Fish Movement Lesson One

Individual completing this lesson plan: Kim Bogner and M.E. Labrie
Lesson title: Fish Movement

Date that lesson was taught: 3/3/2015

Standards in 2 Domains: Cognitive and General Knowledge: Science Strand: Science Inquiry and
Application Topic: Inquiry Make inferences, generalizations and explanations based on evidence
Approaches to Learning: Strand: Initiative Topic: Initiative and Curiosity Asks questions to seek
explanations.
Instructional objectives: list 2observable/measurable objectives for this lesson. Use precise language w/ action verbs.
The student will be able to:
1. Students will be able to make verbal observations using words, forward, backward, side to side,
fins, up and down.
2. Students will be able to concentrate on the fish for at least two minutes.
3. Students will be able to contribute verbally to conversation about fish movement during
observations.
Experiences: Describe authentic (real life, hands-on not representational) materials and enticing/ creative experiences in
which children are actively engaged. Safety should be addressed if warranted.

The hook activity will be a group reading for the children; the book chosen in Rainbow Fish. The instructor
will begin the activity by reading the story out loud to the whole group. Children can begin to think about
fish. After the book read children will be instructed to move into small groups to begin the hands on and
authentic experience with a fish.
The children will be separated into small groups of four or five. They will be seated at tables in their small
groups with one instructor. The teacher will be present at all times of small group observation to ensure
conversation and safety of the children and the fish.
The instructor will have children sit in their seats with the heads and eyes at eye level with the fish;
preferably if children are able with their chins rested on the table. A fish in a clear glass jar will be placed at
the center of the table. Children will be asked to first look at the fish. The instructor will promoted
conversation about the fish movement by saying, How does the fish move around in the water?. As
children respond the instructor will mark on observation table which child spoke and if they used any of the
target words liked in the objectives.
Children will be prompted to look at the specific movement of the fins and how to contribute to the overall
movement of the animal. The instructor should give the children a deeper understanding by opening the
door to fish anatomy and specifically. Information should be relayed by using the scientific fish anatomy
terms. The fins should be pointed out and discussed with the children include the caudul fin, dorsal fin, and
paired fin. Movement vocabulary should also be used, for example position, steering, and stopping.
By listening to childrens questions and statements instructors should steer the conversation to deeper
inquiries about the fish and its body.
Children with then have the opportunity with the help of the instructor to gently one at a time touch the fish
as it moves around in its small glass container. This way children and visually and physically feel and see
the movement of the fish in its habitat, being the water.
Evidence of student learning: Skills will be recorded individually for each child. Children will be
assessed based on the ability to make observations using specific language demonstrated in the objectives.
A check list will be used for each child in order to record ability. Each child will have their name stated on

a separate check list with the same assessment points for each child. An x will be used for completion, a
slash will be used for evidence of reaction or almost at ability level, and if not completed or no strides
made to completion the section will be left blank.