Typesofanimalsfur

Author:KellyGrimm
Datecreated:10/04/20165:49PMCSTDatemodified:10/04/20167:52PMCST

Demographic/ContextualInformation
Grade/Level Grade2

NumberofStudents 24

DateofLesson WednesdayOctober5,2016

LessonStartTime 1:00pm

Howmanyminutesisthe 30minutes
lesson

Course/Subject Science

Unit/Theme HowAnimalsGrowandChange

TitleofLesson Classifyingbycoverings

WhereintheUnitdoesthis Beginning
Lessonoccur?

Structure(s)/Groupingforthe
Lesson WholeClass
SmallGroup

StudentCharacteristicsthat Luketakesextratimewritingthingsandcopyingthings.
NeedtobeConsidered
Amandaworksataslowerpace.

Alyssawillneedatimertohelphercompletetheassignmemtontime.

ListtheNeedsofStudents
withIEPs Clarecannotsitstillforaverylongtime.
Gigihasahearingaidandtheteacherhastohavethemicrophoneon.

ListtheNeedsofStudents N/A
with504Plans

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea Withinthisunitstudentswilllearnaboutdifferenttypesofanimalsandtheircharacteristicsthroughdifferentactivities.
Theywillalsolearnaboutthelifecycleofananimalandhowitcanbedifferentdependingonthetypeofanimal.

Rationale/Context ThiscomesatthebeginningoftheunitbecauseIwantstudentstoexplorethedifferencesinbodycoveringsinorderto
eventuallybeabletoclassifytheanimalbasedontheirbodycoveringsandothercharacteristics.Inthepreviouslesson,
studentswereintroducedtothedifferenttypesofanimals.Insucceedinglessonsstudentswillcontinuetoexplorethe
differencesbetweeneachtypeofanimal.

PriorKnowledgeand Vocabulary:
Conceptions
Fish
Amphibian
Reptile
Mammal
Bird

Knowledge:

Animalswillbeclassifiedintodifferenttypesdependingontheircharacteristics

Previousskills:

Analyzinganobject

Standards
USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade2students:

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 Strand:SpeakingandListening
Domain:
PresentationofKnowledgeandIdeas
Standard:
6.Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailor
clarification.(Seegrade2Languagestandards1and3onpages26and27forspecificexpectations.)

AcademicLanguageDemands

Vocabulary
Fish
Amphibian
Reptile
Mammal
Bird
Scaly
Fur
Feathers

Functions Studentswillanalyzeanimalcoverings.

Studentswillidentifythetypeofanimalthecoveringis.

SyntaxandDiscourse(1 Studentswilldiscusstheiranalysisoftheanimalcoveringwithothersaroundthetable.
Required)

OBJECTIVE1 SWBATanalyzeanimalcoatingtodescribethecovering.

Tool(s)UsedforAssessment ObjectiveonewillbeassessedinformallyasIwalkaroundandobservetheirworksheetsandaskquestionsaboutwhat
theyhavenoticedaboutthecovering.

EvidenceandAssessmentof Studentsaremakingprogresstowardsobjectiveonewhentheyareabletodescribethecoveringinfrontofthem.For
StudentLearning exampleastudentmightlookattheracoonskinandsayitisfullofhairorlookatthebirdcoatandsaytheirare
feathersonit.

ExpectationsforStudent Exceeds:Studentsareabletoanalyzethecoveringstodescribeitandnametheanimal.
Learning
Meets:Studentsareabletoanalyzethecoveringstodescribeit.

Below:Studentsarenotabletoanaltzethecoveringstodescribeit.

OBJECTIVE2 SWBATselectthetypeofanimalthatbelongstothecoveringwithcharacteristicsoftheanimal.

Tool(s)UsedforAssessment ObjectivetwowillbeassessedinformallyasIaskquestionsaboutthecoveringsandwhichtypeofanimalwillmatch
withthecoveringthatwasexamined.Itwillalsobeassessedinformallywhenstudentsplacethenumbercoveringto
thetypeofanimaltheybelieveitis.

EvidenceofStudentLearning Studentswillprogresstowardsobjectivetwowhentheychoosewhichanimalisthecoveringandwriteitdownontheir
worksheet.

ExpectationsforStudent Exceeds:Studentsareabletonametheanimalthatmatchesthecoveringandexplainwhyitisthatanimal.
Learning
Meets:Studentsareabletonametheanimalthatmatchesthecovering.

Below:Studentsarenotabletonametheanimalthatmatchesthecovering.

II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction NumberofMinutes Introduction
3
Whatarethedifferenttypesofanimals?(fish,amphibian,reptile,
mammal,andbirds)

Todaywearegoingtolookatdifferenttypesofanimalcoveringsand
writedownwhatyouhavenoticedabouteachcovering(howitfeels,the
coloretc.).Afterwemakesomeoberservationsaboutthecoverings,we
willdecidewhichcoveringbelongstowhattypeofanimal.

InstructionalSequence NumberofMinutes InstructionalSequence

20minutes
Introduceactivity
Eachanimalcoveringisnumbered
Youwillhave35minutesateachstationtoobservethe
coveringandcompletetheWhoamIworksheet

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 Youmaytalktothoseatyourtablesaboutwhatyouhave
noticed
Youwillwritedownyourobservationintheboxthatgoes
withthestationyouareat
Modelusingraccooncovering
Allowstudentstocompleteactivitythenhaveaseatattheirdesk
Gooveranimalcharacteristicsthatarewrittenontheboard

Closure NumberofMinutes Closure

10
Havestudentsplacethenumbercoveringundertheanimalthey
thinkitis(withstickynotes)
Ifunsure,itsokaytoguess
Lookatyournotesandthinkaboutwhichanimal
soundslikeyournotes
Startwith1thengoallthewayto4
Reviewtheanswerandhavestudentswritethecorrectansweron
theirworksheet

Todaywelookedatthecoveringsfordifferenttypesofanimalswewill
continuetolookatdifferenttraitsofdifferentanimalssothateventually
wecanidentifythemmoreeasily.

Differentiation/Extension IincludedalotofmovementactivityforClarewhocannotsitstill.

Ialsoprovidedshortresponsessuchasbulletpointsforthestudentswhoareslowerwritersandforhigherstudents
theycanwritemorecomplexresponsesandgavethemanopportunitytoclassifytheanimalontheirowniftheycould.

Iprovidedaonscreentimerforeverystudenttosee.

Iprovidedmodelingofcompletingthe"WhoamI"worksheet.

WhatIfs Thelessongoestoolong:donotdostickynoteexitbutgooveritasagroup(numberonfingers)

Thelessongoestooshort:Havestudentsplacecoveringcharacteristicontheirtrifold

Studentsdonotrememberthetypesofanimals:Reviewitagainandrepeatthesaying(F.A.R.M.B)

Studentstaketoolongtowritetraitsdown:havethemverballytellyoutheanswersandwritethemdownforlateruse
forstudents

ResourcesandMaterials
Materialsandresources:
Materials:
Animalcoveringsexperiencebox
WhoamIworksheet
Stickynotes

Resources:
AnimalCoveringsExperienceBox.(2016).FieldMuseum.Chicago,Illinois.

Kraynak,K.(2016).AnimalCoverings.YoungElementary.HomerGlen,Illinois.

Attachments:

1. WhoamIworksheetanimalcoverings.docx

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback A.Whichtypeofanimalcoveringwouldyouthinkmatchesbestwithyourobservations?Whichtypeofanimalhas
______covering?Canyoubemoredescritptivemaybehowitfeelsorwhatthecoveringmightbecalled?

B.ThesewillfurtherstudentlearningbecasueIammakingstudentsconnectwhattheyhaveexperiencedtothe
characteristicsofthattypeofanimalsowhentheyareaskedlatertheycanrememberbetterfromthishandson
experience.

Assessment/Rubrics

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