Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
CCSS.ELA Science 3-3.3
Characteristics and Interactions of Living Organism
3. There is a genetic basis for the transfer of biological characteristics from
one generation to the next through productive processes
D. there is heritable variation within every species of organism
a. Identify and relate the similarities and differences between animals
and their offspring.
Determine the 4 different types of reptiles and the habitats that
reptiles reside in as well as explain what the difference between a
cold blooded reptiles is and a warm blooded mammal. I will identify
and teach the proper terms and vocabulary of each classification of
reptile as well as demonstrate the reptiles that live in multiple
habitats.
Missouri GLEs
Scope and Sequence Characteristics of Plants and Animals
a. Identify the basic needs of most animals (i.e., air, water, food, shelter)
b. Identify the basic needs of most plants (i.e., air, water, light)
Predict and investigate the growth of plants when growing conditions are
altered (e.g., dark vs. light, water vs. no water)
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
Students will explain the the four different types of reptiles
Students will compare and contrast reptiles and their different
habitats
Students will identify reptiles that live in multiple types of habitats
by a serious of questions and discussion at the end of the
presentation.
Students will interpret the type of habitat that each reptile lives in
by drawing and coloring in the surrounding habitat with the
pictures they are provided with.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
Students will be able to determine the 4 different types of reptiles as well as
the habit each reptile resides in.
Students will be questioned throughout lecture and be encourage to
participate and interact showing a growing knowledge of reptiles.
Students will be given 4 different pictures of the major classes of reptiles.
They will identify and label the 4 different reptiles, then color in or draw the
reptiles surrounding habitat.
Students will receive feedback after they have finished drawing their
habitats.

Lesson Structure and Procedures

Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening,
Procedures, Guided Practice, Conclusion)
1.) Great students into the class room and begin to ask the students if
they know any types of reptiles. (5 Mins)
2.) Students will respond to how many different types of reptiles there
are. Their thoughts may be used as an introduction to the lesson. (5
Mins)

3.) Connect with prior learning as well as connect to students real lives. A
great question would be Does anyone know why we never see snakes
out in the winter? As students ask why explain how snakes are cold
blooded and explain the difference between cold blooded and warm
blooded animals.
4.) Direct Instruction

A.)Visual presentation over reptiles and the different types (crocodilia,

sphenodontia, squamata, and testudines) as well as their permanent
and multiple living habitats. Short video clip from Youtube. (20 Mins)

B.)Put the students in groups of 4 for the 4 different types of reptiles.

Have the four of them work together to determine which reptile is in
which class. They will label their reptile and then proceed to color and
draw its surrounding habitat. All four students must do a different
reptile. At the end students will share why they made its surrounding
the habitat the way it is. (15 Mins)
5.) As the students work on their projects the teacher should walk around
the room making sure each student has properly classified the type of
reptile he or she may possess.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
Students will be given a presentation over reptiles displaying what
habitats are around them and what type of climate each reptile
would reside in. During the presentation the types of reptiles will
be stressed
Learning Activities
Opportunities provided for students to develop knowledge and skills of the
learning objectives
Students will be placed into groups of 4 to determine the different
classifications of reptiles and develop an understanding of the
surrounding habitats. As the students work on their projects the
teacher should circle the room and ask them interesting reptile
questions to see what the students know. If a student doesnt know
an answer to a question make sure its a fun fact and tell them so
they never forget.

Resources and Materials

List of materials used in the planning of and during the instruction of the
lesson
Black and white copies of the 4 different types of reptiles on papers. Colored
pencils crayons. Blank piece of paper for students notes. (Glue sticks are
optional if you would like to have the kids glue on the names of each class of
reptile)

Technology
Instructional and/or assistive technology incorporated into the lesson to
enhance instruction and student learning
A projector and smart board so a presentation can be given over reptiles.

Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and
language differences, etc.
In cooperative groups the students will all 4 work together to determine
what each class of reptile is. As they classify the reptiles they will the all
choose one of the four groups and begin to draw a habitat. As the students
begin to draw the surrounding habitats they should interact with one and
another to help them gain visual of the habitats. When students are done
with their drawing they must explain their habitat and why they choose the
surrounding habitat.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged
The teacher will walk around the room and give a presentation over the
classes of reptiles. Once presentation is done the teacher will assign groups
of 4 and give each student a piece of paper with a class the reptile. Students
will then have 4 different pictures of reptiles in front of them and have to
place the proper name on the picture. After the teacher has approved each
reptile class then the students may glue them on. After they glue on the
names then the students will draw and color the surrounding habitat of the
reptiles.

Extensions
Activities for early finishers that extend students understanding of and
thinking about the learning objectives by applying their new knowledge in a
different way
Determine which reptiles can live in multiple types of habitats and why it is
possible for them to survive. An example would be how a turtle can live in
the sea and some live on the land. A better example would be how a snake
can sit in a swamp in the water under root wads as well as out in the middle
of a dry field with little to no water.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen
student understanding and interconnect concepts (may be incorporated
tomorrow or throughout the unit)
Exit quiz that will consist of three questions. 1. What is the
difference between cold blooded reptiles and warm blooded
mammals? 2. Name two of the four types of reptiles. 3. What was

the most interesting thing that you have learned today?

Additional Information
Any area or lesson component that may not have been covered by this
format that you think is vital to include in this lesson
Students need to know the difference between cold blooded and warm
blooded animals so that they know what times of the year certain reptiles
may be out. Also allows students to know a physical difference between us
and reptiles.

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