Class period: _________________ Date: _______________________ Waynesburg University Lesson Planning Documents Part Two: Writing the lesson

plan Translating thoughts into a plan of action ______________________________________ Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 4.1.3. C Identify sources of energy. 3.1.3. A 1 Describe characteristics of living things that help to identify and classify them. 3.1.3. A 2 Describe the basic needs of living things and their dependence on light, food, air, water, and shelter. 3.1.3. A 3 Illustrate how plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. 3.1.3. A 5 Identify the structures in plants that are responsible for food production, support, water transport, reproduction, growth, and protection. Lesson Objective(s) (Stated in observable and measurable terms) In this lesson, students will identify and describe similarities and difference of living things and their processes. Students will: identify and describe the functions of basic structures of animals, classify living things based on their similarities, know the five main animal groups, identify warm- and cold-blooded animals, describe basic needs of animals, describe how animals go through life cycles. Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will take a teacher made assessment and will develop a glogster poster. Students will work in pairs to develop a glogster poster. They will have to display the five main animal groups and identify the basic needs of animals and describe how animals go through life cycles. Materials: Animal Classification Cards (S-3-2-3_Animal Classification Cards.doc)

Food for ants (cotton swab, honey, food crumbs) Clear container with lid Soil Brown bag Quiz review

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson) and Inclusion Techniques for Students with Special Needs: To include students with disabilities I will allow students to give oral responses if using the computer is too difficult. I will give extended time to complete the assignment and if needed, students can draw their poster. Students who might need an opportunity for additional learning can name and write the five animal groups. Have students write examples of animals from each group. Enrichment Techniques: Students can work on independent packets or experiment with different foods to see what the ant prefers to eat. _____________________________________ Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: Detailed Teaching Sequence including teacher presentation, student practice, and assessment: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Plants and animals go through life cycles. What is a life cycle? Can you describe an animal life cycle? Show students a picture of the ant life cycle (S-3-2-3_Ant Life Cycle Picture.doc). Give background about an ant life cycle from http://www.uen.org/Lessonplan/preview.cgi? LPid=18879 .

Ants are one of Earths oldest residents and play an important role by maintaining a balance in nature. Ants are insects (six legs and three body parts) that live and work together. There are over 8,000 species of ants. Ants provide food for birds, other insects, and mammals. They are scavengers that clean up dead plants and animals. Some large animals live entirely on ants and other insects for their survival. Ants help aerate soil by digging their many tunnels which in turn help us. In some ways, ants and people are alike. Both ants and people take care of their young, live together, have different jobs, and depend on each other. Ants have all the senses that humans have but use different body parts to achieve the same goals. Ants don't have ears; instead they use their legs and antennae to feel vibrations. They use antennae to hear, smell, and touch things. They talk or communicate by tapping their antennae together. Ants have an exoskeleton (outer covering), but have sensory structures all over their body so they know when something is touching them. Ants don't have a tongue, but they have fingerlike pulps around their mouths that have the ability to taste. Unlike humans, ants have two stomachs; the second stomach is filled and used to feed other ants. Ants have two types of eyes; one set has many lenses, while the other set of eyes called simple eyes, allows them to judge light levels in the environment. Ants don't chew their food; instead they use their powerful jaws to squeeze the juices out of their prey and also to defend themselves. Each ant colony has its own scent and can recognize an intruder. The soldier ants (larger ants) defend those who try to invade. They also use this scent to track food that their sisters have found. An ants reproduction goes like this: The queen fertilizes the eggs creating all females. Ants that are fed more in the larva stage are called soldier ants. Once a year, the queen creates a male by not fertilizing that egg and fertilizes other eggs to create females, one which will become a princess. The eggs hatch within 8 to 10 weeks. At this time, the male ant and Princess ant both having wings, [and] fly away and mate during flight. (Mating happens around the end of June until early August and the female can mate with more than one male.) After mating, the princess

ant looses her wings, becoming a queen and beginning her own nest or colony. Male ants are created only as needed for reproductive purposes and die shortly after mating. Read the story Hey, Little Ant by Phillip Hoose and Hannah Hoose. . Collect ants from outside or purchase from a store. We are going to make an ant farm for our class. You will need to put a smaller container inside the larger clear container. The purpose is to prevent the ants from building tunnels near the center of the container. Fill the space with soil and tap to help settle it. Moisten soil slightly.To feed your ants, dip a cotton swab in honey, and smear a tiny bit on the side of your container. Drop a small crumb of cookie or bread in from time to time. The amounts of food needed are dependent upon the size of your colony. You won't need a lot of food to feed your ants! To water, sprinkle a tiny amount of water in the farm from time to time to keep the soil moist. Ants do not like light, so to ensure that your colony burrows close to the glass, you can tape a piece of black construction paper over your container or set a paper bag over it. Watch the ants communicate by tapping their antennae together, the different stages of ant development, the making of tunnels, cleaning themselves and each other, and so on. You can remove and later re-add several ants, add ants from a different colony, add a spider or bug, or other variations to observe what happens

Closure: Review five main animal groups and their basic needs for living. Remind students that there will be a quiz/test coming up.