Daily Lesson Plan (Template)

Name: Kirstin Alley Date: 4/21/20

Subject: Science/Reading Topic: Land and Water Snails

Grade: Kindergarten Length of Lesson: 30 minutes

The Big Idea: How can shells be grouped?

Domain: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Cluster: N/A

Standard: S.K.GS.3 Students will use observations to describe patterns of what plants and
animals (including humans) need to survive.

S.K.GS.4 Students will construct an argument supported by evidence for how plants and animals
(including humans) can change the environment to meet their needs.

S.K.GS.5 Students will use a model to represent the relationship between the needs of different
plants or animals (including humans) and the places they live.

S.K.GS.6 Students will communicate solutions that will reduce the impact of humans on the
land, water, air, and/or other living things in the local environment.

Specific Objective: At the end of the unit, students will be able to verbally explain the
similarities and differences in land and water snails, with 90% accuracy.

Daily Accommodations: (see attached list)

Zevin: 3,4,5,6,12,13,14,15,16,17(behavior plan)

Lanti: 1,2,3,4,5,6,15,16

Introduction:

 Begin by having students sit at a seat where construction paper is located. Discuss with students what
shells are. Tell them they will be observing many types of shells today.

Method(s):

Whole group, individual work, partner work, white board activity, critical thinking, technology
1
Materials/Equipment/Technology/Community Resources:

 Smart Board/Elmo Cam

 Snails, and Aquarium
 Bag of Assorted Shells
 Construction Paper
 PowerPoint Presentation
 Interactive Whiteboard Activity

Depth of Knowledge:

There are four levels in depth of knowledge. From level 1, the teacher will zone in on identifying and will have
students identify the animal they will be working with. From level 2, the teacher will zone in on making
observations will have students observe the snails and make observations about them. From level 3, the teacher
will zone in on comparing and will have students compare the different kinds of snails. From level 4, the
teacher will zone in on connecting and will have students connect how the snails are alike and all the parts of a
snail.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

 Pass out shells to each student, students should receive 10 or so shells. Ask students how many they
have, if they can find two that are similar, two that are different, if any of the shells look like the ones
that our water snails have, and if there are any shells that look like they came from different sea animals.
 Next, ask students to organize their shells into groups, however they like, but they must have a purpose
for grouping them the way they chose.
 Next, ask students to place shells in order form darkest to lightest, or biggest to smallest, etc.
Guided Practice:

 Pull up the PowerPoint. Watch the seashore video.

Snail Lesson 2 .pptx

**Video comes from a resource page from my cooperating teacher, it may not be able to be
accessed in the Power Point. **

 Introduce new vocab (large, small, dark, light, rough, smooth, sea animal)
 Pull students to the carpet for a read aloud, if time.

Independent Practice:

 Students will independently group their shells.

Differentiation:(You need to address in your differentiation of the lesson how you will meet the needs of
the 3 Tiers. Be sure you are specific)

Tier 1 Learners: Grade level materials will be read aloud.

2
 Tier 2 Learners: Adjust length of assignments, adjust times for completion of assignments, extended
time to complete work, oral testing (student response).
Tier 3 Learners: Tier 3 students will receive extra help from the aide when needed.

Evaluation/Assessment:

 Students will be assessed verbally, through observation and written response. They will be able to
explain the similarities and differences in the snails they have been observing. Oral evaluation will take
place at the end of each lesson.

Wrap-Up (Lesson Closure) / Concluding Activity:

 Wrap up by discussing what they learned about shells today.