Direct Instruction Presentation w/ Adv

Organizer

Concept
Attainment

Cooperative
Learning

Inquiry Teaching

Concept Attainment Lesson Plan (10 pts)

Lesson Background:
Your Name: Carly Meier and Sarah Browning

Grade Level: 1st

Subject: Science and Literacy

Lesson Title: Wild Animals

Content Standards:
CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other illustrations and information
provided by the words in a text.

1LS12
Read texts and use media to determine patterns in behavior of parents and offspring that help
offspring survive.

Materials Needed:
Yes and no cards
Matching animals to habitats

Prerequisite Skills:
Know where animals live
Know what animals can be pets
Know which habitats animals can survive in and why

Lesson Objective: After learning about animal habitats, the first grade students will be able to
determine and describe what habitat an animal lives in by matching cards with no more than
one error and finding one fact about that habitat.


Concept Label: Wild Animals

Critical Attributes [yes]: pigs, horses, cows, lions, elephants, giraffes, and shark
Non-critical Attributes [no]: dogs, cats, goldfish, bunnies, and lizards

Definition of Concept: Which animals can only live in the wild.
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Interaction with Students:

1. Provide examples and nonexamples to the class: Time: 15 mins

Students, today I am going to introduce a new concept to you. I want to see if you can guess
the concept that we are going to learn about by using some clues. The Yes cards are
examples of things that are related to the concept that I am thinking of and the No cards are
examples that are not related to the concept I am thinking of. On the whiteboard, I have two
columns, a Yes column and a No column. To begin, I am going to place an example that relates
to this concept in the Yes column and an example that doesn't relate to the concept in the No
column. After I place them in their columns, I want you to quietly think about what the concept. If
you know what the concept is, don't say it out loud. Put your thumb up to show me that you
think you know the concept.
The teacher will show the Yess and the Nos.
The teacher will use the jar that contains sticks with the students names on them to call
on students to place the remaining cards in the columns. Once the student places the
card in the correct column, the teacher will ask them why they think the card goes in that
column. (Keep reminding student to put thier thumb up if they know and to keep it a
secret)

2. Test for attainment: Time: 3 minutes
Students, remember that when you figure out the concept, put your thumb up so I know you
know the concept and your classmates can still try and figure out the concept.
The teacher will ensure that the student's are not saying the concept out loud.
The teacher will observe and take the status of the class by looking at their thumbs.

3. Analyze student thinking processes and integration of learning: Time: 5 minutes
Excellent! I dont have any more cards but I am going to give you the chance to show me what
you know about animals. What are some other words that we could put in the YES column?
(As students list words, write them on a card and place them in the YES column. Ask why they
think that.) Great ideas! How about the No column - what are some words that we can put in
the NO column? (As students list words, write them on a card and place them in the NO
column. ASk why they think that.)

4. Clarify lesson objectives: (What are students going to DO with these?) Time: 5 min
Students, today we are going to use our knowledge of animals to determine which habitat they
might live in. You and a partner are going to get a pile of cards that have different environments
on them, such as a rainforest. Your job is to determine which animal lives in that environment
and discuss with your partner why you have decided that. After you have gone through the
cards you will come up to the front and grab the matching sheet off of my desk. The sheet is to
be done on your own. Each of you will need to do your best to correctly match each of the
animals listed on the left side, with each of the environments listed on the right hand side. After
you have match them I would like you to pick one of the animals and write one fact about how
they might survive in that habitat.

5. Procedures for Using the Concept in a meaningful way? 5 min

 This lesson is focusing on the kids knowledge of animals and where they live. We have
spent time talking about why animals live in certain areas of the world and how they
survive in that environment. This lesson is having them apply their knowledge in a
situation that has little teacher help. They are working with a partner to rationalize which
animal lives in the picture and then explain their thinking to their partner. Lastly, they are
asked to then work independently to match the animals and pick one to list a fact about.
All of the examples in this lesson are accurate and provide real-life environments.
This lesson also encourages the students to use the behavioral system that has been
established in the classroom. They must work effectively with their partner and use their
listening skills when the other person is talking. The transition time between partner work
and independent work is something that we have been working on so it allows the
children a chance to prove they can behave.

*First grade students have had some experience with matching but not all of my students
understand the concept so I am going to model what I would like them to do. As a class we are
going to use an unrelated topic to demonstrate the skill.

6. Assessment / Closure (How do you evaluate student progress or provide closure for this
lesson?) Include rubric, checklist, assessment documents. Time: 15 min

In the transition time between partner work and the independent assessment the teacher
is going to be modeling the skill of matching. Before the kids begin their worksheet the
teacher will ask them if they have any questions about matching and if anyone needs
clarification.
The students are going to be assessed on their ability to match the animals to their
environment. There will be 10 animals to match and a section on the back of the page to
write a fact about one of the animals habitat. The teacher will provide an example of
what that means before they begin the worksheet. Ex; a polar bear lives in cold weather
because it has fur.
The rubric for assessment is included below








7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
Students who may need extra help, time, or attention will be assisted in this lesson.
Depending on the student they will work with the teacher or assistant one on one for
more direct modeling, they will only be asses on the first activity with the cards and their

ability to verbally identify animals, they may move on to the next worksheet the following
day (if possible). The teacher will accommodate ALL students to their needs.

b. Extension for students of high ability? (Remember, assigning gifted students

to be the tutor for others is not sufficient academic challenging for students who
have mastered the lesson).
The extension will depend on the student but I would allow the students to use the
internet to research an animal on the worksheet and write about their findings. The
student may skip to this and not take part in the cards game with a partner. The student
may also create a presentation on an animal that includes the average temperature in
the environment, what they eat, how far away that is from us, etc.

TOTAL LESSON TIME:__48 min____

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as
resources, online websites, your past experiences, or your own initiatives, etc):

Pinterest


Student matched the animals with no more
than one error and included a fact about the
animal of their choice

Students match the animals with two errors

and included a fact about the animal of their
choice

Student matched the animals with three

errors and did not include a fact about an
animals habitat

Student matched the animals with four or

more errors and did not include a fact about
an animals habitat


Direct
Instruction

Presentation w/ Adv
Organizer

Concept
Attainment

Cooperative
Learning

Inquiry Teaching

Cooperative Learning Lesson Plan (10 pts)

Lesson Background:
Your Name: Carly Meier and Sarah Browning Grade Level: 1

Subject: Language Arts


Lesson Title: Animals

Content Standards:
W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
RI.1.2
Identify the main topic and retell key details of a text.
Materials Needed:
Four passages
Four note cards for each student
Pencil

Prerequisite Skills:
Talk in inside voice
How to write on note card
How to read for main points
Communication skills

Lesson Objective(s):
a. Academic
Students will be able to understand after reading a paragraph about an animal and retell the
information to a partner group with 3 or more main ideas.

b. Social Goal
Students will be able work effectively in their groups quietly by taking turns listening and sharing
information with one another so that all group members will be able to contribute ideas to the
group.

Cooperative Learning Grouping Structure: (see course pack.Jigsaw? Think Pair Share? etc)

----------------------------------------------------------------------------------------------------
Interaction with Students:

1. Present objectives: (Tell students what they are going to learn?) Time: 5 minutes
Today we are going to learn about the animals; ________ __________ ____________ and
____________ by reading a paragraph and recording 3 or more important details and we will
also practice working effectively in groups quietly by taking turns listening and sharing
information with one another.


2. Present information for the academic goal: (What are procedures for the academic goal?)
Time: 20 minutes

We will count the class off starting at one and go to four. Once everyone has a number they will
split into their same number groups. Each group will read one paragraph on a certain animal ()
and fill out a notecard with 3 or more main ideas. Then they will form new groups which has a 1,
a 2, a 3, a 4 in them. They will to tell everyone the main ideas they got from their animal
paragraph they read and listen to everyone elses while writing down 3 or more facts about
others animals.

3. Organize students into learning teams: Time: 5 minutes
a. Explain how theyll practice the social goal?
Their social goal will be practiced when they are formed into their second group. In the second
group they have to listen to others and contribute their own ideas to the discussion.

b. How will you organize the groups?
We will number off the students 1-4 and then they will get into their same number group. When
everyone is done with that we will look around at the different number groups and make the
other group which is a 1, a 2, a 3, and a 4. By doing this we make sure everyone will be taking
their group seriously and we will place a variety of learning levels in each group.

c.What group roles will you have?
The first group everyone will be reading to find 3 or more main ideas. After everyone is done
reading they will collaborate to find a main idea they might have missed. Then once they are in
their second group everyone will be a speaker at one point and everyone will be a listener.

4. Assist team work and study: Time: 5 minutes
a. How will you monitor academic progress?
While the students are working I will be walking around to ensure that students are on task and
aware of what they are responsible for doing. If someone is off task I will get them back on task
and this will also be a time to clarify any questions the students may have.

b. How will you monitor the social goals?

 I will monitor the students as they are working. I will have a clipboard that I will walk around with
and I will check off when I see them meeting the goal or doing something that would prohibit
them from meeting their goal.

5. Provide recognition: Time: 5 minutes
(How will students know they have met both academic and social goals?)
Throughout the jigsaw I will be walking around and giving the students feedback such as; good
job, excellent, I love how youre etc. I think facial expressions can also help students see I am
happy with what they are doing so I would also like to provide physical feedback with facial
expressions.

6. Assessment / Closure: (How do you evaluate student progress or end this lesson?) Time:
10 minutes
Class, I would like you to head back to your seat please. We have spent the last 30 minutes
reading an article about an animal and trying to pick out at least three main details from your
reading. I would now like you to get into your second group (I will of planned out these groups
so each group has a 1, 2, 3, 4 so we save time). You will have a few minutes each to share your
main ideas about your answer to your group. Keep in mind that you will be evaluated on having
at least three ideas and that you all listened carefully to the person who is speaking. Each
person must share so it doesnt matter what order you go in!


Academic

Grade

Student had three or more main points on

their animal

Student had two main points

Student had one main point

Student did not write anything

Social

Grade

Student worked effectively in the group and

listened carefully to the other members in
their group

Student worked pretty well in their group and

payed attention to the other members of the

group for most of the time
Student got off task after a little while of the
group activities and did not pay attention
during the group presentations

Student got pulled out from their group

because he/she was not working on task and
was disturbing the group

7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
It is important for this lesson to consider students with behavioral issues because their social
goals will need to be different than the other students. For struggling students this lesson could
be altered so that the student can listen to their group members and write down something that
they learned, they could work with a partner/teacher to prepare their part, they could say what
they learned and not be required to write it down.

b. Extension for students of high ability? (Remember, gifted students need

challenge).
For students that need an extension I would have them use a computer/ipad and research their
animal. They could write as much as they want to about their animal and their requirement of
the amount of detail would range depending on the student but would be a lot higher. They may
also turn their main ideas into a story that makes sense based on what they have researched
about their animal.

TOTAL LESSON TIME: 60 minutes

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as
resources, online websites, your past experiences, or your own initiatives, etc):

Pinterest
https://www.superteacherworksheets.com/animal-articles.html- articles for students to read can
be found on this website


Direct Instruction Presentation w/ Adv
Organizer

Concept
Attainment

Cooperative
Learning

Inquiry Teaching

Presentation with Advance Organizer Lesson Plan (10 pts)

Your Name: Carly Meier and Sarah Browning

Subject: Science

Lesson Title: How animals move

Content Standards:

Grade Level: 1

1LS11
Use materials to design a solution to a human problem by mimicking how plants and/or animals
use their external parts to help them survive, grow, and meet their needs.

Materials Needed:
Song - Animal Action by Greg and Steve: Kids in Motion
https://vimeo.com/16453065
Animal Museum: Elephants, Cheetahs, Lions, Tigers, Chimpanzee, Gorillas, Snakes, Lizards,
Frogs, Fish, Whales, Orcas, Dolphins, Sharks, Seals, Penguins, Polar Bears, Birds, Walruses,
Moose, Deer, Elk, Mountain Goat, etc.
Investigation Worksheet: Animal Movements
Prerequisite Skills:
Know their animals names

Lesson Objective:

After listening to the song, first grade students will be able to research and explain how an
animals external parts help them move and survive with 2 or less errors.

1. Present objectives: (What are students going to learn?) Time: 5 min

I want you to think about on the last couple days of our science lessons and remember when we
sorted plant eaters and meat eaters. Today we will classify the differences in the way that each
animal uses its external parts to help it move and survive.

2. Present advance organizer: (A metaphor or logical connection?)
Time: 5 min

Before we do that I want you to think about how the game tag works. What do you do when you
play tag? Allow students to respond and guide them until they say that in tag you run away from
the person that is it. Now, I want you to think about how animals would get away from another
animal that is chasing them. Could then run? What else could they do? Allow students time to
respond and if necessary guide them into answering by giving examples of animals like a
snake, how would a snake move? Etc.


3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 15 min

I will have all my students meet me on the
carpet to launch our exploration today. First
Graders, have you ever been to a museum? I listen
to the students share the different museums they
have visited. Today I have turned our classroom into
an animal museum. There are a lot of animals out on
display and you get to pick 3 animals to study today.
Your job is observe the animals different body parts
and try to figure out how this animal moves about.
Try to describe more than one way to describe
each movement. (For example, goldfish can swim,
but they can also swish and wiggle. Your job is to
make a list of a bunch of different movements.) I will
show my students the Investigation Worksheet -
Animal Movements and model how to fill it in.


4. Check for understanding and provide student
feedback: (How will you know students understand
the skill or concept? How will they know they get
it?)

Time: 20 min

I will ask the students to travel in partners. I
will have enough animals to allow for no more than two children to a station. As the students
work I will walk around and talk with each group member and ask them what they are working
on. (Animals; Elephants, Cheetahs, Lions, Tigers, Chimpanzee, Gorillas, Snakes, Lizards,
Frogs, Fish, Whales, Orcas, Dolphins, Sharks, Seals, Penguins, Polar Bears, Birds, Walruses,
Moose, Deer, Elk, Mountain Goat, etc.)
5. Assessment / Closure: (How do you evaluate student
progress or provide closure to this lesson?)
Time: 5 min


They will create a science journal page of an animal of their
choice. They are asked to write the animal name at the top of the
page, use the correct colors to color the animal, and accurate
description of how the animal moves and how that helps them

survive. The assessment will be graded based on the rubric below and the students should get
no more than 2 points off of their assignment.
During this time I will walk around and make sure everyone is on task.

Neatness

The description
is written clearly
and is easy to
read

The description
is written mostly
clear and can
read it

The description
is hard to read
and no details

There is no
description

Color

Very colorful and Colorful and

correct colors
mostly the
used
correct colors
were used

Some colors but

not all the
correct colors
were used

There was no
color

Name of animal

Animal name is
on the top and
easy to find

Animal name is
at the top but
hard to find

Animal name is
not at the top
and hard to find

No animal name

Description

Great words that

describe how
movement is a
useful tool that
helps animals to
survive in nature

Good words that

describe how
movement is a
useful tool that
helps animals to
survive in nature

Okay words that

describe how
movement is a
useful tool that
helps animals to
survive in nature

Bad words that

describe how
movement is a
useful tool that
helps animals to
survive in nature

Comments: __________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

6. Adaptation for students who need extra help, time, or attention? And Extension for
students of high ability?

Adaptation: For struggling students we would make sure that there is one on one direction
throughout the lesson, from the instructor or mentor. The writing in the journal page may be
spoken to the teacher or mentor instead of writing (depending on the student's ability). During
the research time when the students are required to read about animals they would be working
with the teacher or mentor and have the information read to them. They may also be paired with
someone that could read the information out loud to them so that the teacher could walk around.

Extension: The students who need an extension for the activity will be able to conduct more
research on the animal that they chose. They can have time to look into the animals further and
write about what they found out. They may not need to color the rubric if it doesn't suit their
learning style and/or they complain about having to do it. At the beginning of the lesson the
teacher may chose to vary her questions when she calls on these students because he/she
would know that they are capable of answering more complex questions. In addition, they may
be asked to research about 5 instead of 3 animals during the museum walk through.

TOTAL LESSON TIME: 50 minutes

7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources,
websites, etc):

http://betterlesson.com/lesson/639920/how-do-animals-move

Beisser, 2000