Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: Alyssa Wyatt Date: March 25, 2020

Grade Level: Kindergarten

Lesson Title: Oviparous vs. Viviparous Animals

Curriculum Areas Addressed: Language Arts and Science

Time Required: 45 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole group and individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each of
the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of
organisms.
a. Construct an argument supported by evidence for how animals can be grouped according to
their features.

ELAGSEKW2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
What are the two ways that animals are born and how are these types of animals similar/different?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)
By the end of my lesson my students will be able to compare and contrast oviparous and viviparous animals based
on their knowledge on characteristics of these animals.

By the end of my lesson my students will be able draw/write an informational piece about how their favorite
oviparous and favorite viviparous animals compare and contrast from each other
.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area.
These may be derived from the standards.)
Oviparous
Viviparous
Offspring
Life cycle
Compare
Contrast
Venn diagram
Characteristics/attributes
Informative/explanatory texts
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse, syntax)
is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary
understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary understanding:
reading, writing, listening, or oral language.)
My students will use the lesson vocabulary through listening to my read aloud, playing an animal game, and writing
an informative piece in their writing journals.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

relate to the Language Function.)

● Venn diagram
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives? How
will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each
learning objective should be assessed. DO NOT restate the learning objective.)
The students will complete a journal entry where they will compare and contrast an oviparous animal and a
viviparous animal based on their knowledge of the animal’s characteristics.

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Individually:
Journal entry: Success= at least 2 complete sentences with correct information regarding the characteristics of an
oviparous and viviparous animal, Lack of understanding= only one complete sentence with correct information
regarding the characteristics of an oviparous and/or viviparous animal, Failure= sentences are not about an
oviparous or viviparous animal and/or the characteristics are not correct.

Class average (applies to each assessment individually):

Success: 16-20/20 students were successful
Lack of understanding: 14-15/20 students were successful
Failure: 13 or less/20 were successful
*This applies to the game that will be played as well*

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Since oviparous animals lay eggs, I will hide 8 plastic eggs with a paper letter inside each egg around the classroom.
These paper letters when put together in the correct order will spell ‘oviparous’. Also, since viviparous animals give
birth to their offspring, I will hide 10 stuffed animals around the room with a paper letter taped to the bottom of
each animal. These paper letters when put together in the correct order will spell ‘viviparous’. Between the eggs
and the animals, there are 18 objects with letters to find which means that each student will be able to find one
object each. I will gather the students on the front carpet and say, “Late last night the oviparous king hid 8 eggs
around the classroom. Along with the oviparous king came the viviparous queen and she hid 10 animals around
the classroom as well. I am having trouble finding them so I need your help. I will set a timer for 5 minutes on the
Amazon Alexa and everyone needs to help me find the missing eggs and animals. Each person will only be able to
find one object, either an egg or an animal, and once you find one you must sit back down on the carpet. If you
find an egg you must look inside and you will find a letter. Hold onto that letter really tight. If you find an animal,
you will find a letter taped underneath the animal. You as well must hold onto that letter very tight. Once everyone
has found either an egg or an animal, we will try to make a word out the letters you have. How many objects are
you allowed to find?” *everyone should say one all together.* I will tell the classroom Alexa to set a timer for 5
minutes and the students may then get up and search the classroom. Once everyone is back on the carpet I will ask
all of the students who found an egg to stand up at the front of the room and I will ask the whole class, “which
group of animals did we talk about that lay eggs?” *everyone should respond oviparous.* We will then use their
phonics skills to spell oviparous with the paper letters. Once we have spelled oviparous, I will ask, “Now which
group of animals did we talk about that gave birth to their offspring?” *everyone should respond viviparous* We
will then use the students’ phonics skills to spell viviparous with the paper letters.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
● While the students are still sitting on the front carpet, I will say, “Now that we have learned all about
oviparous and viviparous animals, we will use our skills in comparing and contrasting that we have
practiced for the last couple of days to find the similarities and differences in these two groups of animals.
Before moving on I will ask students to raise their hands and tell me what compare and contrast means.
Next, I will read Where Are You From? to the students, which is a children’s book that goes through the
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

two different ways that animals are born and provides examples of each type of animal as well. This will
be a great review of what we have been learning the last couple of days and will help students to tap into
their background knowledge.
● To reflect on what we have been learning this week before moving on to the rest of the lesson, I will
review the vocabulary with the students. I will write the vocabulary words on the board one at a time
(oviparous, viviparous, offspring, life cycle, compare, contrast, and characteristics). After I write each word
I will ask the students to raise their hand if they know what the word is and what it means. If no one
knows I will review the word and its meaning.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as
well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
1. Once I finish reading the book, I will call on students using the number sticks to tell me their favorite
oviparous and viviparous animal from the book.
2. After every student has been called on, I will tell the students that we will now play a very fun game to
practice our knowledge on types of oviparous and viviparous animals.
3. Before starting the game I will provide students with instructions.
a. I have created 12 questions on kahoot that all have a picture of an animal for each question. It is
up to the students to decide if the animal is oviparous or viviparous. All of the pictures are types
of animals that we have discussed before as being oviparous or viviparous.
b. There is a timer on each question of 10 seconds for the students to decide on which animal
group the animal belongs in.
c. If the students think that the animal is oviparous, they will walk to the left side of the classroom.
If the students think that the animal is viviparous, the students will walk to the left side of the
classroom. *I will show students where to stand for each side.*
d. This is individual thinking so students should not have to talk to others about what the answer is.
I want to see what each student knows, not what their neighbor knows.
4. Once I have gone through all of the instructions I will ask the students if they have any questions. I will
answer all questions and then move the rocking chair out of the way to allow for more room.
5. Now I will pull up https://create.kahoot.it/details/1c63b9f1-39d9-4374-ab3d-b3fc82d27693 and begin the
game. (formative assessment)
a. From the website you will click “play”, “teach”, and “classic”.
b. A game pin will pop up and I will go to kahoot.it on my phone and enter the game pin to start the
game.
c. After each question the correct answer will be shown so that the students will know if they were
correct or not.
d. *Playing this game will help my students develop more in their physical development in terms of
spatial awareness. Moving back and forth across the room while possibly going in the opposite
direction as others can be challenging for kindergarten age students.*
e. *Playing this game will also help my students to develop more in their cognitive development as
they have to think quickly and make a decision in only 10 seconds.*
6. When the game is over I will have the students sit back down in their carpet square
7. Now that the students have reviewed types of oviparous and viviparous animals multiple times over the
last couple of days, the students will complete a journal entry. The prompt for today’s journal entry is that
the students must write about one of their favorite oviparous animals and one of their favorite viviparous
animals. The students will use their knowledge on the two groups of animals to compare and contrast
them. Once the students finish writing, they may draw their animals below their writing. (summative
assessment) *If the students need to draw their picture first to brainstorm ideas of characteristics to write
about they may.*
a. I will write “1 oviparous and 1 viviparous” on the board.
b. While my students excel in their gross-motor development, they struggle with their fine-motor
development as far as their writing skills. So, for my lessons I will be bringing in as much writing
and drawing that I can to give them more practice to develop such skills.
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

8. I will ask the students, “what is the main difference between the two groups of animals that we all know?
Oviparous animals do what? Viviparous animals do what?” *I will call on students who are raising their
hand to answer each question.*
a. The answer is that oviparous animals lay eggs and viviparous animals give birth to their offspring.
b. I will write “lay eggs” and “give birth” on the board as well.
c. I will also ask the students, “we just named a *blank* about these animals?” (characteristic)
9. Before sending the students to their seats to write, I will ask the students all together, “How many
sentences should we write to get full credit?” *they should all answer two.*
10. Now I will send the students back to their seats to take out their writing journals by their table color. The
students will need to open their journals to the first clean page that they find.
a. Once the students are back at their seats I will remind them to write the date at the top of their
new page.
b. As the students begin writing I will add high frequency words that they may use on the board in
addition to “lay eggs” and “give birth”.
i. Offspring, lifecycle, animal, similar, different, fur, small, big
c. As the students are writing I will walk around to make sure that everyone is staying on task. If a
child seems to be confused I will prompt them by asking, “What was your favorite oviparous
animal? These are the animals that lay eggs.” Once the student gives me a response I will ask,
“Now what was your favorite viviparous animal? These are the animals that give birth to their
offspring.” The student should respond with a viviparous animal and I will say, “Now think about
what we have talked about for each type of animal. Does a (animal they chose) lay eggs or give
birth? What about your other animal? Now write two sentences about it.”
d. As I am walking around and I see students drawing pictures I will compliment their drawings and
tell them one thing that I love about their drawings. I will also have them read their sentences to
me and I will tell them to make sure that their sentences have all of the parts that it needs to
make it a complete sentence such as a period and a capital letter.
11. Once everyone has finished writing and drawing, I will ask the students to put their journals away and
return to the carpet.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
To summarize what the students have learned today, I will create a Venn diagram on the board with “Oviparous”
on one side and “Viviparous” on the other. I will tell the students that this type of diagram is called a ‘venn
diagram’ and it is used to compare and contrast things. just like the t-chartI will ask the students what type of
diagram I just drew on the board. The students will help me to compare and contrast the characteristics of the two
groups of animals by raising their hands. These are not characteristics of animals specifically, but rather the group's
of animals as a whole. It will give an overall idea of what the students have learned about each group. The
characteristics that should be listed are:
● Oviparous: lay eggs
● Viviparous: give birth to offspring
● Common: animals
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides,
and interactive white board images.)
● In-sook, Kim. Where Are You From?. Big & Small, 2017.
● Kahoot.it. https://create.kahoot.it/details/1c63b9f1-39d9-4374-ab3d-b3fc82d27693.
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
N/A

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
● Jean Piaget’s theory on cognitive development suggests that children move through four different stages
of mental development (Sensorimotor, Preoperational, Concrete operational, Formal operational). Piaget
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

believed that children take an active role in the learning process which is the center of my lesson.
Throughout my lesson my students are constantly making active engagements as they search for the
letters to spell ‘oviparous’ and ‘viviparous’, work together to make the correct spelling of the two words,
participate in the kahoot game and make decisions on their own, and write in the journals about their
favorite oviparous and viviparous animal.
● Lev Vygotsky’s Social Development Theory is one theory that I incorporated into this lesson. The major
theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the
development of cognition. I incorporated his theory during the hook of my lesson as my students work
together to use their knowledge on phonics and try to figure out how to spell each word.
Connections to Technology and/or the Arts:
● I will use the projector to display my Kahoot animal questions so that the students can play the Oviparous
vs. Viviparous animal game. This is an easy way to implement any type of game/activity that you create on
your own for your students to review a subject and test their knowledge.
● The students will be able to draw during their journal entry in addition to their writing.

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
I collaborated with my partner teacher as she helped me to find resources to use for the advancement of this
lesson. She provided me with ideas of resources and strategies that she has used in the past to teach her
kindergarten class the same topic.

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College