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ANIMAL LESSON DAY 1 - MAMMALS, BIRDS, AND FISH

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Writing standard. W2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts on which they name what they are writing about and supply some information about the topic. K-ESS3 Earth and Human Activity. K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including human) and the places they live. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The students will learn three characteristics of each class of animal (mammals, birds, fish) in order to assist them on day two in classifying a variety of different animals. For mammals, the students will be informed that such animals produce milk, have live young, and have fur. For birds, the students will be learn that such animals have wings, feathers, and have eggs. Lastly, for fish, the students will discover that these animals have fins, scales, and live in water. Once the different characteristics have been discussed, then the students will sing a song about the different classes and characteristics of animals. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective The students on day one will be able to recite verbally the three characteristics and share what they learned with their neighbor in a pair share. Also their participation throughout the lesson will provide evidence of them understanding the material. What modifications of the above assessment would you use for language learners and/or students with special needs? The students will be provided with visuals and pictures that will be displayed on a graphic organizer and projected on the white board for the students to see. This is particularly helpful for our language learners to put visuals to the word/characteristics that are being introduced. Also, the students will be able to participate in a pair share where they will be able to interact with one another in identifying the characteristics that they have learned. Lastly, for our musical learners, the students will be introduced to a song that summarizes the different classes of animals and their characteristics. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The students have already been learning about bats, raccoons, and owls, which are a part of two classes of animals (mammals and birds). In learning about bats, raccoons, and owls, their characteristics, habitats, and diets have been discussed. Therefore, the students are able to use what they have learned in identifying whether or not each animal is a mammal, bird, or fish. Also, many of the students have seen several animals outside of their homes that may be a mammal, bird, or fish, which will also allow the content of the lesson to be even more relatable to the students. Strategy to connect school learning with prior experiential knowledge and/or cultural background The students will be asked to share what they learned concerning the raccoon, owl, and bat with the class. Then they will be asked to do a pair share to talk about some of the animals that they have seen outside of school or close to their homes that may fit under these different categories. Pre-assessment strategy The students will be asked if they can first identify some of the characteristics of each class of animal before being introduced to the different pictures and graphic aids. They will also be asked to think about what they think the owl, raccoon, and bat are in terms of the different classes of animals. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be asked to learn the following vocabulary: vertebrates, eggs, milk, wings, feathers, live in water, scales, fins, live young, and fur are in Spanish. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. All learners will be engaged through the use of picture/graphic images to describe the different vocabulary terms. In addition, the students will be given the opportunity to complete pair shares in identifying different animals that they have seen at school, near their homes, or in nearby parks that may be mammals, birds, or fish. Also, towards the end of the lesson, the students will be given the opportunity to use a song in helping them identify the different classes of animals and their characteristics.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students 1 min Teacher: Who remembers some of the animals that we learned about today and last week? Teacher: What did you learn about the owl, raccoon, and bat? Teacher: Please raise your hand and share with the class some of the things that you learned about today and last week about raccoons, owls, and bats. 1 min Teacher: Thank you for sharing. Now today we are going to learn about different vertebrates. Does anyone know what vertebrates means? Teacher: Thank you for sharing. Vertebrates are animals that have a spinal cord. So today we will be talking about different mammals, birds, and fish that have spinal cords and are therefore called--- vertebrates. Teacher: Now I would like you to talk to your neighbor about different animals that you have seen that you think might be mammals, birds, or fish and why? Teacher: Please share with the classroom some of the animals that you have seen and why you think they may be mammals, birds, or fish? Teacher: Thank you all for sharing. I can tell you all have seen and know a lot about many different types of animals. Teacher: Since many of you have shared why you think certain animals are mammals, birds, or fish, we will now begin talking about what makes an animal a mammal. Then the first photo is shown on the projector. Teacher: What do you all see in the picture? Students raise their hand and respond to the question. Photo of an animal with fur Students will raise their hand and wait to be called on. Students will sit and listen to the question. Students will raise their hand and share with the class. Resources/ Materials

2 min

Students will sit and raise their hand.

Graphic Organizer and markers

1min

Students will listen and then say vertebrates together as a class.

3 min

Students will talk to one another in a pair share about the different animals that they have seen and try to decide whether or not they think some of the animals that they have talked about are mammals, fish, or birds. Students will raise their hand and share with the class some of the animals that they have seen and explain why they think certain animals may be mammals, birds, or fish. Students are sitting and listening.

2 min

4 min

Teacher: Yes, all mammals have fur. Wonderful Then the next photo is shown on the projector. Teacher: What do you all see in the picture? Yes, all mammals have live young. Great! Then the last photo of characteristics is shown on the projector. Teacher: What do you all see? What is happening in the picture? Teacher: Yes, all mammals produce milk. Wonderful! Students raise their hand and respond. Photo of a baby animal eating milk from its mother Students raise their hand and respond to the question. Photo of an animal with their babies

1min

The teacher sticks the pictures on the graphic organizer under mammals. Then continues by asking: Teacher: So now that we know mammals have fur, produce milk, and have live young I would like to ask you all a question. Do you think your parents are mammals? What about all of you? Teacher: If we have hair, have live young, and can produce milk, are human beings mammals? Students take a moment to think and respond.

3 pictures and tape

Students listen and respond.

4 min

Teacher: Great! Now lets move onto learning about birds. *** Same questions and procedures are done for birds. Students are sitting and responding to questions when asked. Pictures of wings, feathers, and a birds nest with eggs. Pictures and tape

1 min

Pictures are posted on the graphic organizer under birds. Teacher: Perfect! Now lets move onto learning about fish. *** Same questions and procedures are done for fish. Students are sitting and responding to questions when asked.

4 min

Pictures of scales, fish in water, and fins. Pictures and tape

1 min

Pictures are posted on the graphic organizer under fish.

2min

Teacher: Now lets review what we have learned. The teacher is now pointing to the graphic organizer and asks the students to repeat after him/her the different characteristics that were learned. Students are repeating after the teacher the different characteristics.

Graphic organizer completed

4 min

Teacher: Great! Now lets sing a song together. Everyone stand up big and tall. Stretch your arms up to the sky. Now bring your arms down to your toes. Great! Now shake your bodies to get those wiggles out. Wonderful. Ok is everyone ready to sing. Teacher says a verse and the students repeat. Then the students will sing with the teachers help. Teacher: Great job everyone! You all sounded great!

Students listen and stretch. Then they respond.

Vertebrates song written on a large piece of paper for the class to see.

The students say the verses after the teacher. Students sing.

2 min

Teacher: Now lets all sit down. Before we close our lesson today on mammals, birds, and fish, I want you all to turn to your neighbor and talk about what you learned today. Teacher: Please raise your hand and share with the class what you all learned today. Wonderful! Thank you all for listening and participating in the lesson today. I want you all to keep in mind what we learned today, because tomorrow we will continue our lesson where all of you will be helping me in identifying different animals as mammals, birds, and fish. I hope you all are as excited as I am to talk about more animals tomorrow. Thank you for all of your help today and I am looking forward to learning more about animals tomorrow with all of you.

Students sit down and talk to their neighbor about what they learned today.

1 min 30 sec

Students share with the class what they learned. Students are listening.