Lesson Title: Classifying Animals - Mammals

Developed By: Alexandra McGuire

Lesson Overview
Description This lesson will address the classification of animals, more specifically mammals. This lesson is designed for grade 3 students (cycle 2) and will be instructed in English. The purpose of this lesson plan is to familiarize students with the classification of animals, notably mammals and the physical attributes associated with mammals. Moreover, this lesson is designed for a classroom consisting of 20-25 students and will take approximately one hour and a half to complete. Students will have access to visual aids and technology to support their learning about the classification of animals and mammals (assuming the school has access to technological resources and devices). In addition, formative assessment will be used to evaluate the students and the assessment will be differentiated to suit the learning styles and profiles of all students. Grade Levels (Cycle) Prerequisite Knowledge Grade 3 ( Cycle 2) Key Concepts Basic knowledge of iPads ( i.e., How to operate an iPad) Basic knowledge of animals (i.e., What is an animal? What does it look like?) Ability to identify the 5 groups which make up the Animal Kingdom Wildlife / Animal Kingdom Classification Mammals

Identify Learning
General Lesson Learning Objectives 1. 2. 3. General Measurable Outcomes 1. To be able to identify the characteristics/attributes of mammals (i.e., physical traits, diet, habitat) To be able to identity/find find animals within their surroundings/environment that are classified as mammals To be able to identify humans as mammals To explore and discover the science world around them To become familiar with the animal kingdom and ecosystem To introduce/familiarize students with a specific group of animals (i.e., mammals)

2.

3. Specific Key Questions (KSU) & Considerations

Knowledge: What characteristics/features make up mammals? Where do mammals fit in our ecosystem and in the animal kingdom? o o o o Where do we find mammals? (nature, environment, wildlife) What types of animals are considered mammals? Animal kingdom is divided into the scientific classes of animals What makes humans and mammals alike?

Understanding: Mammals are part of our wildlife, environment and nature o Humans are classified as mammals because we share similar characteristics/features

Mating and procreation of animals (builds and maintains animal population)

Feelings, beliefs and understanding of mammals and wildlife o What is the importance of mammals, along with their role in the ecosystem? o Why do you think mammals are special? Skills: o o o o QEP Competencies 1. Identify and explain mammals according to their characteristics/features, habitat, and diet Identify and recognize types of mammals both within and outside their surroundings Compare and contrast mammals and humans Explain why and how humans are classified as mammals

To propose explanations for or solutions to scientific or technological problems - Students will be observing their environment, making sense of their world , making discoveries, links and comparisons between the different groups that comprise the animal kingdom and will also be explaining the characteristics and nature of mammals.

2.

To make the most of scientific and technological tools, objects and procedures - This lesson plan will not address this competency *

3.

To communicate in the languages used in science and technology - Students will be introduced to and will use various scientific terms relating to the classification and attributes of mammals

Materials & Organization

Materials Required Classroom Organization/Layout The classroom will be organized in such a way that all students have access to the SmartBoard at the front of the class ; the students desks will b e placed in a half-moon to maximize the students view and prevent students from having their backs to the teacher and SmartBoard. This will also permit the teacher to view all students as he/she is teaching. When the iPads are to be used, each student will be given an iPad ; therefore, students will not need to shift or partner up with other students. Advanced Work/Enrichment Prior to introducing the unit on Animals, children will be provided with an anchoring activity, more specifically a booklet pertaining to animals. The booklet will include coloring pages, crossword puzzles, comprehension questions, gamelike activities and stencils, pictures and random facts about animals and their classification. If students complete the assignment before the rest of the class, the students can direct themselves to their booklet; the booklet will be used as a means to keep the students entertained while the other students complete their work. However, the activities and sheets in the booklet will be meaningful and will be used to promote and reinforce learning. Exit cards (2) Educational/ informative video pertaining to mammals (1) Educational/informative picture books pertaining to mammals iPads: Storia application, interactive/educational game pertaining to mammals SmartBoard

Lesson Plan Outline

Introduction : 15 minutes The teacher will begin the lesson by dressing up in various costumes ( i.e., masks, hats, headbands, accessories) pertaining to mammals. This will be done in order to generate interest and have the students guess what the lesson will be about. Using the costumes and props, the students will generate discussion about mammals and explain what they think a mammal is. The introduction is also linked to lesson activity number 1: the introduction will be reinforced by lesson activity # 1. Briefly discuss students ideas/interpretations of mammals (i.e., generate ideas, brainstorm, create a web of ideas using the SmartBoard) What do you think a mammal is? Have any of you seen a mammal? What does a mammal look like? Where can we find mammals? Explain the nature of todays lesson CCCs Resources

Lesson Activity/Descriptio n
1 Reading Activity: The teacher will read, Why am I a Mammal by Greg Pyers, to the students with the hope of generating discussion pertaining to mammals.

Objectives

Outcomes

To hook students To spark students interest Stir students previous ideas and information/knowle dge To familiarize students with characteristics and attributes of mammals

(10)

Students should be able to explain why a mammal is a mammal Identify characteristics/ attributes associated with mammals

Intellectual: use information solve problem

Why am I a Mammal by Greg

Pyers iPad installed with Storia application

2 (15)

Class discussion : Upon reading Why am I a Mammal, we will review the students initial ideas of mammals and add/change their ideas pertaining to mammals

discuss ideas, thoughts and feelings relating to

Why am I a Mammal
-

- to identify and classify mammals according to their structure

Intellectual: to use information to solve problems Methodological: to use information and communication technologies (ITC) Personal & Social: to cooperate with others Communication: to communicate appropriately

SmartBoard

construct an understanding the nature of mammals

3 (10)

Video Viewing: Youtube videos will be shown to the students using the SmartBoard to reinforce their understanding of mammals

- reinforce students understanding of mammals through video/media

to identify and recognize a mammal To identify mammal characteristics (physical traits, diet, habitat) To find animals

Intellectual: To use information

http://www.youtub e.com/watch?v=c U4Bo_rF_R0 http://www.neok1 2.com/php/watch. php?v=zX6d61657 67b617e5b075273 &t=Mammals SmartBoard

within their surroundings that are classified as mammals To identify humans as mammals

4 (20)

Activity: Name That Mammal Students will be invited to participate in a game of Name that Mammal. A grid (4x3) will be displayed on the SmartBoard and will contain 12 squares. Each square will be associated with a letter (A-L). Students will need to think of mammals beginning with the letters A-L and place them accordingly in the grid. Students are free to use multiples resources ( i.e., classroom books, dictionary, iPads to surf the internet). Students will then be asked to come up to the SmartBoard and share their answers.

To apply prior knowledge and recently acquired knowledge to an activity

students will be able to name mammals beginning from letters A to L.

Intellectual: to use information Methodological: to adopt effective work methods to use ITC Personal & Social: to cooperate with others Communication: to communicate appropriately

classroom books iPad SmartBoard

5 (5)

Online game / use of iPads: Students will use iPads to engage in an interactive, educational game pertaining to the classification of mammals. - to reinforce their understanding of the Animal Kingdom and the different groups of animals - to be able to group and classify animals, insects, birds and plants

Intellectual: to use information to exercise critical judgment to solve problems Methodological: to adopt effective work methods to use ITC Personal & Social: to cooperate with others

http://www.scienc ekids.co.nz/games activities/plantani maldif.html iPads

6 (10)

Exit Cards: As a means of formal assessment, students will complete an exit card to help the teacher assess the students based on their understanding of the lesson.

To assess student learning / progress To review understanding/ learning of todays lesson

To obtain an idea of students learning and understanding Recognize a mammal when shown a picture Name mammals Identify characteristics of mammals

Intellectual: to use information Methodological: to adopt effective work methods

Explain why humans are mammals

Conclusion (5 min )

To summarize the lesson, the class will be asked to discuss what they knew about mammals prior to this lesson (i.e., referring to initial brainstorm and cluster). We will also discuss what we have learned together during the lesson (brief re-cap) and mention what we would like to further investigate.

Assessment & Evaluation Strategies

Formative Assessment Strategies: Students will be provided exit cards complete with different types of questions, varying levels of difficulty and formats. The levels of difficulty will range depending on the students level of understanding and ability: struggling learners, grade-level learners and advanced learners. Students will be provided question cards where they will be required to a) circle the correct answer(s) b) write/list their answers in either sentence form or point form For the struggling learners, they will be asked to circle which animal(s) are mammals. They will be provided an exit card which contains pictures of mammals and the names of mammals. For the grade-level learners, they will be asked to name 3

characteristics of mammals. For the advanced learners, they will be asked to explain why humans are mammals (in 2-3 sentences).

Summative Assessment Strategies:

* N/A for this lesson

Student Self-Assessment :

Students will be able to assess themselves by asking the following questions: - Did I participate in todays lesson? (i.e., ask questions, share opinions/feelings/facts, engage in activities) - Did I listen attentively to my teacher and peers? - Am I able to name at least one fact about mammals? - Am I able to explain what a mammal is to a friend or relative?

Instructional Resource Appendix

What Are Mammals? Video Mammals Video http://www.youtube.com/watch?v=cU4Bo_rF_R0

http://www.neok12.com/php/watch.php?v=zX6d6165767b617e5b075273&t=Mammals

Classification game (online) [interactive/educational game] Exit Card Struggling learners Exit Card Grade level

http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html

Appendix 1 Appendix 2

learners Exit Card- Above grade-level learners Name That Mammal chart Appendix 3 Appendix 4

Appendix 1

Name: ______________________________ Look at the following pictures and words. Circle which one(s) you think are mammals!

DOG LION

Appendix 2

Name: _____________________________ Name THREE (3) characteristics of mammals:

1) ________________________________________________________ 2) ________________________________________________________ 3) ________________________________________________________

Appendix 3

Name: ______________________________ In a few sentences (2-3), explain why you believe humans are MAMMALS.

_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Appendix 4