KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:Casey Cavallomagno & Karly Repko

Cooperating Teacher:
Group Size:

Whole Group Allotted Time

Subject or Topic: Zoology & Humanities

Date:3/18/15

Coop. Initials
Grade Level 3rd
Section

STANDARD:
S3.B.1.1.2: Classify living things based on their similarities and differences.
I. Performance Objectives (Learning Outcomes):
A. The students will be able use the characteristics of domesticated animals and
make connections with how they help humans.
II. Instructional Materials
A. Buddy: The First Seeing Eye Dog book by Eve Moore
B. Chart paper
C. Powerpoints (Seeing Eye Dog Characteristics & Characteristics-Thumbs up
or Thumbs Down?)
D. Guided Notes
E. Write Your Name Station
1. Pencil
2. Lined Paper
3. Blindfold
4. Inquiry Sheet
F. Spread the Love Station
1. Peanut Butter
2. Crackers
3. Popsicle stick
4. Inquiry Sheet
G. Identify the Object Station
1. Blindfold
2. Pencil
3. Gluestick
4. Tissue
5. Yarn

6. CD
7. Cookie Cutter
8. Basket
9. Pom
10. Bouncy Ball
11. Plastic Cup
12. Piece of Egg Carton

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students must be able to identify the characteristics of
domesticated animals
2. Students must be able to recall how animals, specifically
mammals, help humans
B. Key Vocabulary
1. Domesticated animals: relating to home, domestic animals are
fed, bathed, and rely on someone else
2. Seeing Eye Dog: a guide dog trained to lead a blind person
C. Big Idea
1. Different characteristics animals help some populations
survive, and it is important to have knowledge of how animals
aid in human survival.
IV. Implementation
A. Introduction
1. The teacher will call on one volunteer in the class to come up
to the front of the room for a demonstration.
2. Once the student volunteer is in the front of the room, the
teacher will then prompt the student to cover their eyes so they
cant see.
3. The teacher will then help the student walk around the
classroom with their eyes closed.
B. Development
1. The teacher will allow the student volunteer to take their hands
away from their eyes and share with the rest of the class what
they experienced in this experiment.
2. The teacher will prompt the student volunteer by asking
questions like:
a. How do you think this experience would be different if
there was nobody to guide you around the classroom?
b. Was this activity easy to complete with someone
helping you?

3. The teacher would then thank the student for volunteering and
send them back to their seat.
4. The teacher would call on a few students to ask what they
thought could help a person who is blind or visually impaired
get around.
5. Then the teacher would ask the whole class what they felt
where important characteristics that this person/animal should
have if they going to help a blind person.
6. While listening to the students responses, the teacher will be
writing them on the board.
7. The teacher will then explain to the students that they will be
completing an inquiry on how important their sense of vision
is.
8. The teacher will split the classroom up to groups of 4-5
students.
9. Each two groups will be presented with a station, simulating
blindness.
10. The teacher will explain what is expected for each station.
11. Then the teacher will assign students to a station and start a ten
minute timer on the Smartboard.
12. After the timer goes off the teacher will ask them to switch
stations, and repeat this step once more.
13. After the students complete each station, the teacher will then
bring the students back to whole group discussion.
14. The teacher will call on a few students to share their
experiences at the stations.
15. The teacher will then explain to the students that this stations
only represents three tasks that blind people face.
16. The teacher will ask the students what they think it would be
like if they were blindfolded all the time and had to perform
daily tasks such as the ones in the stations.
17. Then the teacher would ask how the students think blind people
could get help to be able to perform daily living tasks.
18. After the students give a couple responses the teacher will then
tell the students that they will be reading a book about a dog
that helps a blind person get around, and while they are
listening to the story, the students should be specifically
acknowledging the characteristics of the dog.
19. The teacher will then show the students a powerpoint
presentation about seeing-eye-dogs.
20. The students will follow along the presentation while
completing guided notes.
21. After the powerpoint presentation is complete and the students
complete the activity that goes along with it, the teacher will
then explain that they will be reading a story about the first
seeing-eye dog.

22. The teacher will read the book Buddy: The First Seeing Eye
Dog to the class.
23. When the teacher is finished reading the book to the class, they
will then ask the students to name some of the characteristics
of Buddy the seeing-eye dog and why they helped his owner
get around.
24. While the students are giving characteristics, the teacher will
be writing them down on a piece of chart paper.
25. After the class is done giving characteristics, the teacher will
then lead a discussion about the similarities between the
characteristics in the powerpoint, and the characteristics Buddy
displayed in the book.
C. Closure
1. The teacher will show a powerpoint of different characteristics
to the class and they have to give a thumbs up or thumbs down
to indicate if this would be a good characteristic or a bad
characteristic to have as a seeing-eye dog.
D. Accommodations/Differentiation
1. Melissa has a Specific Learning Disability in Reading which
inhibits her ability to engage in receptive expression. To
accommodate her during this lesson, the teacher will give her a
copy of the book, Buddy: The First Seeing Eye Dog so she
can read it before class and be prepared to talk about it.
E. Assessment/Evaluation Plan
1. Formative
a) The teacher will be assessing the students throughout
the discussion to measure accuracy.
b) The teacher will be conducting a powerpoint activity at
the closing of the lesson to measure mastery.
2. Summative
a) None for this lesson

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)

1. How well did the students respond to the introductory activity?

2. Did the book Buddy: The First Seeing Eye Dog interest the
students?
3. What could be changed to improve the lesson as a whole?

VI. Resources (in APA format)

Moore, Eva. (1996). Buddy: The First Seeing Eye Dog. New York: Scholastic Inc.
Brackman, J. (2015, January 1). The Making of a Guide Dog. Retrieved April 11, 2015, f
rom http://thebark.com/content/making-guide-dog?page=4