SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards
Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation

DETAILS
CK
Miss Miller
Science
3
Three 40 minute class periods
Animals can be classified into different groups.
What is the method that is used to classify animals?
What makes certain groups of animals distinct?
Standard 3.1.3.A1: Describe characteristics of living
things that help to identify and classify them.
During a viewing of the Classifying Animals video (C),
all third grade students (A) will correctly define (B) all
seven (D) terms related to classification (vertebrate,
invertebrate, mammals, birds, fish, amphibians, and
reptiles) by completing the Video Guide.
All third grade students (A) will correctly sort (B) at
least two (D) animals into each of the classifications
(mammals, fish, birds, amphibians, reptiles, and
arthropods) during the Animal Classification Sort Game
(C).
Formative Assessment:
Formal Evaluation:
Teacher grades the students abilities to sort at least
two animals into each of the classifications using the
Animal Classification Rubric. The rubric is worth a total
of 10 points. Students get one point for each animal
they correctly categorize.
Informal Evaluation:
Teacher takes notes on the students responses during
the Pre-Assessment.
Teacher collects the Video Guide and makes sure each
student has completed it.
After students classify their animals, teacher records
their reasons for classifying them the way they did.
Teacher asks students how they met the objectives at
the end of the lesson.
Students take a picture of the animal cards with their
iPad after they sort them and once they get the correct
answers. Students email teacher the picture of their
sorted animal cards. This aligns with ISTE Standard 1:
Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.
It also fits into the Learning and Innovation Skills Theme
of the Framework for 21st Century Learning
Student Profile:

s, Modifications

Name of Student: Thomas

Age: 9
Grade Level: 3
Type of Disability: Cerebral Palsy with Cognitive
Disability
Summary of disability characteristics: Hypotonia
(floppiness) in one arm, lack of coordination and
balance, speech difficulty (dysarthria), scooter bound,
able to use cane to stand for short periods of time,
sways when standing, leg braces (orthotic devices) on
both legs, gait disturbance (walks with a propulsive
gait), unsteadiness when walking, and learning
disability
Academic Profile: Below grade level (in special
education)
Capabilities: Able to operate scooter with hand that is
not impaired, able to support self with cane for a few
minutes, able to walk with cane for a few steps, able to
type on the computer with hand that is not impaired,
and able to write with hand that is not impaired
Limitations: Unable to stand with cane for long periods
of time, trouble talking clearly, difficulty writing legibly,
difficulty participating in some physical activity
(running, catching a ball, and throwing a ball), difficulty
with precise motions and fine motor skills (picking up a
pencil or other small object), and unable to sit down
without using both hands for support

SUPERVISING
TEACHERS
SIGNATURE

Accommodations:
Student sits at a scooter compatible desk and lab table
for the activities.
There is a lot of space between the desks and
throughout the classroom for the student to maneuver
his scooter.
Student stays in his scooter during the transition where
students act out an animal.
Teacher highlights the directions on the Video Guide
and Homework sheet.
Student uses a slant board to write his answers to the
Video Guide.
Teacher holds the iPad while the student presses the
button to take a picture of his sorted animal cards.

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

This is the first lesson plan in the Animal Unit. It builds off the
students knowledge that animals are living things. This lesson
focuses more specifically on animals. It discusses the ways
animals are classified. The lesson is based on Standard
3.1.3.A1: Describe characteristics of living things that help to
identify and classify them.

Introduction

Activating Prior Knowledge

Teacher asks students if they remember when they
learned that animals are living things.
Teacher tells students that they are going to be
discussing animals a lot in this unit.
Teacher reads the first chapter of Natural History of
Animals out loud to give students an overview of what
they will be learning.
Teacher projects the chapter onto the screen as it is read
so that students can follow along and look at the
pictures.
Hook/Lead-In/Anticipatory Set
Teacher tells students that they are going to be learning
how to classify animals.
Big Idea Statement
Teacher states the Big Idea in kid-friendly terms: Animals
can be classified into different groups.
Essential Questions Statement
Teacher states the Essential Questions in kid-friendly
terms:
How are animals classified?
What makes certain groups of animals unique?
Objective Statement
Teacher states the Objectives in kid-friendly terms:
After we watch the Classifying Animals video as a
class, you will correctly define all seven vocabulary
words by answering the questions on the Video Guide.
When we play the Animal Classification Sort Game, you
will correctly sort at least two animals into each
classification category.
Transition
Before reviewing the Key Vocabulary, teacher picks an
animal and has students act it out. They may do this
sitting or standing.
Example: Teacher tells students to pretend they are a
bird.
Key Vocabulary
Classify: to sort items into groups to show how they are
alike

Explicit
Instructions

CK

Lesson
Procedure

Vertebrate: an animal that has a spine or backbone

Invertebrate: an animal that does not have a spine
Mammals: vertebrates that get milk from their mothers
when they are very young
Birds: vertebrates that have feathers
Fish: vertebrates that live in water and have gills to help
them breathe
Amphibians: animals that have adapted to live in water
and on land
Reptiles: vertebrates that breathe using lungs and have
bodies covered with scales
PreAssessment of Students
Teacher asks students what it means to classify. This
results in a class discussion. Teacher takes notes on the
students responses.
Once students have shared their ideas with the class,
teacher tells them that classifying means to sort items
into groups to show how they are alike.
Teacher tells students that scientists classify animals
into different categories.
Teacher splits the class into small groups with 3 to 4
students in each group.
Teacher gives each group a copy of the Animal
Classification Sort.
Teacher tells students to classify the picture cards in
whatever way they can (ex: where the animal lives,
wings or no wings, color, size, etc.).
After each group has come to a conclusion, teacher
invites groups to share their classifications.
Teacher records their reasons for classifying animals the
way they did on the board.
Modeling of the Concept
Teacher passes out the Video Guide and explains the
directions.
Teacher uses the Classifying Animals video to explain
how animals are classified.
Teacher plays the video for the first two minutes then
pauses the video. In the first two minutes, it discusses
vertebrates and invertebrates.
The class works together to answer questions 1-4.
Teacher projects the answers on the screen as they go
over the questions.
Teacher instructs students to get back into their groups
and sort their cards into vertebrates and invertebrates.
Teacher plays the rest of the video. The video then
discusses mammals, birds, fish, amphibians, and
reptiles.
The class answers questions 5-9 together.

Reading
Materials
Technology
Equipment
Supplies

Teacher informs the students of another category:

arthropods. Arthropods have jointed legs, a body divided
into sections, and a hard outside skeleton. An example
of an arthropod is a butterfly.
Teacher tells students to move back to the lab tables.
Teacher gives each student a set of animal cards and
has them sort the cards into mammals, birds, fish,
amphibians, reptiles, and arthropods.
Before they do this activity, teacher models it. Example:
Teacher chooses clown fish card and tells students it
belongs in the fish category since it has fins and scales
and lives in the water.
Teacher also shows the students the rubric and explains
how they will be graded.
Teacher reminds students that their goal is to correctly
place at least two animals in each classification.
Guiding the Practice
Teacher walks around the room and makes sure students
are doing the activity correctly.
Teacher answers any questions students have.
Teacher asks the students questions as they work.
(Example: Why did you decide to put the animal in that
category?) Teacher writes notes of their responses on a
clipboard.
Providing the Independent Practice
Students sort the animal cards into their appropriate
categories (mammals, birds, fish, amphibians, reptiles,
and arthropods) independently.
After students are finished classifying the animals,
teacher instructs students to take a picture of the animal
cards with their iPads.
Teacher has students email the picture to her.
Transition
Students move back to the lab tables to classify their
animal cards into mammals, birds, fish, amphibians,
reptiles, and arthropods.
After students are done sorting their cards, teacher
instructs them to move back to their seats.
While they move back to their seats, teacher plays the
Vertebrates Song.
Natural History of Animals:
https://archive.org/details/naturalhistoryo00tenn
Animal Classification Sort:
http://www.cpalms.org/Uploads/resources/46369/2/12/do
cs/Animal Classification Sort (1).pdf
Animal Classification Rubric:
http://kelceymillerscienceandhealth.weebly.com/lessonplan-1.html
Classifying Animals video:

https://jr.brainpop.com/science/animals/classifyinganima
ls/
Video Guide:
http://kelceymillerscienceandhealth.weebly.com/lessonplan-1.html
Vertebrates Song: https://www.youtube.com/watch?
v=3mP-2WpmCkA
Homework sheet:
http://kelceymillerscienceandhealth.weebly.com/lessonplan-1.html
Evaluation of
Formal Evaluation
the
Teacher uses the Animal Classification Rubric to grade
Learning/Master
the students abilities to sort at least two animals into
y of the
each of the classifications. The rubric is worth a total of
Concept
10 points. Students get one point for each animal they
correctly categorize.
Teacher uses the results on the rubric to determine if the
concept needs to be re-taught.
Informal Evaluation
Teacher takes notes on the students responses to the
Pre-Assessment questions.
Teacher collects the Video Guide and makes sure each
student has completed it.
After students classify their animals, teacher records
their reasons for classifying them the way they did.
Teacher asks students how they met the objectives at
the end of the lesson.
Closure
Summary & Review of the Learning
Teacher brings students back together as a whole group
to go over the correct answers.
Teacher asks students which animals belong in each
category.
The correct answers are:
Mammals- bear, rabbit, bat, cheetah
Fish- clown fish, shark, trigger fish
Birds- parrot finch, spoonbill
Amphibians- newt, frog
Reptiles- snake, iguana, alligator
Arthropods- butterfly, grasshopper, spider
As they check the answers, teacher asks students to
follow along and make sure they have the animals in the
correct categories.
Teacher asks students to take a picture of the animals in
the correct categories with their iPads. This will be used
for their own reference.
Teacher has the students restate the objectives.
Teacher asks students how they met the objective. This
results in a discussion.

Teacher
Self-reflection

Teacher asks students what difficulties they came across

during the activity.
Teacher asks for suggestions on how these students
could have solved these problems.
Teacher asks students for suggestions on how the
activities could be improved.
Homework/Assignments
Teacher passes out the Homework sheet and explains
the directions.
Teacher informs students of the due date. The due date
is also noted on the sheet.
Teacher will know that students have learned how to
define vertebrate, invertebrate, mammals, birds, fish,
amphibians, and reptiles when they complete the Video
Guide correctly.
Teacher will know that students can group animals into
their classifications when they correctly sort at least two
animals into each of the classifications during the
Animal Classification Sort.
If students do not master the concept, teacher will reteach it.
Teacher will allow students to classify the animals in
their groups first, and then individually.
Teacher will also use an online game to help students
master the concept
(http://www.pbslearningmedia.org/asset/lsps07_int_anim
alclass/).