ED 345 Calvin College Lesson Planning Form

Teacher:
Science

Joy Oh

Date:

11/16/2015

Subject/ Topic/ Theme:

I. Objectives
What is the main focus of this lesson?
Students distinguish between animals that are born live and hatched.
2-day lesson
How does this lesson tie in to a unit plan? (If applicable.)
Unit on parent and offspring (life cycle).
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I can identify animals that are born live and hatched.
L.HE.E.1 Observable Characteristics- Plants and animals share many, but not all,

characteristics of their parents.

L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals
begin life and develop into adults, reproduce, and eventually die. The details of this life
cycle are different for different organisms.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Sorting animals based on characteristics they share

Formative: observation, discussion

Summative: matching game

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Visual representations of animals

Options for Language/Symbols

Visual (picture) of animals as well as their
names written out
Options for Comprehension
Visuals/pictures

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Can act out certain animals by
pretending to be a certain animal
Students match animals on the
board
Options for Expression
Orally describing and acting
Matching
Options for Executive Function

colored tape (to tape the floor)

animal cut-outs
chart paper

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Students act out/describe the
animal they are (guessing game)
Matching on the board
Options for Sustaining Effort &
Persistence
Checklist for animals that
hatch/born live
Options for Self Regulation
Rules when chosen to become an
animal

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
3m
Motivation
(Opening/
Introducti
on/
Engageme
nt)

15m
Developm
ent

15m

5m

Day 1:
Put tape in a line across the floor, dividing it up to 2 sections (one side has
L on it and the other has H)
Day 2:
Divide the board into two sections: live and hatch

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Call students to rug by teams.
Start off by telling students the target of the lesson: I can identify animals that are
born live and hatched.
Ask students if they know some ways different animals are born and what
distinguishes those animals and the way they are born. I.e.:
Some are born from eggs
Some are just born from their moms
What kind of animals are born from eggs (hatched)? - bird, frogs,
reptiles
What about animals that are born live or looking similar to their
parents?
Day 1 activity
Tell students that today, we are going to be playing a mystery guessing game. Its
called What Am I?
The teacher will call up one student at a time. Then, the teacher will
whisper in his/her ear what animal they must pretend to be.
That person may not tell the class what animal he/she is, but try to
describe to the class or act it out (must describe using some words, and if the
students have difficulty guessing, they may act more).
The class could ask questions for hints (i.e. Are you a meat eater? Can
you fly?, etc.)
When the class guessed correctly what animal s/he is, we will send
them off to stand under L or H (ask students what each letter could stand
for). Students must be able to back up why were sending them to Live or
Hatch.
Day 2 activity
Tell students that today, were going to be doing a different activity from yesterday.
Each student will work with their Learning Partner (PB&J partners).
When a teacher shows an animal card (the part with the picture will
be hidden) and reads the word aloud, students must discuss with their PB&J
partners if they think the animal is born live or hatched.
Teacher asks students what their group thought and why. Then,
teacher reveals the answer by unfolding the picture on the animal card.
Teacher will then choose a partner pair to go up to the board and stick
the animal card under the correction heading (live or hatch)
Repeat activity with all the animal cards, looking for common
misconceptions (i.e. only birds are born hatched, etc.)

Ask students how are born: are we born live or hatched?

Live, because were mammals
Closure
If we were to hatch, what kind animal would we need to be and what
habitat would we be living in?
Call on students to name some animals that are born live/hatch.
Your reflection on the lesson including ideas for improvement for next time:
Because science is so short, I think this lesson would be done best in two-day
lessons.
Didnt get to closure
Its really interesting and surprising how much students know and how we can
do so little teaching--just a little prompting triggers their prior knowledge on
animals!

 Snake was a hard one