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NAME REBECCA WEISS____DATE__11-4-13_____ NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT Lesson Topic: Underwater

Animals Lesson Rationale: Students will learn how blubber keeps underwater animals warm in the cold ocean water. Students will also learn that mammals are warm-blooded. This is a one day lesson that will last approximately 40 minutes. Description of Classroom: This is a third grade general education classroom. The class consists of twenty-two students that sit in groups of three and four. These students are made up of both males and females. The classroom is a rural Hispanic community. Student Background: Prior Knowledge: Students will know whales, seals, dolphins, and porpoises are not fish, but they are mammals, which means they are warm blooded. Students will know warm-blooded ocean animals' body temperatures remain constant; their body temperatures do not adjust to changes in the surrounding temperature. Students will know warm-blooded ocean animals, in order to maintain a constant body temperature, need a way to keep warm when the surrounding temperature is cold. Nevada Standards: 1. NV.L.5.A.1: Students know some physical characteristics and behaviors that are inherited in animals and plants. 2. NV.L.5.B.1: Students know plants and animals have structures that enable them to grow, reproduce, and survive. 3. NV.L.8.D.1: Students know species can be identified and classified based upon their characteristics. Content Objective(s): 1) Given information on underwater animals and their habitat, students will understand that blubber is a layer of fat beneath the skin of many sea animals, with eighty percent accuracy. (Standards 1,2,3) 2) Given the activity with a bowl of ice water and rubber gloves students will know that blubber acts as an insulator, helping mammals keep warm in cold waters, with eighty percent accuracy. (Standards 1,2,3) 3. Given a class discussion students will understand that underwater animals use this layer of blubber to survive in cold waters, with eighty percent accuracy. (Standard 2) Language Objective(s): 1. The students will be listening and speaking during the class discussion about underwater animals and the blubber that keeps them warm in the oceans. 2. The students will be writing when they write the definitions in their science journals and also when writing about the experiment in their journals. The students will be reading when they read the definitions on the bulletin board.

Key Vocabulary: Adapt: To become ready for a new situation by changing. Mammals: Animals which are warm-blooded, breathe air, and nurse their young. Breeching: An action of whales that involves leaping into the air and crashing back onto the water's surface. Predator: An animal that hunts one or more other animals for its food. Species: A class of animals with common physical features. Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Adaptation of content Modeling Links to background Guided practice Links to past learning Independent practice Strategies incorporated Verbal scaffolds Procedural scaffolds Integration of Process Listening Speaking Reading Writing Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Assessment Individual Group Written Oral

Grouping Options Whole Class Small groups Partners Independent

Teaching Strategies: I will use Blooms Taxonomy throughout the lesson. I will use Guided Discovery in my Explore, Explain, and Elaborate parts of the lesson. Cooperative learning will be used in the Explore, Explain, and Elaborate parts of the lesson. I will use the Discussion strategy in the Explore Explain, and Elaborate parts of the lesson as well.

Lesson Sequence: Engage: Before beginning this activity, students should have the following background information: 1. Whales, seals, dolphins, and porpoises are not fish, but mammals, which means they are warm blooded. 2. Warm-blooded ocean animals' body temperatures remain constant; their body temperatures do not adjust to changes in the surrounding temperature. 3. Warm-blooded ocean animals, in order to maintain a constant body temperature, need a way to keep warm when the surrounding temperature is cold. Teacher will Ask: How they think sea mammals; such as whales, seals, dolphins, and porpoises stay warm in cold water. Students will answer, or teacher will respond by saying: blubber is a thick layer of fat beneath the skin of sea mammals. Tell them that they are going to do an experiment to find out how blubber helps sea mammals stay warm. During this time the teacher will also review other vocabulary terms that are associated with this lesson. (10 Minutes) Explore: Teacher will say: Today we are going to see what underwater animals experience, by creating the

feeling of blubber. Then the teacher will divide the class into groups, giving each group a large bowl filled with cold water and ice cubes and a rubber glove. Direct students to take turns putting on the rubber glove and submerging the gloved hand in the ice water for 30 seconds. Have each student tell the group how his or her hand feels after being submerged. Tell students to record each student's reaction on a chart they devise themselves. The chart should have columns for group members' names and for members' reactions without "blubber." The chart should also have a column for reactions with "blubber." Next, have students take turns repeating the procedure, with each group member thickly coating his or her hand with solid vegetable shortening before putting on the glove. Have each student tell the group how his or her hand feels this time. Group members should add data from this step to their chart. (20 Minutes) Explain: We will go over vocabulary as a class. The vocabulary will be posted on the bulletin board prior to the lesson. When we are done going over the lesson, students will do an art activity based on the ideas from the lesson. I will give each group material so they can create their own underwater picture of different animals in their environment. They will be instructed to label where the blubber on these animals is. (10 Minutes) Elaborate: Discuss results with the class. Why did students' hands feel warmer when coated with solid vegetable shortening than when uncoated? What does this experiment tell them about the function of blubber in sea mammals? (10 Minutes) Evaluate: Students will write five things about what they learned in todays lesson. They will add their picture and the chart they filled out into their science notebooks and turn them in. As the teacher I will read and look over all documents and evaluate how each student understood the content of the lesson. (10 Minutes). dvkm Safety: Hopefully students will be aware of safety rules and expected behaviors prior to the lesson, but as a precaution I would explain the following: Students should wash hands after coating them with vegetable shortening, because this could cause harm to their eyes or another child if not washed after the experiment. Students should not throw ice or water because it could hurt someone. Students should not throw or snap the rubber gloves at each other during the experiment. Teacher should explain that these materials are tools and should not be played with as toys. Accommodations: For any ELL students that are having trouble, I will put them in a group with English speakers so they can have extra assistance in their learning. For any students with behavioral issues I will complete the experiment with them at the instructional table in the back of the classroom, so that I can control the situation better. I will be sure to have extra materials in case they are needed during the lesson/experiment. Materials and Resources:

Rubber Gloves (1 pair for each group, 6 total) Large Bowl (6 total) Water (1 large bucket full) Ice (1 large bag) Solid vegetable shortening (1 large bottle distributed into 6 cups, one for each group) Markers Paper Colored pencils Scissors Glue

Review/Assessment: Formal: Students understanding of the concepts will be evaluated based on their final product of their underwater mammal picture and chart they used during the lesson. The picture must be labeled and the chart must have explicit comments. Both of these should be done with ninety percent accuracy. Informal: I will also be assessing students throughout the lesson plan based on their level of participation and enthusiasm on the topic. Through discussion I will look for understanding of the topic. During the group/individual activities, I will take notes to see that each student has had time to voice their ideas or opinions. I would like students to be comfortable using the vocabulary related to the concept and will also be looking to see if they do use the correct terms during discussion. Reflection: I think this was a really fun activity for my students! It was hands-on and allowed the students to get a better idea of how so many animals live in such cold water. This tied in great with the unit on Animals and Their Habitats. Students were able to see learn about different types on animal habitats by thinking about the animals that live in cold water or not such cold water. This activity was amazing for the students to be completely engaged in the lesson and what needed to be learned. We discussed that although some animals are similar in the habitat they live in (the ocean), some animals live in different parts of the water based on their characteristics. Overall, I think this lesson was an excellent way to teach the content for this lesson. In my opinion students had a blast and wanted to do it again!

Form: 005 JDC 4/22/08

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