USF Elementary Education Lesson Plan Template (S 2014)

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What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

Name:

Lesson Content
SC.3.L.15.1
Classify animals into major groups (mammals, birds, reptiles, amphibians, fish,
arthropods, vertebrates and invertebrates, those having live births and those which lay
eggs) according to their physical characteristics and behaviors.

The students will understand that the basis for classification is similarities. Students
should be able to recognize the difference between vertebrates and invertebrates and
begin to know the classifications for vertebrates classes and their characteristics.

Given the prior knowledge and overview of the major groups (reptiles, amphibians, and
fish) we will classify animals (vertebrates) by characteristics. So that we can identify
animals into the major groups. We will know we have it when we complete the
presentation, can identify our own animal, and answer the three exit questions correctly.

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?

We are teaching classification so that students are able to make connections within the
animal system and begin to understand the different animals. It is important to learn this
concept because it shows relationships, similarities, and differences. I am teaching it on a
near pod so that students are engaged and the groups can work together to learn the
material.

Formative Evidence will be the student work/answer from the presentation and the Exit
Slip at the end of the lesson.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

The different classifications and characteristics of the vertebrates or invertebrates.

USF Elementary Education Lesson Plan Template (S 2014)

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What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

Name:

In the beginning of the lesson there will be a prior knowledge check from what they
should be learning in the week ahead of the lesson (what are invertebrates? What are
vertebrates?)
My learners are a 3rd grade class and I know that they enjoy group work along with using
the tablets in class. I know that they will have enough background knowledge to begin
the lesson from the lessons that my CT will be teaching prior to my lesson

Differences between vertebrates and invertebrates.

All vertebrates have the same characteristics.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Guided NearPod Group Work, individual work

*** The technology in this lesson allows students to stay engaged and provide immediate
feedback for teacher to be able to make adjustments to instruction. The pre quiz and end
assessment on the Nearpod (technology) is how I would track their learning. The students
will also be able to see the animals and characteristics on the technology in addition to
actually feeling the animals to understand the differences. The students will be using the
technology in groups which will also keep them engaged in looking at the different
animals and using the tablets in class with peers.

USF Elementary Education Lesson Plan Template (S 2014)

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Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Time

130 p

Who is
responsibl
e (Teacher
or
Students)?

Name:

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Class will clear desks to be ready for the science block.
Ask students to get into groups of five/six so that the class is split
into four groups.
*If five groups are needed the extra group will use the computer to
the side of the room as their tablet
Student captains will then grab their designated tablet and pen.
Wait until students are in their own area and ready to enter PIN for
the Near Pod lesson.

135p

As students enter PIN they will begin the lesson that the teacher
controls from the main computer
Lesson will first go through the lesson objective
Have a student read aloud the objective.

140

Choose student to explain what they think the objective means.

What will they be focusing on? What are they doing?

145

The lesson will first be a two questions quiz on the information they
should know prior to start the lesson.
As the students answer the teacher will get feedback on the main
computer to take down as assessments

USF Elementary Education Lesson Plan Template (S 2014)

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Start
145

Name:

*** If there are several students who got the questions wrong,
review what invertebrates and vertebrates are. If not the lesson can
proceed.
The next two slides will be of review of animal groups and
classifications.
As the teacher reads the slides the teacher will ask on the second
slide what animal groups students can see that are vertebrates.
Answer: Reptiles, Fish, Amphibians, Birds and Mammals.
Teacher will then bring the attention back to the front and then say
that we will only be focusing on three; fish, amphibians, and reptiles.
Teacher will ask who has or has had pet fish? Reptile? Amphibians?
Then tell students to discuss with group about what that animal was
like, characteristics that your animal had OR if they have not had
that as an animal what do they think they are like?
*Each group should have a pet to discuss because the class pet is
a reptile.
Teacher will walk around and listen in on the group discussion
After a five minutes or so we will return to the Near Pod presentation
and go over the reptile, fish, and amphibians slides.
In this part it will be more of a group discussion about what we know
and what we observe form the animals on the screen.
We will also be able to have hands on experience of the animals
brought in to feel the characteristics and discuss characteristics that
we might not be able to see with our eyes (lungs, eggs)
** If needed there can be a designated student or all students in
group can take notes about what we discuss while on these slides,

USF Elementary Education Lesson Plan Template (S 2014)

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draw pictures.
End
215

The last slide will be more of a progress check.

Students are able to draw in their answer of which animal has what
characteristic
Once students are finished the teacher will receive the feedback and
take that as another assessment to see if students understand.

What will you do if

a student struggles with the content?

Technology allows for immediate feedback on struggling with
content/misconceptions.
I am able to address that in the lesson and go around to students and have a
discussion that drives them to think about their thinking and solve any
misconceptions or struggles.
a student masters the content quickly?
I will ask the higher order thinking questions (highlighted on next page)

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students interest do include animals. The classroom also has a class pet that will be
specifically discussed in the lesson. Students will be able to identify the animals because
they are found where they live.
If applicable, how does this lesson connect to/reflect the local community?
Students will be able to identify animals they see in the community/real world and know
characteristics of these animals which is knowledge that will be needed in further
curriculum and in real life situations.

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
CT mentioned that pairing our higher leveled students with a group that will
challenge them and make them defend why they think the answer is what it is.
Because it is a group setting they would have to convince their team why what
they think is the right answer.
How will you differentiate instruction for students who need additional
language support?
Animals will have labels on them so that students knows which is animal is which. We
discuss a lot of beginning vocabulary which will help them and not only will the group
work help them but as teachers we can make sure they are getting an understanding by
frequently using the vocabulary during discussion.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

AP, KN, JPA, KR If they are ready to learn they would just need one on one discussion to
make sure they are understanding content. If they are not ready to learn they KN would
be left alone so that he can just observe the lesson. JPA and AP will be motivated to
participate but if they are not ready after that they will be left alone to just observe also.
KR will just need extra watch to make sure he is still attentive. (Stamina is his goal)
Exit Slip is still required from them.
TD Will have to help her in misconceptions, provide extra help during presentation
JW/TM Visually impaired Bring in toy animals with the characteristics so that they are
able to feel and understand the classifications better.

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

AF/TS These two will most likely be leads and will have to ask them HOT questions so
that they are challenged
How does the characteristics compare between amphibians and reptiles?
Is there an animal that you can think of that have the characteristics of both an
invertebrate and vertebrate?
Explain how amphibians are considered to have both gills and lungs.
KP Usually an unmotivated student so having the presentation and animals will help her
engagement
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

The class will use tablets, worksheets, and toy animals.

Tablets are what will be used for group work and discussion, worksheets will be the exit
slip/assessment and the toy animals will be for the students who learn better hands on.
My CT will possibly be circling around the room to help with students listed above and
their accommodations.