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Week 2 Your name: Tiffany Wilson Cooperating Teacher: Mrs.


School: Lincoln Grade:

#ate$Time: %:&'( :)* Septem!er +, %* )

Su!"ect: Science

Lesson title$Topic: -!serving .nimals in the Classroom Lesson num!er: ) STANDARDS/BENCHMARKS/GLCE addressed in this lesson: • /se the Venn diagrams and class discussion to assess the students0 a!ility to identify the needs of animals. 1L.-L.* . )2 • /se the pre3riting strategy to assess the students0 a!ility to share ideas a!out science through purposeful conversation. 1S.4..* . %2 /se the class discussion to assess the students0 a!ility to generate 5uestions !ased on o!servations. 1S.46.* . %2 STUDENT LEARNING OBJECTIVES/OUTCOMES Through these learning activities, the learner will demonstrate the ability to: • -!serve and compare animals from the schoolyard.

4dentify the !asic needs for animals.

INSTRUCTIONAL ACTIVITIES: Time: %:&' • Intr !"#ti n En$%$ement: .s a 3hole class 3e 3ill revie3 the list of animals that are living in the classroom ha!itat. Anti#i&%t r' (et 7Today class you 3ill !e choosing one animal to o!serve more closely from our ha!itat. 4 encourage you to choose a different animal from the one that you o!served on 8riday.9 We 3ill then discuss together 3hat a good scientific o!servation loo:s li:e. 4 3ill chec: for ideas that include: using their senses, 3riting do3n 3hat they see, dra3ing 3hat they see, and la!eling their dra3ings. 74t is important that 3e ma:e good o!servations !ecause 3e 3ill !e sharing 3ith one another.

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In(tr"#ti n%) %#ti*itie( +in#)"!in$ ,#-e#kin$ . r "n!er(t%n!in$/ %#ti*itie(0 m !e)in$0 $"i!e! &r%#ti#e0 in!e&en!ent &r%#ti#e1 The students !egin o!serving the animals in our classroom ha!itat. Since there is only one terrarium in our classroom, 4 3ill !e choosing the praying mantis and the moth to loo: at more closely. 4 3ill !e using images from the internet to !ring up on the smart!oard so that all students 3ill !e a!le to see at the same time. 78irst 4 3ant to as: you friends, 3hat 3ould 3e li:e to find out a!out our animals;.the praying mantis and the moth<9 4 3ill record the students0 responses in the form of a 5uestion on the !oard. =uestions might include, 7>o3 does the animal move< >o3 many feet or legs does the animal have< #oes the animal have eyes, mouth, ears<9 The students 3ill o!serve the animals on the smart!oard and together 3e 3ill discuss 3hat 3e see. 7?o3 that 3e have discussed 3hat 3e o!serve a!out these animals 4 am going to give you this activity page 3here you can record your o!servations !y dra3ing 3hat you see. @emem!er to la!el your dra3ing. .fter you have finished your dra3ing 4 3ant you to loo: up here at the !oard and see if you can ans3er any of the 5uestions that 3e discussed !ased on your dra3ing. You can 5uietly discuss these 5uestions 3ith friends at your ta!le.9 .s the students are 3or:ing on this sheet 4 3ill circulate the classroom, visiting each ta!le. 4 3ill ma:e sure that students are !oth dra3ing and descri!ing the animals. When the students are finished 3ith this activity 4 3ill then use the Venn diagram to record their findings. 4 3ill have the students share their o!servations. 4 3ill call on students and 3rite their o!servations in the diagram. 7These circles are called a Venn diagram and it represents all that 3e have learned a!out these animals. -!servations that descri!e these animals 3ill go inside the circles.9 4 3ill as: 5uestions such as: 7What did you find out a!out the praying mantis< What are some 3ords that descri!e the moth< What is the praying mantis0 !ody li:e< What did you o!serve a!out the 3ay the praying mantis moves<9 .fter 3e have filled out !oth the sections on the praying mantis and the moth 3e 3ill then discuss the middle of the Venn diagram. 74n the space in the middle 3e 3ant to find out 3hat these t3o animals have in common, or ho3 they are ali:e<9 4 3ill have the students loo: at the o!servations from the praying mantis and the moth and find if there are any that are ali:e. .s 4 3rite these o!servations in the middle 4 3ill cross them out in the outer parts. Some 5uestions that 3ill help the class finding ho3 they are ali:e include: 7What do !oth animals do< What is similar in their appearances< When are !oth of these animals the most active<9 When 3e are finished 3ith this activity, the students 3ill then complete their "ournal page that includes: . Write one 3ay the animals are ali:e. %. Write one 3ay the animals are different.


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Inter!i(#i&)in%r' %&&r %#-e(: .ccommodations for differentiated instruction for: @esource students: 4 3ill provide eAtra help for these students and they 3ill also !e 3or:ing closely 3ith their aid. A((e((ment • E*%)"%ti n: The students demonstrate their a!ility to perform these tas:s through 5uestioning, participation, and effectiveness in completing their "ournal sheets. C n#)"(i n/#) ("re 7When you are finished 3ith your "ournal sheet 4 3ant you to raise your hand so 4 can come chec: it. .fter 4 have given you a star, 4 3ould li:e you to put your paper in your !ac:pac:. @emem!er to 3or: hard !ecause if it isn0t finished it 3ill go in unfinished 3or:. Tomorro3 3e 3ill !e o!serving another animal and !e tal:ing a!out ho3 its !ody parts help it to surviveB9 A((i$nment/. )) 2 "& • E3ten(i n Students could choose a familiar mammal 1cat, dog, s5uirrel, !ird2 for the students to descri!e and then compare to the animals in the classroom ha!itat using the Venn diagram. /sing the Venn diagram, compare an animal in the classroom to an a5uatic animal, such as a fish, frog or turtle.

LIST . MATERIALS %n! CLASSROOM SET U4 nee!(: • Smart!oard • • • • • White!oard or chart paper #ry erase mar:ers Science "ournal sheets pg. + C D 4mages of praying mantis and moth Crayons$pencils