Student: Cristina Guadagnino Professor: Professor Moroney

Course: EDU 527 01 Date: November 29, 2017

Grade: 2nd Topic: Amphibians Content Area: Science

INSTRUCTIONAL OBJECTIVES (s)

1. Students will be able to compare amphibians characteristics to those of a fish with 90%
accuracy.
2. Students will be able to create their own amphibian using four characteristics they learned
about in the e-textbook.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

CCSS.ELA-LITERACY.RI.2.1: Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.

Indicator: This will be evident when students create a class list of amphibian
characteristics.

ISTE Standards for Students: Standard 6: Creative Communicator: Students communicate

clearly and express themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goals.

Indicator: This will be evident when students create their own amphibian using the
characteristics they learned about in the related e-textbook chapter.

STANDARD 4: The Living Environment: Key Idea 1: Living things are both similar to and
different from each other and from nonliving things.

Indicator: This will be evident when students compare four of their amphibians
characteristics to those of a fish.

INSTRUCTIONAL RESOURCES
SMART Notebook Sorting Activity, SMART Board, Animal Classifications Weebley website:
Chapter Amphibians and Fish, Amphibian Infographic (found on Weebley website), Animal
Classifications Weebley website: Chapter Fish, BrainPOP Jr. Classifying Animals video,
Seesaw App, IPads, Paper, Pencils
 MOTIVATION (Engaging the learner(s)*)
Teacher will begin by playing the fish section of a BrainPOP Jr. video about classifying animals.
Students will Mix-Pair-Share to discuss characteristics about fish to help them review the
previous lesson. They will discuss information that they recall from the previous Animal
Classifications Molloy Weebly chapter, Fish, as well as characteristics they learn from the
BrainPOP Jr. video. Teacher will introduce that students will be learning about a new animal
classification, amphibians. She will then play the Amphibian part of the BrainPOP Jr. video.

DEVELOPMENTAL PROCEDURES
1. Teacher will introduce Chapter 5: Amphibians on the Animal Classifications Molloy Weebly.
2. Students will use their IPads to read about amphibians with a partner and write down 3 things
they learned.
3. Students will create a class list of amphibian characteristics on the SMART Board. What are
some characteristics you learned about amphibians? Where do amphibians live? What
is an example of an amphibian you read about?
4. Teacher will model how to compare and contrast amphibian examples and characteristics to
those of a fish on the SMART Notebook Sorting Activity by referring back to the class list and
Weebly website.
5. Students will continue to compare and contrast amphibian examples and characteristic to those
of a fish on the SMART Notebook Sorting Activity with a partner on their IPads.
6. Students will choose four characteristics from the Amphibian or Both category to include
when creating an amphibian of their own.
7. Students will use the Seesaw app to create and label their new amphibian.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Strategy
Known to Unknown
Indicator: Students will begin by recalling information they already know about fish. This
information will help them understand concepts discussed in the Amphibian chapter of
the Weebly website, an animal classification they are not yet familiar with.
Mix-Pair-Share
Indicator: Students will walk around the room and have thirty seconds to share any
information they recall about fish with a nearby classmate. This strategy allows the students
to move around the room and talk to more than one person. It is also helpful for students
who normally do not feel like they have someone to partner up with work with new
classmates, as well as helping shy students become comfortable with talking to their peers
because the sharing time is not too long.
Modeling
Indicator: Teacher will model how to drag and drop each characteristic and example to the
correct circle of the Venn Diagram. She will model how to go back on the Weebly website
or look at the class list of amphibian characteristics when she is unsure about an answer.
This will help students understand how the activity works and how to go back to check
their information.
Graphic Organizer
Indicator: Students will sort amphibian and fish characteristics in a Venn Diagram on
SMART Notebook. This will help visually present information that they have read about
during the lesson and in a previous lesson about fish. This is helpful for visual learners who
benefit from seeing information neatly organized in order to compare two things.
Independent Activity
Indicator: Students will independently work on creating their own amphibian on the
Seesaw App. This activity will help the students use all the information they learned
about amphibians and apply it in a creative way.

ADAPTATIONS (Exceptionality*)
Students with dyslexia or who have trouble reading can use free downloadable text readers to read
the text found on the Weebly website and on the SMART notebook activity out loud to them. This
will help them comprehend what they are reading and complete the activities without their
disability getting in the way of their understanding.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
Teacher will invite students who have trouble comprehending information to the back table to read
the Weebly website chapter and complete the sorting activity in a small group setting.

Students who have trouble recalling information will receive a list of fish characteristics discussed
in a previous lesson to use during the sorting activity.

Advanced Students

Students will create a habitat for their new animal based on what they learned about where
amphibians live from their reading.
 ASSESSMENT (artifacts* and assessment [formal & informal] *)
1. Students will work with a partner to compare amphibians characteristics to those of a fish
using a SMART Notebook Sorting Activity.
2. Students will create a new animal using four characteristics of an amphibian on the Seesaw
App. Students will be assessed based on Rubistar rubric.
3. Teacher will listen in on Mix-Pair-Share conversations to informally asses how much
students recall about fish from the last chapter in the Weebly website and from the BrainPOP
video.

INDEPENDENT PRACTICE

Students will visit the Animal Classifications Molloy Weebly website and continue to explore the
Amphibians chapter at home. They will use the Lets Learn About Frogs Thinglink to learn
more about this specific type of amphibian.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: The teacher will reteach the similarities and differences between
amphibians and fish by visiting the Animal Classifications Molloy Weebly website and reading
the two associated chapters with the student. The student will use photographs on the website to
help compare and contrast the two classifications.

Academic Enrichment: The students will use the Animal Classifications Molloy Weebly website
to continue to explore amphibians. They will find 2 ways amphibians are similar and different to
reptiles by using the Visme infographics found on both associated chapters.
 REFERENCES

Elementary Science Core Curriculum Grades K-4. (n.d.). Retrieved November 29, 2017, from

http://www.p12.nysed.gov/ciai/mst/pub/elecoresci.pdf

Guadagnino, C. (2017, September 20). Animal Classifications Molloy. Retrieved November 29,

2017, from http://animalclassificationsmolloy.weebly.com/

Guadagnino, C. (2017, October 18). Amphibians Visme. Retrieved November 29, 2017, from

https://my.visme.co/projects/pv008nro-amphibians

Guadagnino, C. (2017, October 18). Lets Learn About Frogs ThingLink. Retrieved November

29, 2017, from https://www.thinglink.com/scene/969008158791958531

ISTE Standards for Students. (n.d.). Retrieved November 29, 2017, from

https://www.iste.org/standards/for-students

New York State P-12 Common Core Learning Standards for English Language Arts and

Literacy. (n.d.). Retrieved November 29, 2017, from

http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_lea

rning_standards_ela.pdf