STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes

Teacher: Cynthia Alvarado Grade/Subject: First/Science
Part 1: My Standards, Goals and Outcomes
Academic Standards:
1-LS3-1Heredity: Inheritance and Variation of Traits
1-LS3-1. Make observations to construct an evidence-based account that young plants and
animals are like, but not exactly like, their parents.

Big Questions Knowledge Skills

Do animal baby’s look Students will learn that Students will learn to categorize
like their parents? offspring obtain similar, but and classify animals and their
not identical genetic traits. young.

Student Learning Goal

Students will use observational data to argue how animal parents and their offspring are
similar, but not identical.

Student Social-emotional Goal

Students will develop listening and speaking skills through peer communication.

Barriers to learning
 Low attention span
 Visual impairment
 Lack of spatial awareness
 Low communication skills
 Smaller word bank to describe features

Common Misconceptions
 Confusion on parent-offspring pairings
 Confusion on what specific traits to look for
 Confusion due to size of animals

Part 2: My Class

My Classroom Composite:
 23 students 13 boys and 10 girls.
 Three of your students are extremely bright and school is easy for them
 The majority of your students speak good English
 (6) have passed the CELDT test
 3 are still ELL learners
  2 students are on an IEP
 1 is at grade level but has a diagnosis of Autism (mild)
 1 student has ADHD and learning disabilities.

Technology
Teacher will use PowerPoint
presentation along with audio book.
Student will record their findings in a word
document, insert pictures, and email their word to
the teacher. Student will play online game
matching animal adults to their offspring.

What vocabulary words demand Offspring

attention & are related to our big idea? Traits
Animal Behavior

Academic Language* Compare

Contrast
*suitcase words- words you can pack up Similar
and take with you to other subjects Identical
Adult
Predict
Animal
Infer
Analyze
Explain
Describe
Data
Observe

Sentence Frames: Emerging: I predict a ___ is a ___ baby. Example:

A puppy is a dog’s baby.

Expanding: An adult ___ and a baby ___ are

similar because _____, but they are different
because____.

Bridging: Based on my observations I can tell that

a ___ is a _____ offspring because they both__.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION,

MANAGEMENT),

ENGAGEMENT  Pre assessment: Do you think a baby

(multiple means of engagement) looks just like its parents? Why or why
not?

EXPLORATION
(multiple means of action)
EXPLANATION
(multiple means of expression)
ELABORATION
(Multiple means of expression)
EVALUATION
(Multiple Means of Representation
( modeling & practice)
 Read book: Meet My Family!, Animal
Babies and Their Families – Laura Purdie
Salas
 Think Pair Share: What did you think of
the families in the book? How do you
look like your family? How are you
different from them? Why do you think
that is?
 Small to large group share.
 Do all animal offspring look exactly like
their parents?
 Matching puzzle picture game
 Matching animal and their offspring figures
 Find animal baby online game:
 https://www.turtlediary.com/game/animals-
and-their-babies.html
Small group to large group share.
How did you know which animal baby went with
which parent? What differences did you notice
today? What similarities did you see? What were
some animals that you observed today? What did
you notice about the babies? What did you notice
about the adults?
Informal assessment: Show two pet pictures and
ask: Are they related? How do you know?
Working in pairs students will use dice to create a
monster.
They will analyze their monsters and record the
date they use to create them.
Then students will use traits from each of their
monsters to create an offspring of their individual
monsters.
Science journal- Students will be asked to use
word to create a doc showing their monster, the
date they used to create their monster and the
offspring of their monster.
 STAGE 2: TEACHING
DAILY AGENDA:
Classroom agreements and routines will be overviewed before the start of each lesson.
Students will be rewarded with a three tier behavioral management plan including: individual
star cards, table points, and classroom points.
Students will have preassigned roles, jobs, talking partner, and color groups.
WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1?
Students will be brought to the carpet and sit in their assigned areas.
After classroom routines and rules are overviewed children will be asked to think about the
question of the day:
Pre assessment: Do you think a baby looks exactly like its parents? Why or why not?
Children will not answer the question but will take time to think about their answer.
Teacher will take a poll. Using hands students will answer yes or no. Student helpers will
record the data and share how many answered yes and how many answered no.

Teacher will read book: Meet My Family!, Animal Babies and Their Families – Laura Purdie
Salas. Audio book and book with English and other language text will be available and given
out as needed.

Students will be asked to Think Pair Share: What did you think of the families in the book?
How do you look like your family? How are you different from them? Why do you think that
is?
After think- pair- share with assigned partners. Teacher will randomly choose student who will
provide summary of conversation between them and their peer.

Teacher will provide vocabulary and sentence frames.

Students will be divided into three color groups. Each group will start at a station and rotate
after 5-10 min. During that time teacher will walk around asking open ended questions and
checking for student understanding through informal formative observations.
Students will be dismissed from the carpet by their color groups: green, purple, blue, based on
their behavior.

Do all animal offspring look exactly like their parents?

Matching puzzle picture game
Matching animal and their offspring figures
Find animal baby online game:
https://www.turtlediary.com/game/animals-and-their-babies.html

Teacher will set a timer and when the timer goes off students have three minuet transition time
to clean up and move to next station.

After the final rotation students will have a 5 minuet timer to clean up and return to their
tables.

Students will participate in small group to large group share. In their color groups they will
discuss: How did you know which animal baby went with which parent? What differences did
you notice today? What similarities did you see? What were some animals that you observed
today? What did you notice about the babies? What did you notice about the adults?
One student from each group will give a summary of the groups discussion.

Teacher will present two pet pictures and ask: Are they related? How do you know?

Students will be asked to think about their answer and then whisper it to their partner. Teacher
will select student randomly and student will share their partners answer. Class will use hand
gestures to respond to the answer.

WHAT MATERIALS WILL YOU USE?

 Chromebook
 Pet picture of adult and offspring
 Pencils
 Paper
 Dice
 Vocabulary list
 Graphic chart of numbers that correspond to feature:
https://www.pinterest.com/pin/59039445092585037/
 Animal name labels
 Matching puzzle picture game
 Matching animal and their offspring figures
 Find animal baby online game:
https://www.turtlediary.com/game/animals-and-their-babies.html
 Meet My Family!, Animal Babies and Their Families – Laura Purdie Salas

HOW WILL YOU ASSESS STUDENT LEARNING?

Informal assessment:
Pre-assessment: Do you
think a baby looks just like
its parents? Why or why
not?
Informal assessment: Show
two pet pictures and ask: Are
they related? How do you
know?
Student self-assessment: Formal assessment:
Small group to large group Word doc science journal
share. Each group will have a with picture of original
representative who will monster and offspring. Word
summarize the groups doc must include data
findings. Class will agree analyzed from each monster.
with thumbs up, disagree
with thumbs down, have a
question with three fingers, or
have a comment with pinky
up.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

Management)
ELL: Special Needs:
Heterogeneous groups Premack Principal
Subtitles Non contingent reinforcement schedule
Books in Spanish and English text IEP accommodations
Labels of animal names broken down One on one preview
phonetically Alternative online game:
Preview of vocabulary https://matchthememory.com/motherbaby
Word template Word template