KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Lauren Maloney Date: 3/27/19

Cooperating Teacher: Jennyfer Oswald Coop. Initials:
Group Size: 20 Allotted Time: 30-45 minutes Grade Level: 1st
Subject or Topic: Science- Creating Your Own Fish Section:

STANDARD: (PA Common Core):

Earth and Space Sciences:
Earth structure, Processes, and Cycles
Water
3.3.1.A4
Identify and describe types of fresh and salt water bodies (ocean, rivers, lakes, ponds.)

I. Performance Objectives (Learning Outcomes)

 The students will expand their creative thinking ideas to create their own fish.
 The students will expand on their ability to communicate their ideas with their classmates.

II. Instructional Materials

 Worksheet
 Crayons
 Pencil
 PowerPoint
 Pre-arranged Groups
 Giant Cut Out Fish
 Deep Sea Fish Poster
 Book Walk
 Decorations of Fish Around the Room
o Octopus, schools of fish
 Book Walk

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
 The students will already have background knowledge on different types of fish.
 The students will already have background knowledge on how fish survive in different types of
water.
 The big idea of this lesson is that the students can use their imagination and get creative by designing
their own fish. The students are also going to be encouraged to share their fish with their classmates.
 The new content in this lesson is going to be in the PowerPoint of different fish from around the
world.

IV. Implementation

A. Introduction –
 The teacher is going to begin the lesson by asking the class to stand up (by groups) and go look at the
books set up on the side of the room.
o The set-up is labeled "Fish and Oceans Books".
 The teacher is going to have the students look at all of the different books in this display, but this
should only take about 30 seconds for each group.
 The teacher is to remind the students that these books will be set up for the rest of the week and
when they have extra time to read, they are encouraged to check out some of these books.
 Once the students are all back at their desks, the teacher is going to ask the class the following
question:
o "What makes a fish a fish?"
 The teacher is to have a list of answers to this question prepared just in case the students do not get
 all of the answers.
 This question is being asked so the students can reflect back on the information they already learned
about fish.
 The teacher is to write all the answers the students are saying on the giant cut out fish on the areas of
the fish they are talking about.
o For example: "A fish has gills to help them breathe" so the teacher will write gills on the
cutout fish on the gills.
 The teacher is then going to ask the students to direct their attention to the smartboard.
 On the smartboard, there is going to be a PowerPoint on different types of fish.
 The teacher is going to have the students point out the different characteristics of all of the fish on
the slides.
 The teacher is to make sure the students realize that all of these fish are considered fish, even though
they look nothing like one another.
 After the students finish the PowerPoint the teacher is going to point out all of the different fish
around the room.
 The teacher is going to continue to discuss with the students the different characteristics of all fish.
 The teacher is to point out the similarities:
o Where the fish live, their gills, their fins, etc.
 The teacher is going to point out the different looking sea creatures on the poster in the room and
discuss how these species also live in the ocean.
 The teacher is then going to have the students go grab the worksheet from the table on the side of the
room.

B. Development –

 Once the students all get their worksheet, the teacher is going to read what the words on the bottom
say.
 The teacher is then going to tell the students that they are going to have the opportunity to create
their own fish.
o The teacher is to reflect back on how the students created their own Jellyfish earlier in the
week and that is the same idea of what they will be doing today.
 The teacher is to give the students the following directions:
o Color the picture like it is actually the ocean
 The students are encouraged to look around the room at the different types of fish.
 The students need to know that their fish need to have all of the parts that make a fish a fish.
 The teacher is going to give the student's time to color and design their fish.
 The teacher is encouraged to walk around and monitor that each student is completing their fish
appropriately.
 Once some of the students seem to be finishing up making their own fish, the teacher is going to ask
the students to put their crayons down and look up at the board.
 The teacher is going to point out that the students are to name their fish on one line, write where
they found the fish on one, and then write their name on the one line as well.
 The teacher is to remind the class where fish are found.
 The teacher is then going to encourage the class to finish up.

C. Closure –
 The teacher is then going to double check to see if all of the students are finishing up.
 The students are encouraged to name their fish if they haven't yet, and wait to finish coloring until
another time.
 The teacher is then going to break the students off into groups.
 In these groups, the students are going to be discussing their fish with their classmates.
 The teacher is going to encourage the students to tell their classmates their fishes name, say where
they found the fish, and the different colors and parts their fish have.
 The teacher is only going to give the students a few minutes to sit and discuss their fish.
 The teacher is then going to ask the students to go back to their seats.
 The teacher is only going to call on a few students and ask them to talk about their fish.
 After this is done, the teacher is going to ask the students to go put their fish in the folders bin.
 If they students aren't finished they are going to put their picture in their work folder and finish it
when they have free time.
 D. Accommodations / Differentiation -
 If some of the students need to get up and get closer to the pictures of the fish on the walls, they are
encouraged to do so.
 If any of the students are seated in a spot where they are having difficulty seeing the PowerPoint,
they are encouraged to get up and sit in a different seat.

E. Assessment/Evaluation plan
1. Formative
 **see attached rubric**

2. Summative

V. Reflective Response
 The students did very well hitting all of the spots on the rubric.
o The lowest score on the worksheet was an 8/10.
 There were a few students who struggled to think of a name, but they were able to get back on track
after I discussed their ideas with them.
 There was 1 student who really did not want to complete the fish worksheet, but I was able to
compromise and get him a different seat to work in (the teachers desk) and he was able to finish it.
 Next time, I could definitely use more science geared vocabulary.
 I will also try to get the students to do more content based learning and not as much creative based.

VI. Resources
 PowerPoint
 Writing Utensils
 Cut out fish, provided by Mrs. Oswald