> Teacher information site: https://www.sixthbloom.com/how-to-teach-engineering-to-preschoolers/
Vocabulary/literacy:

> A Backyard Birding Adventure: What’s in Your Yard? by: Kermit Cummings

>  A Berenstain Bears’ Big Book of Science and Nature (Dover Children’s Science Books)
Project materials:
pinecones, sunflower butter, bird seed, twine, wood, paint, markers, glue

What is missing?

I won't know until I write the whole lesson.

How am I supporting diverse student needs?

>Language impaired students will be paired with a peer to help them gather the words to express themselves.
>The groups will be set up in 4 groups of 4.  The makeup of the groups will ensure that the language impaired students and my one ELL student will be brought into the activities and will be able to converse with their group mates.
>The activities will be based on the engineering method, however it will be modified for my preschoolers: ask, imagine, plan, create, test, improve, and share.

How will I provide multiple access points for equitable student engagement?

>They will be able to choose the materials they want to use to make the feeders.
>The materials will range from having to create the feeder from scratch, to having a kit to make it. (the kit will help the developmentally delayed students not be so frustrated).

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What am I going to use/not use? I will be using parts of each resource I have found to make sure I have what I need to meet the needs of my students.

What do I need to adjust? That I am not sure of right now.

What is my plan for implementation with the materials? I am going to create the different bird posters so that my students get to know birds. Their needs, their bodies, etc.   I will have them working with sorting living and nonliving things after we review what makes something living or nonliving.  They will then start the bird portion of the lesson. Leading to them working to create bird feeders. designing, trying out and sharing with others.

Are these materials and my instructional design meeting all student needs? I feel they are.

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How can you help the birds in our community have enough food to eat whenever they want it?

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Through the use of literature:
'A Backyard Birding Adventure' and 'The Berenstain Bears' Big Book of Science and Nature
Video:
How To Help a Bird! animal Science for kids- https://youtu.be/jF0ld-hH9y4  and
Make Your own Recycled Bird Feeders- https://youtu.be/sKlyeeCBL-w
the students will learn about birds and their needs (vocabulary), measure different size bird eggs and feathers (math), and create usable safe bird feeders (science-engineering process) for the community birds.

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Lesson objectives and background knowledge needed

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Lesson objectives and background knowledge needed

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Students will be able to:

Show understanding that living things differ with regard to their needs and habitats through discussion and exit tickets.

They will identify a problem that the birds have and try to solve it by designing a working product.

Show understanding that one thing that living things need to survive is food. They will show this through their creation of a working bird feeder.

They will show understanding of the driving question by asking and answering appropriate questions about a story they are read.

Background Knowledge needed:

1. What living things and nonliving things are.

2. The basic needs of living things, whether they are human  or animal.

3. What a project based activity is.

4. Understand the steps of the engineering process at their level: ask,  imagine, plan, create, test, improve, and share.

5. Name and recognize the 2-D shapes (rectangle, triangle, circle, square).

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1. Collaborative Groups will be utilized. Students will be placed to ensure that all children's needs can be met. I do not want one group loaded with language impaired students, they need to be dispersed in the groups and be with students they are compatible with.
Process:
Ask: After reviewing about living/nonliving things and interacting with literature they will create a problem that they need to solve.
Imagine: They will watch several videos on birds and bird feeders. They will then see the materials that they can choose from to create their bird feeder.
Plan: They will be given, in collaborative groups a sheet to design their bird feeder. They must agree on the design and materials. Once they have this drawn (to the best of their ability 4-5-years-old) they will move to the next step.
Create/Test: They will get their materials (their choice) and create a prototype. They will need to test it to see if it stays together, holds bird seed, has a place for a bird to perch while eating, and that the perch will hold the weight of the bird. (rubric with smiley faces)
Improve: After doing a testing they will work on the areas that need tweaking and then retest.
Share: Once they have a finished product that has passed all the criteria in the rubric they will share with an audience for feedback.

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Opportunities for strategic productive struggle

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Opportunities for strategic productive struggle

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The students will be told what they are supposed to create. They will then be given materials and they will have to figure out how to turn the materials into a birdfeeder.

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Teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)

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Teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)

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> When it comes time for them to design a birdfeeder, I will talk through the steps as I work to make one, using different materials than I will have them use.
> For my language impaired students and my ELL, I will be specific in my directions and think through the words that I will use to make sure that they understand what I mean and want them to do.
> I will model how to create a birdfeeder with my set of materials. They will have different materials.

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How I will  provide opportunities for cooperative learning in my lesson:

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How I will  provide opportunities for cooperative learning in my lesson:

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The groups will be set up in 4 groups of 4.  The makeup of the groups will ensure that the language impaired students and my one ELL student will be brought into the activities and will be able to converse with their group mates.

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Where the students will  be leading the work: 

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Where the students will  be leading the work: 

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The students, after learning about birds and their needs will take a walk on our playground and see what is out there to meet their needs. They will then discuss what is outside that will meet the needs of the birds (water, air, food, shelter, and space). They will look at each one and determine which one we could help them with. Then they will break into groups and design a way we could help the birds within the food area. With open-ended questioning, they will be running the project.
Following the Engineering Design Process, steps modified a bit for Pre-k students.

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1. There is no set budget. I researched the topic that tied into our unit 8 theme, 'Nature'.
2. I searched out different ways to create bird feeders and found ones that the children could understand and create.
3. I have purchased enough materials that we will not run out, and if they have big booboos in their design they will have more materials to start again or fix.
4. I do not want them frustrated and then shutting down.

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https://docs.google.com/document/d/1R0O_TcwErZF0YIm60rcyGOCMGRtNe3FlfgOKLplw8VE/edit#