Sample Education Paper on Teaching English Language Learners

1. Overview of Unit– Salmon Unit

This unit was written to be instructed to kindergarten students to educate them on the salmon from its life cycle to habitat and features. Each lesson was written to fit into a 40-minute class period with the overall unit lasting 9 days. The Salmon Unit comprises lessons that will develop learners’ understanding of the salmon. The first lesson is “The Life Cycle of a Salmon.” The second lesson is “The Parts of the Salmon and Its Functions.” The third lesson is “The Salmon Eggs.” The fourth lesson is “Spawners-Where Do They Come From?” The fifth lesson is “Field Trip to Salmon Habitat.” The sixth lesson is “Salmon Alevin-How to Protect Salmon Alevin.” The seventh lesson is “Salmon Smolt-Predator Game.” The eight lesson is “Adult Salmon.” The nineth lesson is “Buoyancy of The Salmon in Water.”

The Massachusetts Science and Technology/Engineering Curriculum Framework Standard addressed by this unit is recognizing that all plants and animals grow and change over time (Massachusetts. Department of Elementary and Secondary Education, 2016).

This unit is an appropriate area of study as it contributes to cognitive and analytical learning. Through this unit, students are given information that needs to be processed. Internal and external factors are implied by the teacher to stimulate both abstract and concrete ideas of the learner. The student analyzes and memorizes the concepts to let them engage the learned information to their memory. The student is then able to draw a conclusion.

1. Overview of Students

The unit was written for kindergarten students and written with a variety of different WIDA level students. The classroom setting for which the unit targets has twenty students and all have varying knowledge levels on salmon from its features to life cycle and habitat. In the targeted classroom, ten students are native English speakers and the other ten are non-native English speakers.  The group of learners targeted has a diverse level of background knowledge and a broad range of learning needs. For most of the learners, their primary need is to enhance their knowledge of the salmon and other animals living in water. However, students in all WIDA levels will benefit from this unit.

The unit lessons’ objectives were written with specific teaching strategies incorporated. For Lesson 1, for instance, students will be provided educational videos on the life of the marine creatures in the ocean that they will watch at home with the guidance of the parents before the day of the lecture. For Lesson 2, the students will be asked to view different pictures of the fish in the sea. The teacher will also bring an example of a real-life fish in a fishbowl in class, and the teacher will let the students view the general characteristics of a fish to be able to compare it later to the Salmon that will be discussed in the lesson.

1. Student Learning Outcomes

1. Major Concepts/Understandings of Unit

The language and content objectives vary across the nine lessons for the unit. For lesson 1, content objectives are that students shall learn the fundamentals of vocabulary that are essential for studying the Salmon and the students will identify what they know through an individual activity and share what they learn through a group activity. The language objectives are that students will be able to verbally identify the characteristics of a salmon and distinguish it from other kinds of fish; the students will be able to identify the natural habitat of a salmon; and the students will be able to verbally explain the life cycle of a salmon.

For lesson 2, the content objectives are to teach kindergarten students on the general parts of a fish and the specific pieces of a salmon. This is designed to make the student understand its differences from other marine creatures. Furthermore, the class will also identify the similarities and differences of the Salmon from the human body parts. Language objectives are students will be able to verbalize the general parts of a fish and compare them to the specific pieces of a salmon and to the human body parts; the students will be able to recite on the particular function of the Salmon’s body parts.

For lesson 3, content objectives are that students are expected to know the differences between a bean seed, a chicken egg yolk, and a salmon egg; the class will be able to draw a salmon egg and its phase in the life cycle of a salmon; and the class is expected to know the differences between a bean seed, chicken egg, and a salmon egg. Language objectives are that the class will be able to recite the functions of a salmon egg; the students will be able to compare and contrast the similarities and differences in the physical characteristics of the bean seed, chicken egg yolk, and the salmon eggs; and the students will be able to identify which of the objects presented resemble the salmon eggs most. The content and language objectives build on one another across the lessons and focus on enhancing learners’ knowledge and understanding of salmon.

The unit support’s learners’ cognitive and analytical learning. Through the lessons, students will be given information that needs to be processed. Internal and external factors will be implied by the teacher to stimulate both abstract and concrete ideas of the student. The student is also tasked to analyze and memorize the concepts to let them engrave the learned information to their memory. From here, the students will be able to draw a conclusion (Çeliköz, Erisen, & Sahin, 2019).

Students will be assessed after every lesson with the assessments varying greatly. For instance, for Lesson 1, the assessments entail provision of flashcards with the pictures of bean seed, chicken yolk egg, and the salmon egg. The students are called one-by-one and they are asked to identify the pictures in the flashcards. Another assessment is a written quiz. The students list all of the functions and the importance of the salmon eggs that they remember.

Lesson Plan Overview & Timeline

Day 1: The Life Cycle of a Salmon Content Objective(s): ●        Students shall learn the fundamentals of vocabulary that are essential for studying the Salmon. ●        Students will identify what they know through an individual activity and share what they learn through a group activity. Language Objective(s): ●        The students will be able to verbally identify the characteristics of a salmon and distinguish it from other kinds of fish. ●         The students will be able to identify the natural habitat of a salmon. ●        The student will be able to verbally explain the life cycle of a salmon. Activities: Students will be asked on their observations on the educational videos about the marine creatures and the ocean life. Students will be asked to describe the diversity of the marine animals in the educational video presented. Using their notebooks, students visualize the draw some of the marine creatures from what they have watched at home. Students will share their drawings in the class to have an overview on their ideas on target lesson. The teacher will provide reading materials regarding the topic. The students will read on the materials provided for ten minutes. After reading, the teacher will discuss the life cycle of Salmon using visual aids for ten minutes. The students are expected to listen for the entirety of the lesson. After the discussion, the teacher will ask the students to draw the characteristics of the Salmon based on the discussion. Furthermore, the students will be asked to draw the life cycle of the Salmon in a coupon bond. The students will form a big group, and the teacher will facilitate a group discussion. The students will be asked one-by-one to present their work in class. Detailed Lesson Plan Attached: Yes.

Day 2: The Parts of the Salmon and Its Functions Content Objective(s): ●        At the end of the lesson, the students will be able to identify the specific characteristics of Salmon and how its other body parts are modified compared to the general features of a fish. ●        The class will also be able to name the parts of the Salmon that are similar to the human body parts. ●        At the end of the discussion, the class will be able to determine the functions of the elements of the Salmon. Language Objective(s): ●        The students will be able to verbalize the general parts of a fish and compare them to the specific pieces of a salmon and to the human body parts. ●        The students will be able to recite on the particular function of the Salmon’s body parts.   Activities: All of the students will stand-up and sing the nursery rhyme, My Toes, My Knees, My Shoulders, My Head to energize the students. Then, they will be asked on what they think are the similarities of the human body to the fish. The students will be asked to draw the general parts of the fish that resemble the human body parts. The students will identify the common features of the different pictures that they were tasked to view. To motivate the class, the teacher will start by asking questions such as, “I wonder how the fish, specifically the salmon, turn into an adult”; “Do you think they grow old the way are grandparents grow old?”; “What do you think does a fish do in life?” And the teacher will let the students raise their hands to give their opinions on her questions. This is done to encourage the students to participate in the discussion. The students will be given a picture of the human body and the fish. The teacher will identify the parts of the fish that resemble the human body physically and functionally. Afterwards, the teacher will prepare to lecture the specific parts of the Salmon using pictures and charts. A table will be ready for the particular function of each body part of the Salmon. A video will be shown to demonstrate how each of the body parts works. After the lesson, the class will form three groups. A game will be conducted by the facilitator that will allow the students to analyze the lesson learned through role-playing. The game is entitled charades, where the members of the group will portray the body parts one-by-one while the other group members are educationally guessing the actions done by their member. The group with the highest point will receive the highest grade. Detailed Lesson Plan Attached: Yes

Day 3: The Salmon Eggs Content Objective(s): ●        The students are expected to know the differences between a bean seed, a chicken egg yolk, and a salmon egg. ●        The class will be able to draw a salmon egg and its phase in the life cycle of a salmon. ●        By the end of this lesson, the class is expected to know the differences between a bean seed, chicken egg, and a salmon egg. Language Objective(s): ●        The class will be able to recite the functions of a salmon egg. ●        The students will be able to compare and contrast the similarities and differences in the physical characteristics of the bean seed, chicken egg yolk, and the salmon eggs. ●        The students will be able to identify which of the objects presented resemble the salmon eggs most.   Activities: The teacher will bring a bean seed and a chicken egg yolk. The class will observe the differences between the two, and they will compare their characteristics using their drawing skills. The teacher will discuss the parts of a salmon egg through a picture. The students will copy the image and its components. The teacher will explain the functions of the salmon egg and its importance in the life cycle of a salmon. While discussing, the students will jot down notes. The teacher will provide flashcards with the pictures of bean seed, chicken yolk egg, and the salmon egg. The students will be called one-by-one and they will be asked to identify the pictures in the flashcards. A written quiz will be conducted. The students will list all of the functions and the importance of the salmon eggs that they will remember. Detailed Lesson Plan Attached: Yes.

Day 4: Spawners- Where do they come from? Content Objective(s): ●         Students are expected to know why salmon return to their natal stream instead of staying in the ocean to grow old and die. Language Objective(s): ●         The students will be able to describe the spawner’s journey to its natal steam. Activities: The students will be given Salmon Life Cycle posters in groups of five. They will be asked to look at the poster and focus on the part about the spawner. They will then be asked to explain what the poster shows about where spawners come from. Student discussions of the Salmon life cycle poster will be monitored to make sure that they can describe the journey of the spawner to its natal stream. Detailed Lesson Plan Attached: No.

Day 5: Field Trip to Salmon Habitat Content Objective(s): ●         Students shall learn about salmon habitat and identify features about the habitat that make it suitable for salmon. Language Objective(s): ●         Students will be able to differentiate the habitat of salmon from that of other water animals. Activities: Students will be assembled into groups of four or five. They will take a five-minute walk to a stream or lakeshore. Students will be required to identify features that would identify the site as good or bad for salmon. Students will look for signs and other fish in the water and record their observations. Teacher will monitor student discussions to make sure that they can describe a salmon habitat and identify features making it suitable for salmon. Detailed Lesson Plan Attached: No.

Day 6: Salmon Alevin- How to Protect Salmon Alevin Content Objective(s): ●        Students shall describe things people do that harm the things salmon Alevin require to survive. Language Objective(s): ●         Students will recognize ways they can protect alevin. Activities: Students will participate in discussions about the things that people do that could harm the things alevin requires to leave. Students will be prompted to ask questions on protecting salmon alevin. Detailed Lesson Plan Attached: No.

Day 7: Salmon Smolt-Predator Game Content Objective(s): ●         Students shall identify how predators reduce the number of smolt. Language Objective(s): ●         Student will be able to list animals that prey on smolt and other dangers smolt faces. Activities: Students will be divided into tow teams, with four-fifths of students acting as smolt and one-fifth acting as predators such as predatory fish or birds. Predators will take various places in the estuary, in the middle of the classroom floor. Predators will then move to catch smolt by tagging them as they cross the floor. Student discussions will be monitored and their reflections on the predator game will be monitored to ensure they can identify how predators reduce smolt numbers. Detailed Lesson Plan Attached: No

Day 8: Adult Salmon Content Objective(s): ●         Students shall learn the difference between an adult salmon and its other stages in the life cycle. Language Objective(s): ●         Students will be able to identify some of the features of an adult salmon. Activities: Students will be divided into groups of five where they will discuss on their own the difference between adult salmon and how it appears in other stages throughout the life cycle. The teacher will ask the learners questions about adult salmon to test their knowledge and understanding of adult salmon. Detailed Lesson Plan Attached: No.

Day 9: Buoyancy of The Salmon in Water Content Objective(s): ●         Students shall learn about the salmon’s buoyancy and what makes it buoyant in water. Language Objective(s): ●         Student’s will be able to observe the difference in salmon’s buoyancy in fresh and salty water. Activities: Learners will visit a river stream and observe the movement of the salmon in the water. Students will then visit a nearby ocean to observe the movement of the salmon in the salty water. The teacher will request the students to reflect on their experiences while visiting the two different locations. Detailed Lesson Plan Attached: No.

Culminating Assessment: Teacher will give every student an opportunity to present before the class their understanding of the salmon through its life cycles.

 

Detailed Lesson Plans

Lesson Plan 1: The Life Cycle of a Salmon

Context:

This lesson plan will be utilized for kindergarten students to educate them on the multifaceted phenomena on Salmon’s genetics, function, and relationships within its ecosystem and its interrelationships to other ecosystems. The lecturer expects the students to learn one of the core ideas of biology which pertains to the structures and processes that the Salmon undergoes.

Domain:

Cognitive and Analytical Learning

The students will be given information that needs to be processed. Internal and external factors will be implied by the teacher to stimulate both abstract and concrete ideas of the student. The student is also tasked to analyze and memorize the concepts to let them engrave the learned information to their memory. From here, the students will be able to draw a conclusion

Massachusetts Science and Technology/Engineering Curriculum Framework Standards:

K-LS1-2(MA). Recognize that all plants and animals grow and change over time (Massachusetts. Department of Elementary and Secondary Education, 2016).

Content Objectives

The students shall learn the fundamentals of vocabulary that are essential for studying the Salmon. Furthermore, the students will identify what they know through an individual activity and share what they learn through a group activity.

Language Objectives

1. The students will be able to verbally identify the characteristics of a salmon and distinguish it from other kinds of fish.
2. The students will be able to identify the natural habitat of a salmon.
3. The students will be able to verbally explain the life cycle of a salmon.

Prior Knowledge

            The students will be provided educational videos on the life of the marine creatures in the ocean that they will watch at home with the guidance of their parents before the day of the lecture.

New Learnings         

            The students will learn on the facts about Salmon and its life cycle.

Lesson Plan

Before the lesson:

1. The students will be asked on their observations on the educational videos about the marine creatures and the ocean life.
2. The students will be asked to describe the diversity of the marine animals in the educational video presented.
3. Using their notebooks, the students visualize then draw some of the marine creatures from what they have watched at home.
4. The students will share their drawings in the class to have an overview on their ideas on target lesson.

During the lesson:

1. The teacher will provide reading materials regarding the topic. The students will read on the materials provided for ten minutes.
2. After reading, the teacher will discuss the life cycle of Salmon using visual aids for ten minutes. The students are expected to listen for the entirety of the lesson.

Assessment:

1. After the discussion, the teacher will ask the students to draw the characteristics of the Salmon based on the discussion. Furthermore, the students will be asked to draw the life cycle of the Salmon in a coupon bond.
2. The students will form a big group, and the teacher will facilitate a group discussion. The students will be asked one-by-one to present their work in class.

Procedures

Before the Discussion

Good day little ones! How was your day so far? Did you watch the video yesterday with your mommy and daddy? Let us see if you really did. Who can give me a description of where the video was filmed? Very good. Now, who can tell me what animals have you seen in the ocean?

Today, we are going to study one of the animals that you watched yesterday. What do you think it is? Fish? Correct! Who among you here has eaten a fish before? How does it taste? Fish is one of my favorite foods. I specifically like salmon because it is very delicious, especially when it is in the form of sushi. Now, we will discuss on how it looks like and what happens to it before it becomes a delicious food. Using your notebook, kindly draw what you have seen in the video!

Now, I will show you my pictures while I was growing up. Remember how I look like, and we will compare it to our lesson later. [Provides the teacher’s photos from birth to adulthood]. 1^st picture is mother’s picture while she is pregnant with the teacher. This is me when I am still in my mother’s womb. I was asleep, and I cannot see anything. I depend on my mother for everything. The teacher will show the 2^nd picture when he was a baby. Then, this is me after my mom gave birth to me. The teacher will show the 3^rd and 4^th pictures. This picture on your right is me in kindergarten while on the left is me when I was in senior high school. I was already beginning to get higher and get bigger. The teacher will show the 5^th picture. And this is me in college.

I showed you these pictures of mine so that you can relate to our topic today, which is the life cycle of a salmon.

During the Discussion

Every creature in this world undergoes a cycle before developing into an adult, just like your teacher, your mommy, and your daddy. Look at the picture on the board. This is the life cycle of a salmon. Like Teacher ________, a salmon starts inside the womb of his mother, and she gives birth to it as an egg (points to the egg) like how teacher looks like when he is a baby—small and cute. Then, after some time, the egg hatches into an alevin (points to the alevin). The one attached below their body is what you call a yolk sac. Because their mother cannot give them food anymore, they feed on the yolk sac. This is just like a teacher in kindergarten.

I grew longer and a bit larger, but I still cannot find food myself, and I depend on what my mommy and daddy give me. Then, the alevin becomes a fry (points to the fry). The fry almost looks like me when I was in high school, right? It became longer, and it is now able to find its own food. Also, it resembles the next stage closely, and it looks like his mommy even more. After some time, this adult salmon will find his lover like how mommy and daddy found each other. Because of that love, the mother will bear a baby again. And then the whole cycle will repeat again until there are more and more numbers of baby salmons. Eventually, we get to eat them. And when the salmon gets eaten by a bigger fish or by us that is the only time that the cycle will stop.

After the discussion

Okay. Now that I have discussed the life cycle of the salmon. I want you to repeat it with me. The first stage is the egg stage, repeat. The second stage is the alevin stage, repeat. The third stage is the fry stage, repeat. And the last stage is the adult stage, repeat. Excellent.

Now, I will ask you. Do you think humans and salmons are alike? If yes, please raise your hand and describe it to me.

I think you are now ready to draw the life cycle without copying it on the board. Please get one whole sheet of paper and draw what we have discussed earlier. I am giving you ten minutes to do it silently.

 

Lesson 2: The Parts of the Salmon and Its Functions

Context:

This lesson plan is intended to teach kindergarten students on the general parts of a fish and the specific pieces of a salmon. This is designed to make the student understand its differences from other marine creatures. Furthermore, the class will also identify the similarities and differences of the Salmon from the human body parts.

Domain:

            Cognitive and Analytical Learning

The students will be given information that needs to be processed. Internal and external factors will be implied by the teacher to stimulate both abstract and concrete ideas of the student. The student is also tasked to analyze and memorize the concepts to let them engrave the learned information to their memory. From here, the students will be able to draw a conclusion (Çeliköz, Erisen, & Sahin, 2019).

Massachusetts Science and Technology/Engineering Curriculum Framework Standards:

K-LS1-2(MA). Recognize that all plants and animals grow and change over time (Massachusetts. Department of Elementary and Secondary Education, 2016).

Content Objectives

1. At the end of the lesson, the students will be able to identify the specific characteristics of Salmon and how its other body parts are modified compared to the general features of a fish.
2. The class will also be able to name the parts of the Salmon that are similar to the human body parts.
3. At the end of the discussion, the class will be able to determine the functions of the elements of the Salmon.

Language Objectives

1. The students will be able to verbalize the general parts of a fish and compare them to the specific pieces of a salmon and to the human body parts.
2. The students will be able to recite on the particular function of the Salmon’s body parts.

Prior Knowledge

The students will be asked to view different pictures of the fish in the sea. The teacher will also bring an example of a real-life fish in a fishbowl in class, and the teacher will let the students view the general characteristics of a fish to be able to compare it later to the Salmon that will be discussed in the lesson.

Lesson Plan

Before the lesson:

Before proceeding with the lesson, all of the students will stand-up and sing the nursery rhyme, My Toes, My Knees, My Shoulders, My Head to energize the students. Then, they will be asked on what they think are the similarities of the human body to the fish. Afterwards, the following will be done:

1. The students will be asked to draw the general parts of the fish that resemble the human body parts.
2. The students will identify the common features of the different pictures that they were tasked to view.

During the lesson:

To motivate the class, the teacher will start by asking questions such as, “I wonder how the fish, specifically the salmon, turn into an adult”; “Do you think they grow old the way are grandparents grow old?”; “What do you think does a fish do in life?” And the teacher will let the students raise their hands to give their opinions on her questions. This is done to encourage the students to participate in the discussion.

The students will be given a picture of the human body and the fish. The teacher will identify the parts of the fish that resemble the human body physically and functionally. Afterwards, the teacher will prepare to lecture the specific parts of the Salmon using pictures and charts.

A table will be ready for the particular function of each body part of the Salmon. A video will be shown to demonstrate how each of the body parts works.

Assessment

1. After the lesson, the class will form three groups. A game will be conducted by the facilitator that will allow the students to analyze the lesson learned through role-playing. The game is entitled charades, where the members of the group will portray the body parts one-by-one while the other group members are educationally guessing the actions done by their member. The group with the highest point will receive the highest grade.

Procedure

Before the discussion

            Good day, class. Today we will start our course by some songs, My Toes, My Knees, My Shoulders, My Head. Do you now have an idea of what we are going to discuss today? Yes, body parts, but not of humans, but of the fish in the sea, specifically, a salmon.

Everybody, please move closer to the desk. I brought a fishbowl here with a fish. Please observe it for one minute. Who can tell me what the fish is doing in the bowl? How do you think the fish can do that?

During the discussion

            [Provides a picture of a salmon with pointed body parts]. Today, we will study the parts of a salmon and its functions. Please bring out your notebook and draw the picture and its parts first and try to observe the image and the fish in the bowl. I will give you ten minutes to finish it.

Now, you have to follow what part I will be pointing at and listen to its functions. The first part is the eyes. These have the same role as our eyes, which is to see. They use this to find food and to avoid predators. The difference with our eyes is since theirs are bathed in water regularly, they do not have eyelids, and they do not cry. The next part is the nostrils, which are like the nostrils found in our nose. Their nostrils are used to smell food and their natal stream, which is the place where they truly live. But their nostrils are not used for breathing, unlike humans, because they breathe through their gills, which in this part. The next part is the fins. A salmon has two paired fins and four single fins. The most crucial fin is the one the end part of the fish, which permits movement. Think of it as your feet. Without your feet, you cannot go anywhere. The last part of the salmon is the scales. This does not resemble our skin, but it functions the same. The scales protect the salmon from sickness. The teacher provides a box with a lid. Think of the scales as the lid of this box. The lid keeps the box closed and away from danger. When it is opened, then there is a possibility to destroy the box. That is how the scales work.  

After the discussion

            Don’t you think the fish are just like humans with a few differences? Now, to check if you really understood the lesson, please count by three, and please group according to your number. Now, we will play a game called charades. One member will go in front. She will pick a part of the fish and demonstrate it to the group members. Then, the group members will guess the part that is being portrayed in front. Each group will be given one minute to finish the game. The group with the highest number of correctly guessed parts will be the winner.

After the game. Did you have fun learning the parts of the salmon? That is great. We are now done. Goodbye, and see you tomorrow.

Lesson 3: The Salmon Eggs

Context:

The salmon eggs are the contain a developing salmon that will become mature in the future. These eggs need specific milieus to survive in the environment. The adult Salmon has been discussed in lesson 2 to allow the students to have a good overview. This lesson intends to dissect the specificities of the life cycle of a salmon.

Domain:

Cognitive and Analytical Learning

The students will be given information that needs to be processed. Internal and external factors will be implied by the teacher to stimulate both abstract and concrete ideas of the student. The student is also tasked to analyze and memorize the concepts to let them engrave the learned information to their memory. From here, the students will be able to draw a conclusion (Çeliköz, Erisen, & Sahin, 2019).

Massachusetts Science and Technology/Engineering Curriculum Framework Standards:

K-LS1-2(MA). Recognize that all plants and animals grow and change over time (Massachusetts Science and Technology, 2016).

Content Objectives

1. The students are expected to know the differences between a bean seed, a chicken egg yolk, and a salmon egg.
2. The class will be able to draw a salmon egg and its phase in the life cycle of a salmon.
3. By the end of this lesson, the class is expected to know the differences between a bean seed, chicken egg, and a salmon egg.

Language Objectives

1. The class will be able to recite the functions of a salmon egg.
2. The students will be able to compare and contrast the similarities and differences in the physical characteristics of the bean seed, chicken egg yolk, and the salmon eggs.
3. The students will be able to identify which of the objects presented resemble the salmon eggs most.
4. The students will verbally analyze the importance of the salmon egg in the previously learned life cycle from lesson 1.

Prior Knowledge

The students will be tasked to read on the salmon eggs at home. They will also be tasked to view the pictures of a bean seed, a chicken egg yolk, and a salmon egg.

Lesson Plan Procedure:

Before the Lesson:

To motivate the class, the teacher shall begin by asking the class to watch the nursery rhymes related to eggs such as the Ten Little Easter Eggs and Humpty Dumpty Sat on a Wall. Then, the class will all stand-up and sing these songs altogether. This will energize the class and prepare them to start a discussion.

1. The teacher will bring a bean seed and a chicken egg yolk. The class will observe the differences between the two, and they will compare their characteristics using their drawing skills.

During the Lesson:

1. The teacher will discuss the parts of a salmon egg through a picture. The students will copy the image and its components.
2. The teacher will explain the functions of the salmon egg and its importance in the life cycle of a salmon. While discussing, the students will jot down notes.

Assessment:

1. The teacher will provide flashcards with the pictures of bean seed, chicken yolk egg, and the salmon egg. The students will be called one-by-one and they will be asked to identify the pictures in the flashcards.
2. A written quiz will be conducted. The students will list all of the functions and the importance of the salmon eggs that they will remember.

Procedure

Before the discussion

            Today, we will start the class by singing Ten Little Easter Eggs and Humpty Dumpty Sat on a Wall. Do you feel energized now?

Last time, we discussed the life cycle of the salmon and the parts of the salmon. Today, what do you think we are going to discuss? Yes. We will be talking about the first stage, which is the egg of the salmon. Raise your hand if you did your homework, don’t be shy. There will be no wrong answers (the homework on viewing the bean seed and the chicken egg yolk).

During the discussion

           

 

 

 

            This is a picture that shows the salmon eggs. Can you see them? Who can tell me their shape? Yes, it is correct. The eggs are the first stage in the life cycle of a salmon. These are laid in the water by their mother. They are circular in shape. Are they the same with the bean seed? No. The bean seed is almost an oblong. Are they the same as the chicken egg yolk? Yes. The egg yolk is also circle in shape, but they are flat, unlike the eggs of the salmon.

The color of these eggs is orange to yellow. Their mother lay them in freshwater bodies like the rivers. As you can see in the picture, they are under the stones. Why do you think they are under the rocks? Please raise your hand if you would like to make a guess. There is no correct or wrong answer. Just try.

The eggs are under the stones so that they can be protected from harm until they hatch to an alevin, which is the one on top of the eggs. Do you want to watch how they become an alevin? If yes, I will show you a short video. The teacher will show them the video of the eggs hatching to an alevin.

After the discussion

            Okay, did you understand our lesson today? If so, I will show you flashcards, and you will identify them. The teacher will show flashcards with a picture of a bean seed, a chicken egg yolk, and salmon eggs.

Now we are going to do some turn and talk and try to quiz your partners and see if they can remember and later on, I will ask some questions and can I have some volunteers? (Some turn and talk and later on some group activity).

 

 

 

References

Çeliköz, N., Erisen, Y., & Sahin, M. (2019). Cognitive Learning Theories with Emphasis on Latent Learning, Gestalt and Information Processing Theories. Online Submission, 9(3), 18-33.

Massachusetts. Department of Elementary and Secondary Education. (2016). 2016 Massachusetts science and technology/engineering curriculum framework. Massachusetts Department of Elementary and Secondary Education