Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Bailey Riddick Grade-Level: 1st Lesson Date: 3/21/22

Title of Lesson: Animals Day 6 Cooperating Teacher: Valori Justiss

Core Components
Subject, Content Area, or Topic
Science, Language and Writing
Student Population
25 students (13 boys, 12 girls)
1 IEP student (Speech)
Learning Objectives
TSW…..
- Determine the class of animals by their specific characteristics
- Explore various appendages or physical characteristics of animals that have specific
functions
- Use knowledge of writing and research to complete a project on their desired animal

Virginia Standard(s) of Learning (SOL)\

Science 1.5 The student will investigate and understand that animals, including humans, have basic
life needs that allow them to survive. Key ideas include
a. animals need air, food, water, shelter, and space (habitat);
b. animals have different physical characteristics that perform specific functions; and
c. animals can be classified based on a variety of characteristics.

Writing/ Language
1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts
d. Identify text features such as pictures, headings, charts, and captions.

1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion.
a. Identify audience and purpose
b. Use prewriting activities to generate ideas
c. Focus on one topic

1.13 The student will edit writing for capitalization, punctuation, and spelling.
a. Use complete sentences
b. Begin each sentence with a capital letter and use ending punctuation
c. Use correct spelling for commonly use sight words and phonetically regular words

Materials/Resources
- Animal Project Rubric/Packet
- The View at the Zoo book
- Animal Factsheet
- Internet/SmartBoard
- Is it a Bird? Worksheet
- Is it a Fish? Worksheet
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%
Safety Considerations

Time
(min.) Process Components
5 min. *Anticipatory Set
TTW read The View at the Zoo by Kathleen Long Bostrom. TTW ask the students: “What
animals do we see in this book? What are some of their characteristics?”

~1 min. *State the Objectives (grade-level terms)

I CAN…….
- Identify the special parts of an animal that put it in a class (mammal, reptile,
amphibian, bird, fish)
- Explore different features of animals that help them do specific things
- Use writing and research knowledge to complete a project on your animal
5-10 *Instructional Input, Modeling, or Procedures
min. TSW get out their Animal Factsheet. TTW will give students opportunities to review what
they learned last week about mammals, reptiles, and amphibians. Have the students quiz
each other on different characteristics of animal classes. (Turn and Talk)
TTW transition the class from review to new content about bird and fish
TTW discuss with the students the different characteristics of birds and fish so students
can see their differences. Relate back to the different classes of animals already discussed
(mammals, reptiles, and amphibians).
- Birds: have backbones, warm-blooded, beaks, lay eggs, and have feathers and
wings.
- Fish: have backbones, gills, cold-blooded, lay eggs, have moist skin
 Have the students talk in their table groups to think of ways that animals use their
coverings or other characteristics. (Think-Pair-Share)
- Open instruction by explaining how all animals have specific coverings and
characteristics that help them move, stay warm, or protect themselves.
o These characteristics include fur, feathers, scales, or skin
o Fins and claws are another characteristic of animal that helps them live in
their habitat
TTW play the video Let’s Explore Fur, Feathers, Scales, or Skin for a review

>5 *Check for Understanding

min. Teacher will use continuous checks to make sure students understand the material by
asking the students questions after instructions. This is to make sure students have
comprehended what the teacher has discussed. Have students put up a thumbs up if they
understand and give out quick exit tickets so the teacher understands where the students
are in their mastery of content.
5-10 *Guided Practice
min. The teacher and student will fill out the Animal Factsheet chart together on birds and fish.
Scaffold questioning so students can use their thinking to figure out the correct answer.

10 min. *Independent Practice

TSW complete a card sort dealing with Animal Coverings. Students will use fine motor
skills to cut out and glue images of animals to the correct section: Feathers, Fur/Hair, or
Scales/Skin. If students have time, they may color the images.

Assessment
Whole week: a summative assessment will be used as their Animal Project. This project
will allow students to write about an animal of their choosing by researching through
teacher-given books and materials. The students will write their reports using correct
writing techniques learned in the classroom. Once the students have written their report,
they will produce more information about their animal through a visual representation they
choose. The research of their animal will be finished and checked off by Friday. The
project that reflects the research will be due next Friday (April 1). Each student will present
their project to the class.
~5 *Closure
min. Review with a short exit ticket of the characteristics of birds and fish.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

This lesson caters to a variety of learning types, as student can learn visually and auditorial.
Students get to listen to books, videos, and reviews from the teacher. The students will also visually
see some visual examples of animals and their appendages and coverings. Visually, this will also
help students who are struggling learners and need extra guidance.

The project is differentiated by choice and interest. Students get to choose their animal they want to
research, and pick how they will show what they have learned through a visual representation. This
allows them to use their strengths to display their research and findings.

For the student with IEP (speech), ample time will be given for the student to present. This will give
the student an opportunity to take their time and focus on their words and what they are going to say.
Classroom Management Strategies (To ensure a positive learning environment).
Continue to monitor class participation and focus by checking in on students as they are working on
their activities. To get student attention, the teacher will do a “1,2,3, eyes on me”, in which the
students respond with “1,2 eyes on you”. The teacher will also say in a medium voice, “If anyone can
hear me….” and say an action the students must do if they can hear the teacher. Continue to add on
to the movements if students are still talking.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What parts
of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Animal Fact Sheet

Body Coverings Card Sort