Lesson Plan Guide

Teacher Candidate: Grade and Topic: Mentor Teacher: Onur Bildik Grade 5, Science Carmen Weaver Date: 1/24/2014 Length of Lesson: School: U of M 70 min

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

A rich variety of complex organisms have developed in response to a continually changing environment.

LESSON OBJECTIVE: 0507.5.1 Student will classify animals according to their physical characteristics. STANDARDS ADDRESSED:
SPI 0507.5.1- Identify physical and behavioral adaptations that enable animals such as, amphibians, reptiles, birds, fish, and mammals to survive in a particular environment. SPI 0507.5.2- Explain how fossils provide information about the past. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

MATERIALS: List of all materials you will use as part of the lesson. If applicable, identify how and why technology will be integrated. Include a list of needed technology and websites. If technology is being used for the creation of a product, include a sample of the product. 1. Internet access 2. Computer 3. Microsoft Word 4. Pencil and Paper

BACKGROUND and RATIONALE: What are the key concepts for the lesson? What is the critical academic language (general and technical) that must be addressed in this lesson?
-Academic Language is not addressed in IDT 3600.

How does this lesson connect with and build on the previous lesson(s)? How do you expect to build on this lesson in subsequent lessons?
I am aware that the lesson will be differentiated for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

PROCEDURES AND TIMELINE:

Introduction: What will you do to help the students become focused or motivated to learn in this teaching segment? - Start with introduction to differentiate animal physical characteristics. - Students will use information from variety of source and media. - Have them read from their science book section about the physical characteristics animal can have. Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson. Prior to the Computer (10 minutes)
Teacher Procedures: 1.Teacher will introduce the new topic to students. Show them where to find the reading material. 2. Teacher passes out worksheet for students to fill out while reading. 3. Teacher will ask if students have questions before they leave for the computer lab. Student Procedures: 1.Students will fill out worksheet while reading the new material. 2. Students will have discussion after reading. 1.

At the computer (45 minutes) Teacher Procedures: 1. 2. 3. 4. Have students open both MS word and internet browser Show students how to create table on MS word Show students where to find images Monitor and assist as needed

Student Procedures:

1. 2. 3. 4. 5. 6. 7. 8. 9.
10.

Open MS Word and an internet browser Set up a table on MS Word Table will be 3-collumn and 6- rows Add the following column names: Classification, animal, physical type Classification row will show what type of animal is it? Find image and add the name of animal in each row Briefly describe why the picture represents the animal When finish with identifying animal, check for spelling error Save MS Word Print a copy

After the Computer (15 minutes) Teacher Procedures: 1. Place students in groups of 3 to 4 students 2. Ask students to pass their image to the person on the right 3. Students will review and take notes of the key similarities and differences, then pass the paper to the next person until students have reviewed all the papers in the group. 4. Students will have 5 to 10 minutes to discuss the differences 5. Students will write individually about their opinions and what does it mean to them

6.

Student Procedures: 1. While students in a group, review each others work and note differences, similarities between final documents. 2. Students will discuss different papers 3. Students will write in few paragraphs describe what the does it mean to them.

Closure: Students will be put in to groups of 3 or 4 to discuss they have learned and what does it mean to them?

ASSESSMENT EVIDENCE:
Classification Rubric Criteria Classification 1 No classification written down 2 Wrong classification 3 Correct classification

Animal Physical Description Class Discussion

No picture Very little description Did not discuss

Wrong picture Very good description Very little discussion

Correct Picture Good description and full detailed of the animal Good discussion and feedback for other students

MODIFICATIONS:

I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

Student Sample

Picture the animal classification (Sample)

Classification Mammalia Animal Physical Type

The characteristic stripe patterns differ from one individual to another and from one side of the cat's body to the other.

Reptilia

Tiger Green Anaconda

Green anacondas are, as their name suggests, green. They have black spots across their entire bodies that are unsymmetrical, forming perfect camouflage for the thick, dense forests that they live in

Aves

Pigeons are gentle, plump, smallbilled birds with a skin saddle (cere) between the bill and forehead. All pigeons strut about with a characteristic bobbing of the head. Because of their long wings and powerful flight muscles, they are strong, swift fliers.
Pigeon

Amphibians

When a dead red eyed tree frog's egg is used as food by fly larvae, that is an important part of the decomposition of living material. Frog flies tend to choose dead eggs but can lay on others that are healthy nearby.

Tree Frog