Developmental Lesson Plan

Teacher Candidate: Alyssa Madara Date: 1/28/19

Group Size: 24 Allotted Time 25 minutes Grade Level 1st grade

Subject or Topic: Penguin Unit: Day 1

Common Core/PA Standard(s):

4.1.1.A Identify and describe the basic needs of living things in a terrestrial habitat

Learning Targets/Objectives:
The first grade student will be able to:
- Learn facts about penguins from the brainpop video that will be used for the unit later
on.
- Be able to show their knowledge before the unit of what they know about penguins.

Assessment Approaches: Evidence:

1. Pre-test (attached) 1. Students will show understanding of
what they already know about
penguins and they learned from the
unit.

Assessment Scale:
1. Pre-test
5= Student was able to answer all questions correctly
4= Student was able to answer 4 questions correctly
3= Student was able to answer 3 questions correctly
2= Student was able to answer 2 questions correctly
1= Student was able to answer 1 question correctly
0= Student was not able to answer any questions correctly
5-4= Proficient
3-2=Basic
1-0=below average
Subject Matter/Content:
Prerequisites:
- Basic knowledge of penguins and where they live.

Key Vocabulary:
Aquatic Birds: birds that live on or around water
Content/Facts:
Students will learn the information from the Brainpop video to start off their learning about
penguins for the rest of the unit. The students will also take a pre-test to see what they know
about penguins.
Introduction/Activating/Launch Strategies:
1. The teacher will start off the lesson by showing the students the live video of the
penguins in Long Beach, California. This will be used everyday during the unit to
show the students what the penguins are doing each day.
https://explore.org/livecams/penguins/live-penguin-cam-2
2. The teacher will ask the students what they think they will be learning about after
watching the live video.
 Possible answer: penguins
3. The teacher will pass out the pre-test to the students and explain to them to try their
best and that it is not a test grade.
 The teacher will read each questions as well as the choices to the class.
4. The teacher will collect all the pre-tests and explain to the students, “This week you
will be learning the information that was on this pre-test. You will get another chance
on Friday to take the test again.”
Development/Teaching Approaches
1. After the students take the pre-test the teacher will call the students over to the floor
and pull up the Brainpop video on penguins.
https://www.brainpop.com/science/diversityoflife/penguins/
2. Once the video is over the teacher will discuss the video with the students. The teacher
will ask students questions:
 “Where do the penguins live?”
 “Can penguins fly?”

3. Once the students are finished discussing the Brainpop video the teacher will show
Penguin Pete and Pat and read the story to the students.
 On page 10, the teacher will ask the students, “What do all these
animals have in common with the penguin?” possible answer: they all
swim in the water
 On page 15, ask the students, “Do you think Pete will find Pat?”
4. Once the teacher is finished reading to the students, say, “you will be learning all
different things about penguins this week, like their life cycle, how to label a penguin.
You’ll get to do a really cool science experiment!” This will get the students excited
for the upcoming lessons.

Closure/Summarizing Strategies:
1. To close the lesson, ask the students to give you one fact that they learned from the
Brainpop video.
2. The teacher will then ask the students what they think the penguins will be doing
tomorrow on the live video.

Accommodations/Differentiation:
According to students IEP, the teacher will allow extra time, provide prompting and reading of
each question to the pre-test to all students in the class.
If needed, give student O more time on the pre-test.
If needed, give student S more time on the pre-test.

Resources:
Penguins. (n.d.). Retrieved from https://www.brainpop.com/science/diversityoflife/penguins/

Pfister, M., & Bell, A. (2001). Penguin Pete and Pat. New York: NorthSouth.

Live Penguin Camera - penguin beach. (n.d.). Retrieved from

https://explore.org/livecams/penguins/live-penguin-cam-2

Materials:
- Penguin Pete and Pat by Marcus Pfister
- Brainpop video
- Pre-test for each student

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

On the pre-test, 4 students got satisfactory and the rest of the students got proficient. The
students were very engaged with the brainpop video and asked a lot of questions about the
video. The students were able to learn from the video to set prior knowledge for the rest of the
week on the lessons.

Remediation Plan (if applicable)

 For the following lessons I will talk more about the vocabulary word, fledgling. Some
students missed that question on the pre-test. I also want to add more questions onto the
post test to make it different for the students.

Personal Reflection Questions

1. Will the students be able to take the pre-test without having any prior knowledge to the
questions?
2. What happens if the videos do not work due to the internet not working?

Additional reflection/thoughts
1. All students were able to take the pre-test and none of the students failed so that means
they have some prior knowledge of penguins.
2. At first the school did not have internet so I had to put on my hotspot on my phone so that
I could play the videos. I wanted to play the brainpop video as well as the live video so
that is when I decided to turn it on.
In all, the students were able to watch the videos and understand the information that was
given. They are excited that they will be able watch the live video each day. My time
management skills are getting better, this lesson was not as long as the other lessons will be
so I am a little nervous about the time since we only have 20 minutes.