Wolverines’ Lesson Plans

Teacher: Chupp/Citro Date: 1.10.11 Aims: What is my standards-based, bite-sized aim for this lesson? Make
sure this aim fits in a logical sequence with other aims from this unit.

Subject: Science Assessment of Mastery of the Aim:
- classroom discussion - independent practice

- SWBAT describe some of the characteristics of fish, including adaptations that help them survive.

tied in?

What words do students need to know to be successful with this material? What other vocab words (Tier 2) could be

fins, fish, gills, scales, swim

copy of About Fish by Cathryn Sill fish photos fish models simple poster or illustration showing the parts of a fish aquarium brochures
What essential content from previous lessons do students need to practice to maintain fluency? Quick fire.


Begin by showing the children photographs of fish in books or magazines. Encourage the children to share what they already know about fish: “What kind of animal is this? Where have you seen fish before? Where do fish live?” Show students brochures from the aquarium in Brooklyn, where we will be going on a field trip on Thursday. Explain to students that we’re going to learn a little bit about fish today so that we will know a little more about what we’re looking at on Thursday.


How will you convey the importance of today’s objective and/or make it interesting?

Read aloud About Fish by Cathryn Sill.

Mini-Lesson / Modeling (the “I” or “I/We”) and Guided Practice (the “We”):
Using the poster or illustration, help the children locate different body parts such as eyes and mouth. Introduce the terms fins, gills, and scales. Explain that fins help fish swim. Draw the children’s attention to the gills. Explain that a fish breathes by moving water in through its mouth and out through its gills. Distribute the fish models among the children. Encourage the children to locate the different body parts on the models and to compare how the fish are alike and different.

Key questions/strategy to check for understanding before Independent Practice:
know if students are ready to move into independent practice?

How w ill I

Cold call on students to identify the part of the fish at which you point. As students identify the part, they will walk to their tables and begin their independent practice.

Independent Practice (the “You”):

What will be the product? What will students do? Students need lots of AT BATS, and they need to be able to do these successfully and independently.

Students will draw a fish in their science journals, labeling the various parts.

Final Check for Understanding/After-Workshop Share:
Briefly review independent practice.


Am I totally confidently that all students can do the homework independently and successfully?

Extension: Set up a fishbowl in the classroom.

Post-Lesson Reflection:

What do you want to change about this lesson for next year?

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