SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Kelsey Shay Grade 3/5

Subject Group Activity: Animals
Time Needed for Lesson 30 minutes Lesson Concept: Tame vs Wild Animals

PA STANDARD(S) (Write out standards):

Standard - 3.1.3.A1
Describe characteristics of living things that help to identify and classify them.

Standard - 3.1.3.A2
Describe the basic needs of living things and their dependence on light, food, air, water, and shelter.

Standard - 3.1.3.C2
Describe animal characteristics that are necessary for survival.

BIG IDEAS/ESSENTIAL QUESTIONS:

Animals, both wild and domesticated, can be classified according to life needs, behavior, and physical
characteristics, including physical appearance, movement, habitat type, and relationship to humans.

What makes an animal a good pet?

What needs do pets have that wild animals do not need?

OBJECTIVE(S) (Be sure to include all four parts):

Students will be able to discuss and demonstrate their understanding of the needs of both household pets and
wild animals, with 100% accuracy during small group instruction.

The student will be able to compare and sort the animal pictures into two categories based on which animals
would make good pets and which animals are wild, with 100% accuracy during small group instruction.

MATERIALS:
 File Fold Activity on Pets vs Wild Animals
Animal Cards

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)
1. Come together as a small group around the circle table in back of room
2. Begin discussion by asking what kind of pets all of the students have
3. Talk about the needs of different animals
a. Go over the needs of pets: food, water, shelter, love, exercise.
b. Go over the needs of wild animals: food, water, shelter, exercise.

BODY (Bulleted step by step/differentiation must be included)

1. Discuss why certain animals make good pets and why other animals do not make good pets
2. Bring out the file folder activity on Pets/ Wild Animals
3. Hand each students different pictures of various animals.
4. Go around the table and have each child take turns by saying out loud what animal they have, and
whether the animal would be a pet or be a wild animal
5. Discuss whether the group agrees if the animal is a pet or a while animal
6. Have child place the picture on the correct side

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
1. Wrap up the lesson by reviewing the difference of what pets need vs what wild animals need
2. Ask the group if they can think of any other animals that we did not discuss already
3. Go over whether the animals that the student said is a pet or a wild animal and why

ACCOMMODATIONS/MODIFICATIONS:

1. Students that need an aid/ paraprofessional by their side, as stated in the IEP, will be provided with one
for extra support and guidance.
2. Rather than the students cutting out the individual picture cards and gluing them onto a piece of paper;
the animal cards are pre-cut, laminated, and have Velcro attached to them for students to attach them into
the correct file folder.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

The students will be assessed during small group instruction through informal interviews and group
discussions.
The students will be required to place the animal picture cards into the correct category, this provides us
with evidence and data on whether the student comprehends the material or not.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

During this lesson, we only had two out of the five students in the room. However, this lesson still worked out
very well for those two students. I had two file folders opened up and placed on the table. Each file folder had 9
Velcro spots inside. Then, I had 18 animal pictures for the two boys to sort into the two file folders. I handed the
students one picture at a time when it was their turn to name the animal and determine which folder the animal
belonged in. The students each had 9 turns to name an animal and correctly place the picture. The lesson went
very well and the students patiently waited to take their next turn. The students needed a little bit of prompting
when it came to certain animals that could be considered as a wild animal or a pet (ex: mouse, bird, etc.).
Overall, I would say that this lesson was a success!
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Kelsey Shay Grade 3/5

Subject Group Activity: Animals
Time Needed for Lesson 30 minutes Lesson Concept: Classifying Animals by Characteristics

PA STANDARD(S) (Write out standards):

Standard - 3.1.3.A1
Describe characteristics of living things that help to identify and classify them.

Standard - 3.1.3.C2
Describe animal characteristics that are necessary for survival.

Standard - 9.1.3.A
Know and use the elements and principles of each art form to create works in the arts and humanities.
Visual Arts: color form/shape line space texture value

BIG IDEAS/ESSENTIAL QUESTIONS:

Animals are as unique and different as human beings.

Animals, both wild and domesticated, can be classified according to life needs, behavior, and physical
characteristics, including physical appearance, movement, habitat type, and relationship to humans.

Why do animals have different characteristics?

OBJECTIVE(S) (Be sure to include all four parts):

Students will be able to analyze and sort animal picture cards into various categories based off of their unique
characteristics, with 100% accuracy during small group instruction.

MATERIALS:
File Folder Activity
 Animal Picture Cards
Blank Goldfish Template
Glue
Tissue Paper

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

1. Ask the students what color of hair everyone has

2. Talk about how people look different
a. Have different hair color and body shapes

BODY (Bulleted step by step/differentiation must be included)

1. Talk about how animals all have different characteristics just like humans
a. Feathers
b. Fur
c. Scales
d. Shell
2. Hand out pictures of animals to all of the students
3. Sort animals into the four different characteristics
a. Go around the table and have each student say the name of the animal on their card
b. Have each child say the type of animal it is
c. Allow the student to determine which category the animal card should go under
d. Discuss with the group on whether we all agree or disagree
e. Have student place the animal card onto the correct column of the chart

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

1. Closing activity: Fish Tissue Paper Scales

2. Pass out a blank template of a fish
3. Hand each child glue
4. Pass out the tissue paper
5. Have the student pick a color of tissue paper
6. Roll the paper into little paper balls
7. Glue the rolled tissue paper onto the fish
8. Continue this process until the fish is covered with colorful scales
9. Have student put their names on their creations and hang up on walls or send home for parents to see
ACCOMMODATIONS/MODIFICATIONS:
 3. Students that need an aid/ paraprofessional by their side, as stated in the IEP, will be provided with one
for extra support and guidance.
4. Rather than the students cutting out the individual picture cards and gluing them onto a piece of paper;
the animal cards are pre-cut, laminated, and have Velcro attached to them for students to attach them into
the correct file folder.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

The students will be assessed during small group instruction through informal interviews and group
discussions.
The students will be required to place the animal picture cards into the correct category, this provides us
with evidence and data on whether the student comprehends the lesson concept or not.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

For my animal unit plan, today we learned that all animals are different and unique just like humans. All
animals have different characteristics. The students sorted animal pictures into four different categories based
on their characteristics. Instead of having the students sort animals by reptile, mammal, bird, fish, or amphibian;
I had the students sort the pictures by feathers, fur, scales, and having a shell. I felt like categorizing the animals
based off of physical characteristics that the students can see would be more level appropriate than by the class
of the animal.
The students did very well! One thing I need to consider for next time is animals that could be placed in
both categories. I had a picture of a turtle which could be correctly categorized into both the scales pile and the
animals with shells pile. This threw the students a little bit of a curved ball, but we were able to talk about it and
figured it out. I realized during this lesson that I need to work on the timing of my lessons. I thought that we
wouldnt get done with this lesson, but we actually finished a little early because the students did so well.
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Kelsey Shay Grade 3/5

Subject Group Activity: Animals
Time Needed for Lesson 30 minutes Lesson Concept: Animal Habitats

PA STANDARD(S) (Write out standards):

Standard - 3.1.3.A1
Describe characteristics of living things that help to identify and classify them.

Standard - 3.1.3.A2
Describe the basic needs of living things and their dependence on light, food, air, water, and shelter.

Standard - 3.1.3.C2
Describe animal characteristics that are necessary for survival.

BIG IDEAS/ESSENTIAL QUESTIONS:

Big Idea: Habitat! Habitat! Have to have a habitat! Let's learn how animals survive in their habitats.

Animals, both wild and domesticated, can be classified according to life needs, behavior, and physical
characteristics, including physical appearance, movement, habitat type, and relationship to humans.

Do you think that animals characteristics help them to live in their habitat?

Can an animal from one habitat live and survive in another habitat?

OBJECTIVE(S) (Be sure to include all four parts):

Students will be able to discuss and demonstrate their understanding of what a habitat is with 100% accuracy
during small group instruction.

Students will be able to explain and analyze why animals have certain characteristics based off of the
environment or habitat where that animals lives with 100% accuracy through a scaffolding approach during
small group instructions.
The student will be able to sort the animal picture cards and place them into the correct habitat where the animal
lives with 100% accuracy during small group instruction.

MATERIALS:

Habitat picture mats

Animal picture cards
Artic animal books
Crayons
Scissors
Stapler
ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

1. Talk about how we all like different seasons.

a. Some of us like summer and how hot it is
b. Some of us like Winter time and how cold it is
c. Some people like Spring and how wet and rainy everything feels

BODY (Bulleted step by step/differentiation must be included)

1. Talk about how animals are the same as people

a. Some animals like hotter weather and live in hotter places
b. Some animals like where it is wet and live in or near the water
c. Some animals even like to be very cold and live in the snow everyday
2. These places are called habitats
a. A habitat is the place where an animals lives
3. Bring out the various pictures of different habitats and place onto the table
4. Put the different animal picture cards onto the table as well
5. Have the students one at a time choose an animal
6. Together we will talk about the animal, and which habitat the animal likes to live in
7. Have the student place the animal onto that habitat
8. Continue to do this until all of the animals are sorted

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

1. Pass out the artic animals booklet

2. Read the book together with the group
3. Allow for the students to color and cut the pages
4. Help the students to put the pages in the correct order and staple the pages together to create their own
 book.
ACCOMMODATIONS/MODIFICATIONS:

5. Students that need an aid/ paraprofessional by their side, as stated in the IEP, will be provided with one
for extra support and guidance.
6. Rather than the students cutting out the individual picture cards and gluing them onto a piece of paper;
the animal cards are pre-cut, laminated, and have Velcro attached to them for students to attach them into
the correct file folder.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

The students will be assessed during small group instruction through informal interviews and group
discussions.
The students will be required to place the animal picture cards into the correct category, this provides us
with evidence and data on whether the student comprehends the material or not.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

During this lesson, it was very difficult to get the students to focus or listen. This week, a former student had
returned from ACRP (alternative school placement.) This was a big change for not only that student, but all of
the other students as well. They have not seen this friend/classmate since last school year, so it was a huge
adjustment to have another student back in the class, as well as exciting to have a friend back. This was the first
lesson that I taught where I got to see first-hand how difficult it is to teach a lesson with a group of students that
are a little more challenging than a typical general education classroom. Although it was very challenging, my
co-op teacher told me that she was just very impressed overall with how well the students behaved and were
engaged. I need to work on relaxing and being more comfortable presenting my lessons to students. I can tell
that I am very nervous at times, and I am sure that it shows through during my lesson.
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Kelsey Shay Grade 3/5

Subject Group Activity: Animals
Time Needed for Lesson 30 minutes Lesson Concept: Farm Animals

PA STANDARD(S) (Write out standards):

Standard - 3.1.3.A1
Describe characteristics of living things that help to identify and classify them.

Standard - 9.1.3.A
Know and use the elements and principles of each art form to create works in the arts and humanities.
Theatre: scenario script/text set design

BIG IDEAS/ESSENTIAL QUESTIONS:

Animals, both wild and domesticated, can be classified according to life needs, behavior, and physical
characteristics, including physical appearance, movement, habitat type, and relationship to humans.

What type of animals live on a farm or in a barn?

Are farm animals considered pets or wild animals?

OBJECTIVE(S) (Be sure to include all four parts):

Students will be able to identify which animals live on a farm from a pile of animal picture cards and correctly
place them into a file folder using Velcro, with 100% accuracy during small group instruction.

MATERIALS:
Laptop with audio of farm animal sounds
Farm/ Barn file folder
Animal picture cards
Animal Riddles
 Animal name slips
Small sandwich bag

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

1. Play an audio for sounds of farm animals
2. Ask where the students would be if they heard all of these different sounds
a. Answer: a farm
3. Ask if the students have ever been to a farm
4. Talk about how farm animals are neither pets nor wild animals

BODY (Bulleted step by step/differentiation must be included)

1. Set out the farm/barn animal sort

2. Go through the animal cards and talk about each animal
a. Talk about each animals card:
i. What the animal is
ii. What noise it makes
iii. What it does on the farm
3. Have the student place the animal into the barn or on the farm

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

1. Animal Riddles
a. Read the riddles to the students
b. Have the students guess which animal the riddle is describing
2. If time Permits:
a. Allow the students to pick a piece of paper from a hat/ bag/ stack/ etc.
b. The student may get up if desired and reenact the animal or simply make the animal sound
c. Other students then guess what the animal is.
d. Students take turns reenacting the different farm animals

ACCOMMODATIONS/MODIFICATIONS:

7. Students that need an aid/ paraprofessional by their side, as stated in the IEP, will be provided with one
for extra support and guidance.
8. Rather than the students cutting out the individual picture cards and gluing them onto a piece of paper;
the animal cards are pre-cut, laminated, and have Velcro attached to them for students to attach them into
the correct file folder.
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

The students will be assessed during small group instruction through informal interviews and group
discussions.
The students will be required to place the animal picture cards into the correct category, this provides us
with evidence and data on whether the student comprehends the material or not.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

One of my observations were during this lesson of my unit plan. I learned a lot of valuable information from my
supervisor after this lesson. I used smaller animal picture cards when I should have enlarged them which would
have made it easier for all students to see and therefore be more engaged. I used technology slightly by playing
farm animals sounds when we introduced and discussed that particular farm animal. However, with our one
student, it is not ideal to use technology because he does not know how to control himself around any form of
technology. I also had a really great suggestion to use pictures of animals as an answer key and the students
could point to the correct animal and therefore show that they know the correct answer rather than a few
students blurt out while others sit quietly.
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Kelsey Shay Grade 3/5

Subject Group Activity: Animals
Time Needed for Lesson 30 minutes Lesson Concept: Zoo Animals

PA STANDARD(S) (Write out standards):

Standard - 3.1.3.A1
Describe characteristics of living things that help to identify and classify them.

Standard - 9.1.3.A
Know and use the elements and principles of each art form to create works in the arts and humanities.
Theatre: scenario script/text set design
Visual Arts: color form/shape line space texture value

BIG IDEAS/ESSENTIAL QUESTIONS:

Animals, both wild and domesticated, can be classified according to life needs, behavior, and physical
characteristics, including physical appearance, movement, habitat type, and relationship to humans.

Are the animals in a zoo pets or wild?

What type of animals live in a zoo?

OBJECTIVE(S) (Be sure to include all four parts):

Students will be able to identify which animals live in a zoo from a pile of animal picture cards and correctly
place them into a file folder using Velcro, with 100% accuracy during small group instruction.

MATERIALS:
 Zoo animal audio sounds
Zoo animal naming cards
Pictures cards of zoo animals
Blank zoo map template
Magazines of animals
Scissors
Glue
Animal slips
Sandwich bag

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

1. Play an animal sound (lion roar, or an elephant)

2. Ask if any student knows what animal makes that sound
3. Talk about going to the zoo
4. Ask if these animals are pets or wild

BODY (Bulleted step by step/differentiation must be included)

1. Pass out the zoo animal naming cards

2. Allow for each student to take a turn:
a. Student will fill in the missing letter of the animal card
b. Student will say the animal name on the card
c. Repeat going around the table until all of the animal cards are finished
3. Go through all of the animal pictures:
a. Name and describe all of the animals

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

1. Zoo Map Activity:

a. Ask the students what their favorite animal to see at the zoo is
b. Pass out each of the students Zoos
c. Explain to the students that these are their own zoos
d. They can pick out the animals that they want in their zoo and place them into the different cages
or sections of the zoo
e. This then will became a zoo map of each of their own personal zoos.
2. If time Permits:
a. Have students pick an animal paper slip from the sandwich bag
b. Allow for the students to act out the different zoo animals
 c. Have the other students guess which animal is being acted out

ACCOMMODATIONS/MODIFICATIONS:
9. Students that need an aid/ paraprofessional by their side, as stated in the IEP, will be provided with one
for extra support and guidance.
10. Rather than the students cutting out the individual picture cards and gluing them onto a piece of paper;
the animal cards are pre-cut, laminated, and have Velcro attached to them for students to attach them into
the correct file folder.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

The students will be assessed during small group instruction through informal interviews and group
discussions.
The students will be required to place the animal picture cards into the correct category, this provides us
with evidence and data on whether the student comprehends the material or not.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

The students really enjoyed this lesson! I had to wait and do this lesson the following week from my unit plan,
because at the time of our group activity we only had one student. Even though we finished my unit plan the
following week, the students still were able to remember and recall what we talked about from the previous
lessons. They were excited to learn that we were going to make a zoo together. Then, they were even more
excited that they were able to make their own zoo in their own file folder! They see file folder activities all over
the classroom, so they all enjoyed making their own that they got to keep and take home. I also incorporated the
zoo animal cards that had a missing first letter and sound. Their speech therapist also joined us for group
activity so it worked out great that they had to pronounce the word and find the missing letter sound while the
speech therapist was present.