Name: Dana Egan Cohort: C1

Lesson Plan

Lesson Title: Mammals Grade: 2 Date: May 2nd Subject/Strand: Science - Growth and Changes in Animals
Unit: Animal Kingdom Location: Classroom Times: 2:35-3:05 pm

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

In this lesson I will be teaching an introductory lesson to invertebrates and vertebrates. Students will be learning about the
different types of vertebrates such as mammals, reptiles, fish, birds and amphibians. This is the introductory lesson to the animal
kingdom/growths and changes in animals unit. The big idea is that there are similarities and differences in different types of
animals.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

3. demonstrate an understanding that animals grow and change and have distinct characteristics.

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

3.1 identify and describe major physical characteristics of different types of animals (e.g., insects, mammals, reptiles) (A)(K)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language
that students can readily understand.)

Today I will learn:

● To describe what a mammal is
● To identify the physical parts of a mammal
● To describe things that only mammals do (take care of their babies etc.)

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [x] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning:
evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the
Achievement Chart criteria.

I Can:
● Name at least 3 mammals (K) (C)
● Identify at least 3 physical things about mammals (fur, warm blooded, vertebrates) (K) (A)
● Identify at least 2 things that mammals DO (take care of their babies) (K) (A)

Assessment Mode- Written, Oral,
Performance (Write, Say, Do)
Say- Students will be reciting and filling
in the blanks about animals and the
different types of animals. Students will
be looking at pictures and describing
the physical differences of those
animals.
Assessment Strategy and Task for
Students-
What are the students doing to show their
learning?
Students will demonstrate their learning by
describing and analyzing different animals
by their physical characteristics.
Students will demonstrate their learning by
comparing the different types of animals
such as reptiles, mammals, fish,
invertebrates, vertebrates etc.
Assessment Tool - Instrument used to
assess; Record Keeping format
Class tracking sheet. Organized by
student name, overall expectation and
specific expectation. Check Mark=strong
understanding, O=possible revisit,
X=needs further support/does not
understand, educator will also track the
learning skill on this sheet

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

Students have previous learning with word work, retelling, prediction, comprehension and fluency.

I.E.P. program implications: Accommodations, Modifications

M:Accompanied by EA, will participate with class, Group 2 - level 6 reader, working with early success
A:providing opportunities to work with manipulatives, short/simple instructions, rephrasing when necessary, allowing waiting time
for this student for processing of information, multiple examples used, microphone, Group 1 -working with PM books (level 4)

Differentiation: Content, Process, Product, Environment, Assessment

N/A

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [x ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Students will independently monitor and revise their plans to complete tasks and meet goals, use class time appropriately and
follow instructions with minimal supervision.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Invertebrate
Vertebrate
Mammal
Reptile
Fish
Animals
Amphibians
Birds

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.

Growing Success
Differentiation in Instruction
Science and Tech Curriculum
Classifying Animals Slideshow
Classifying Animals Worksheet

Three Part Lesson Identify what the students are expected to think about or do.

What Teachers Do: Write the lesson description with What Students do: Identify what the students are expected to
enough detail that another teacher could replicate the think about or do (in terms of learning processes).
lesson without a personal discussion. Prompts and
guiding questions are required in each section.

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _2:35__-___2:45___ (Indicate time breakdown of instructional
elements) 10min

Good Afternoon Grade Twos, can someone remind me what

we started learning in science yesterday?

What are some of the vertebrates we learned about?

Reptiles, mammals, fish, amphibians, birds

What are vertebrates?

Animals with a skeleton, spine flexible called vertebrates

Today we are going to learn more about mammals.

I have a video here for you to watch.

https://www.youtube.com/watch?v=hGonwMTPV6g&t=97s

While you are watching I would like you to write at least 2

things, that help us figure out what animal is a mammal.
Have babies, take care of their babies, warm blooded, have teeth
Can be a physical part of something mammals do that make
etc.
them mammals.

Can I have someone read our learning goal? Today I will learn:
● To describe what a mammal is
● To identify the physical parts of a mammal
● To describe things that only mammals do (take care of
their babies etc.)

How can we know we are successful today? I Can:

● Name at least 3 mammals (K) (C)
● Identify at least 3 physical things about mammals (fur,
warm blooded, vertebrates) (K) (A)
● Identify at least 2 things that mammals DO (take care of
their babies) (K) (A)

Action: During /Working on it (time given for each component, suggested 15-40 min)

Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: _2:45___-__2:55____ (Indicate time breakdown of instructional
elements) 10 min

Grade twos, what animals did you notice in the video?

Bears, wolves,
Can you name some mammals for me write now? giraffes, hippos etc.

Now, I am going to split you up into 7 groups.

You are each going to get a puzzle and I would like you to
work together to put it together.

At the end we are going to go around and someone in your

group will read out the fact about mammals. Students will read
out their mammal
fact on their
puzzles.

Mammals must
breathe air.

Mammals must
have fur or hair.

Mammals give their

babies milk.

Mammals are
vertebrates.

Mammals are warm

blooded.

Mammals give birth

to live babies.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: __2:55__-_3:05__ (Indicate time breakdown of instructional elements)
15 min

Grade twos, please come have a seat on the carpet.

What are your 2 facts about mammals?

They are warm blooded, they have teeth!

[Educator will write description of mammals on board using They have babies and take care of their babies.
the 2 facts from each student]
They live in hot and cold places.

[Educator will go around the room and ask students what they Mammals have fur and hair.
wrote down] Mammals give their babies milk.

Did we meet our learning goal? Today I will learn:

● To describe what a mammal is
● To identify the physical parts of a mammal
● To describe things that only mammals do (take care of
their babies etc.)

I Can:
How did we know we were successful in learning today?
● Name at least 3 mammals (K) (C)
● Identify at least 3 physical things about mammals (fur,
warm blooded, vertebrates) (K) (A)
● Identify at least 2 things that mammals DO (take care of
their babies) (K) (A)

Extension Activities/Next Steps (where will this lesson lead to next)

- Reptiles - this is the third lesson of a unit for science -growth changes in animals

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions
should vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students
from “passive listeners” to “active
participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address their
own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was
a balance between teacher and student talk evident?
3. How did the task provide a Rich
Performance opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?
Professional Educator
1. What factors may have influenced the
success of this lesson? Did I note and respond to
these elements appropriately?
2. How might I improve the effectiveness of
my teaching for my next lesson?
3. What additional proactive management
step(s) should be considered for subsequent
lessons? Why?
4. What did I learn from this lesson about my
own effectiveness as a teacher (strengths and areas
for future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?