ANIMAL LESSON DAY 3 REPTILES AND AMPHIBIANS

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 (reptiles and amphibians) in order to assist them on day two in classifying a variety of different animals. For reptiles, the students will be informed that such animals have scales, lay eggs, and live on land. For amphibians, they will learn that they go through metamorphosis, live in water and land, and have permeable skin. Once the different characteristics have been discussed, then the students will sing a song about the different classes and characteristics of each animal. 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 about mammals, birds, or fish in helping them identify the animals that are reptiles or amphibians. Also, many of the students have seen several animals outside of their homes that may be reptiles or amphibians, 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 recall what they had learned about mammals, birds, and fish. 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 be reptiles or amphibians. 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. 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: permeable skin, reptiles, amphibians, metamorphosis, hard land, and dry skin/scales. 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 reptiles or amphibians. 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 2 min Teacher: Who remembers some of the animals that we learned about last week? Teacher: What did we learn about mammals, birds, and fish. Teacher: Please raise your hand and share with the class some of the things that you learned last week about mammals, birds, and fish. 1 min Teacher: Thank you for sharing. Who remembers what all of these different animals are called? Teacher: Thank you for sharing. Vertebrates are animals that have a spinal cord. So today we will be talking about different reptiles and amphibians 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 reptiles or amphibians? And why? Teacher: Please share with the classroom some of the animals that you have seen and why you think they may be reptiles or amphibians? 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 reptiles or amphibians we will now begin talking about what makes an animal a reptile. Then the first photo is shown on the projector. Teacher: What do you all see in the picture? Teacher: Yes, all reptiles live on land Then the next photo is shown on the projector. Photo- eggs Students raise their hand and respond to the question. Photo of reptile on land 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

Students will sit and raise their hand.

1min

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

Graphic Organizer and markers

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 reptiles or amphibians. 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 reptiles or amphibians. Students are sitting and listening.

2 min

4 min

Teacher: What do you all see in the picture? Yes, all reptiles lay eggs. Then the last photo of characteristics is shown on the projector. Teacher: What do you all see? Teacher: Yes, all reptiles have scales or dry skin. 2 min The teacher sticks the pictures on the graphic organizer under reptiles. Teacher: So now that we know that reptiles live on land, lay eggs, and have dry skin or scales, what do you think are some animals that are reptiles? Teacher: Great! Now lets move onto learning about amphibians. 4 min *** Same questions and procedures are done for amphibians. Pictures are posted on the graphic organizer under amphibians

Students raise their hand and respond to the question. Photo- reptiles skin Students raise their hand and respond.

Students take a moment to think and respond.

Students are sitting and responding to questions when asked.

3 pictures displaying characteristics of amphibians.

1 min

1 min

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 for each class of animal. Students are repeating after the teacher the different characteristics. Graphic organizer completed Vertebrates song written on a large piece of paper for the class to see.

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.

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 reptiles and

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

amphibians, I want you all to turn to your neighbor and talk about what you learned today. 1 min 30 sec 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 reptiles and amphibians. 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 share with the class what they learned. Students are listening.