Developmental Lesson Plan

Teacher Candidate: Liz Coover Date: April 22nd

Group Size: class 25 students Allotted Time: 50 min. Grade Level: 2

Subject or Topic: Lesson #3 fish

Common Core/PA Standard(s): 4.1.2.A Describe how a plant or an animal is dependent on

living and nonliving things in an aquatic habitat

Learning Targets/Objectives: three part

The second grade students will describe how animals depend on living things by completing a
fish art project.

Assessment Approaches: Evidence:

1. turn and talk 1.observational
2. Fish Art Project 2.image and labeling of the fish
…. …
Assessment Scale:
draws a fish and labels/writes at least 3 parts or characteristics of the fish correctly
(proficient)
draws a fish and labels/writes at least 2 parts or characteristics of the fish correctly
(basic)
draws a fish and labels/writes 1 or less part or characteristics of the fish correctly
(below basic)

Subject Matter/Content: don’t write anything after this just a heading

Prerequisites:
● have an understanding for what animals are
● information about local bodies of water and oceans from previous lessons
● knows and understands what predator and prey are/ mean
Key Vocabulary:
● fish: ​a cold-blooded vertebrate animal with a typically long scaly tapering body, limbs
developed as fins, and a vertical tail fin that lives and breathes in water
● vertebrate: having a bony or cartilage backbone
● cold-blooded: having a body temperature not regulated by the body and close to that of
the environment
Content/Facts:
● what is a fish
○ a cold-blooded vertebrate animal with a typically long scaly tapering body,
limbs developed as fins, and a vertical tail fin that lives and breathes in water
● what is a vertebrate
 ○ having a bony or cartilage backbone
● What is cold-blooded?
○ having a body temperature not regulated by the body and close to that of the
environment
● What do fish eat?
○ Fish can eat plants and animals depending on the fish.
● What do largemouth bass eat?
○ Smaller fish and other aquatic animals
● What do shiners eat?
○ Algae and tiny animals
● What do bluegill eat?
○ Insects
● What do flounders eat?
○ small fish and shrimp
● What does camouflage mean?
○ the hiding or disguising of something by covering it up or changing the way it
looks

Introduction/Activating/Launch Strategies:

The teacher will read the book Fabulous Fishes by Susan Stockdale.

Students will listen for the different types of fish and some characteristics of fish while
reading.

After the reading, students will turn and talk to partners about what fish they heard and the
characteristics of fish they saw.

Development/Teaching Approaches

● We will begin by completing a word wall on what we know about fish. The teacher
will call on students to give a characteristic of a fish or an example of a fish and will
write it on the board.

● “Now that we have covered what we think we know about fish and our prior
knowledge we can learn some new things about fish.”\

● We are going to watch a brainpop video about fish, but first we are going to go over
some vocabulary you will need first. There are different characteristics that help define
a fish which means if a fish does not have a certain quality it is not a fish. Fish live in
water, so if you find some animal on land can it be a fish? No silly, a fish must live in
water. We are going to learn what those characteristics are and their definitions.

● Fish are cold-blooded which means their body temperature is not regulated by the
body and it is close to that of the environment. Fish blood is close to the temperature of
the water they are living in.
● Fish are also vertebrates which means they ​have a bony or cartilage backbone.
Cartilage is what your ear is made up of. Everyone touch your ear and feel. Some fish
backbones are not bones, they are made up of cartilage.

● The definition of a fish is a cold-blooded vertebrate animal with a typically long scaly
tapering body, limbs developed as fins, and a vertical tail fin that lives and breathes in
water. Let’s make that big definition easy. Fish are cold-blooded vertebrates that have a
long scaly body, fins, and a tail that lives and breathes in water.

● Now let’s watch a brainpop video (seen below) to hear a little bit more about fish.

● Now after watching the video what did we learn? Find someone with the same color
shirt as you and share what you learned from the video.

● A couple of important things the video talked about that we did not discuss is that gills
on fish help them to breathe. Fish have fins to help them move in the water and scales
to protect them.

● The key information about fish is that they are vertebrates, cold-blooded, have gills,
have fins, and have scales.

● Now what are some examples of fish.Turn and talk to the person next to you.

● We are now going to talk about some fish that could be found near us. Teacher will
show a fish slideshow. (link below)

● After looking at the slideshow we can see that fish come in many shapes and sizes. We
will now talk about what some of the fish we just looked at eat.

● What do fish eat? Fish can eat plants and animals depending on the fish.

● Largemouth bass eat smaller fish and other aquatic animals. Shiners eat algae and tiny
animals. Bluegill eat insects and flounders eat small fish and shrimp. A fun fact about
flounders is that their colors are considered camouflage. This means that their colors
are so close to their environment they are able to hide from predators and sneak up on
their prey. Some fish depend on their colors or patterns to camouflage to survive.

● We will now read a book called Fishes by Brian Wildsmith. While reading, really look
at how each of the fish look, the different colors, and materials made to make each fish.

● Now that we have learned about the things that make up a fish, what some fish look
like, and have looked at how an artist may creatively draw a fish. It is your turn to
make your own fish.
 ● Each table of students will have a mix of art supplies, paint​, tissue paper, glue, colored
pencils, crayons, and markers. “You are each to draw your own fish. Be creative, use
different materials. After you finish drawing your fish on the back of the paper you need to
write three things you learned about fish today.” (give students 20 minutes)

● Collect fish art projects

Closure/Summarizing Strategies:

Teacher will spread the different fish art projects around the room to have a fish art show.
Students will walk around the room and look at the different fish their classmates created.

Prior to finishing, the teacher will say “Scientists, great job today. We learned a lot about fish
and tomorrow we learn about a couple different animals that live in local bodies of water near
us. Come in tomorrow with some guesses of what we will be talking about.”

Accommodations/Differentiation:
Allow ELA student to label and write fish information in their native language

Materials/Resources:

Materials:
● paper
● pencil
● art supplies (paint, tissue paper, glue, colored pencils, crayons, and markers)

AIMS Education Foundation. (2007). ​Exploring environments​ (AIMS activities). Fresno,

Calif.: AIMS Education Foundation.

Fabulous Fishes by Susan Stockdale

Stockdale, S. (2008). ​Fabulous fishes​ (1st ed.). Atlanta, Ga.: Peachtree.

Fishes by Brian Wildsmith

Wildsmith, B. (1971). ​Fishes.​ New York: Franklin Watts.

Children’s Dictionary
https://kids.britannica.com/kids/search/dictionary?query=fish&_ga=2.124657922.982356478.1
603905370-565893488.1601398678

Fish Brainpop video

https://www.brainpop.com/science/diversityoflife/fish/

Fish Powerpoint (I made)

https://docs.google.com/presentation/d/1fLhcBJ0NFcqG7NfkpkwCatkyDjFZgwixLZ2LFfWq
pxE/edit?usp=sharing
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

1) How was my pacing?

2) Was my assessment authentic and engaging for students?

Additional reflection/thoughts