Early Childhood Program Lesson Plan Format Junior Fall

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Name of Teacher Candidate: Madeline Maggio Date: September 23, 2019 Science-Specific Components for EDIS 3415
Grade Level: 2nd grade

Lesson Title: Are You Me?

Curriculum Areas Addressed:

Science, Environmental Education
Time Required: Instructional Groupings: whole group
40 minutes Half will be adult animals and other half juvenile animals
Standards: SEP and CCC
S2L1. Obtain, evaluate, and communicate information about 1. Asking questions
2. Developing and using models
the life cycles of different living organisms. 4. analyzing and interpreting data
8. Obtaining, evaluating, and communicating
A. Ask questions to determine the sequence of the life cycle of common animals in information
your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an
amphibian such as a frog, and an insect such as a butterfly. 6. Structure and function
7. Stability and change
D. Develop models to illustrate the unique and diverse life cycles of organisms other
than humans.

As a result of this lesson students will…

Learning Objectives: Students will recognize various young stages of aquatic animals and match them with corresponding adult
stages.

Support for Academic Language

Vocabulary: aquatic animals, grow, change, adult, young, metamorphosis, pupae, larva, nymph
Assessment
(Each learning objective must be assessed. How will students demonstrate the targeted skill and/or understanding of the lesson’s
objectives? How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected
to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)

Assessment Strategies:
Pre-assessment:

Early Childhood Program – Lesson Plan Format – Junior Fall John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Fall

The grayed out lines on the template are section headings. Do not type in those areas.
Do you know what an aquatic animal is?
Can you think of any animals that look different as an adult than how they look when they were young?
Why do you think animals grow and change as they grow older?

Formative assessment:
Going over each adult-young animal pair and explaining the benefits of growing older as a class. Checking
the student’s matches to see if they were correct. Modifying and explaining why the two are paired and
what changes are made over time.

Summative assessment:
1. Choose an aquatic animal. Draw a picture of the animal as an adult and another picture of the animal
as it looks when it is young, circling any physical changes that are different between the two stages.
Discuss how these changes may make it easier for the adult to live in its habitat.

(Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning
objective should be assessed. DO NOT restate the learning objective.)

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including Identify the inquiry components: (Not all of the Es will
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.) be in every lesson, but engage, explore, and explain
form the backbone of the science lesson.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) Engage (Initiate here, carry through the lesson.)
Written in Aquatic Wild book:
Ask students to bring two pictures of the same person from home: one as an adult, the other as a child.
Divide the class into small groups and have each group stand around a table. Have students at each table
place the adult-child pictures on the table and mix them randomly. Once the adult-child pictures are
mixed at each table, have the entire group shift to another table. At the new table have the group
members attempt to match pairs of adult child or student-infant photos.

Modified to my class for instructional and timing reasons (reasons explained in narrative): Have child-
adult pictures on the board of common celebrities the students will know of. Have multiple celebrities and
allow students to come up and draw a line to the young picture to the correct adult picture.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to Explore (initiate here, may repeat throughout the
the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) lesson.)
Discuss how difficult or easy it is to match pairs. Introduce the idea that many animals look very different
as adults from how they appeared in their younger forms. Ask students to think of any young animals that
look different as adults. Tell students they are about to learn how to match young and adult forms of
many different kinds of aquatic animals.
Early Childhood Program – Lesson Plan Format – Junior Fall John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Fall

The grayed out lines on the template are section headings. Do not type in those areas.
Modification after pre-test (more reasoning in narrative): During the pre-test, I became aware of
student’s confusion of what an aquatic animal is. Introduce that aquatic animals are animals that live in
the water their whole life or at least most of their life. Give examples of aquatic animals that they are
familiar with. Some animals hide their initial appearance, ones from an egg, and others are easier
recognizable. Some animals look completely different as an adult than they do when they are young, ones
who go through metamorphosis.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the Explore, Elaborate
teacher will do as well as what the student will do. Describe the strategies which will be used to support students’ learning.
Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be
evident.)
1. Introduce the aquatic animal cars, and divide the class into groups. Designate one group as
“adults” and the other half as “young animals.” Give each student in the adult group an
adult animal image. Give each student in the young animal group a young animal image.
There is a corresponding match for each card given.
2. Instruct students to get up and move around the classroom to search for their match by
pairing appropriate adult and juvenile forms.
3. While students roam the classroom, educator will walk around and answer any questions
the students are having. (modified to reduce confusion and assist the ones struggling)
4. When all students have made their choices, let the group check that the matches are correct.
Show the matched images on the smart board.
5. Have all students examine the correctly matched pairs. Look for the similarities and
differences in how aquatic animals grow and change, such as in number of legs, presence of
wings, or body shape.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.) Explain, Elaborate, Evaluate
Explain how adult aquatic mammals look very similar to how they did when they were young.
Other aquatic animals look very different because they go through metamorphosis, multiple stages
of change. Which animals look different? Why?
Instruct students to choose one aquatic animal that we learned about today, or another one of
their choice. They will draw a picture of the animal as an adult and another picture of the animal as it
looks when it’s young. Students will then circle the physical changes that are different between the
two stages. Discuss how these changes may make it easier for the adult to live in its habitat.
Share multiple examples of students’ drawings and explain how the animal changed and how they
are benefited.

Early Childhood Program – Lesson Plan Format – Junior Fall John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Fall

The grayed out lines on the template are section headings. Do not type in those areas.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not
create. Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts,
assignments, slides, and interactive white board images.)
Attached files:
- Aquatic Wild book, pages 3-4: procedure for “Are You Me?”
- Power point slides with hook, pre-test, matched animal cards, and post- test. (made by me)
- Class pictures of aquatic animals

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the
students.)
- Aquatic Wild Book (pg 2): Background information on differences between stages of
development. Reasons some may look similar and others will look different.
- Aquatic Wild Book (pg 5-8): aquatic animal cards

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

Connections to Technology and/or the Arts:

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest
speaker, grade level coordinator, community experts, families, etc.)

Early Childhood Program – Lesson Plan Format – Junior Fall John H. Lounsbury College of Education, Georgia College