Lesson Plan Template

Name: Carley Marquez

Date to be taught: 10/6/15

Content & Focus of Lesson:

Language Arts: Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. (3LS4-2)
Math:
Science: Animal Classification
Social Studies:
Other:

Targeted Grades: (Circle or

highlight one.)
K-2
3-5
6-12

School:
Central Intermediate
Host Teacher:
Mrs. Montgomery

5E Lesson Title:
Lions and Tigers and Bears Who am I?
Louisiana GLEs: (LS-E-A3) Compare structures (parts of the body) in a variety of animals
(e.g., fish, mammals, reptiles, amphibians, birds, insects)
Next Generation Science Standards: (3-LS4-2.) Use evidence to construct an explanation
for how the variations in characteristics among individuals of the same species may provide
advantages in surviving, finding mates, and reproducing.
Crosscutting Concepts:

CauseandEffect:Causeandeffectrelationshipsareroutinely
identifiedandusedtoexplainchange.(3LS42)

Disciplinary Core Ideas:

LS4.B:NaturalSelection:Sometimesthedifferencesin
characteristicsbetweenindividualsofthesamespeciesprovide
advantagesinsurviving,findingmates,andreproducing.(3LS4
2)

Science and Engineering Practices:

ConstructingExplanationsandDesigningSolutionsConstructingexplanationsanddesigningsolutionsin35buildsonK2
experiencesandprogressestotheuseofevidenceinconstructingexplanationsthatspecifyvariablesthatdescribeandpredict
phenomenaandindesigningmultiplesolutionstodesignproblems.Useevidence(e.g.,observations,patterns)toconstructan
explanation.(3LS42)

Student Learning Objective(s):

TSWBAT: identify the characteristics that are in the classification of mammals.
TSWBAT: identify the characteristics that are in the classification of Amphibians.
TSWBAT: identify the characteristics that are in the classification of Insects.
TSWBAT: identify the characteristics that are in the classification of fish.
TSWBAT: identify the characteristics that are in the classification of reptiles.
Key Vocabulary:
Mammals- have hair or fur, give birth to live young, mothers give babies milk, warm-blooded
Amphibians- lives on land and in water, lay eggs, moist skin, webbed feet, cold-blooded
Insects-three body parts: head, thorax and abdomen, six legs, two antennae, hard exoskeleton,
cold-blooded
Fish-breath underwater using gills, lay eggs, cold-blooded, have scales and fins
Reptiles- have scales, dry skin, usually lay eggs but sometimes live young, cold-blooded
Birds- Having feathers and wings, lay eggs, warm-blooded
Cold-blooded- body temperatures depends on whether it is warm or cold outside
Warm-blooded- body temperatures stay the same whether it is warm or cold outside.
Antennae-one of a pair of mobile appendages on the head of e.g. insects and

crustaceans; typically sensitive to touch and taste

Exoskeleton-An exoskeleton is a hard covering that supports and protects the bodies
From B. B. Levin & S. Mercier, TED 680B, UNCG, Spring 2010, v.3.1; Adapted based on P. Blanchard, EDCI 3125, LSU, Spring 2011
Based on Marzano, Pickering, & Pollack (2001), Hill & Flynn (2006), and WIDA Standards (2007)

Lesson Plan Template

of some types of animals. The word exoskeleton means outside skeleton.
Scales- a flattened rigid plate forming part of the body covering of many animals
Fins- either of a pair of fins situated just behind the head in fishes that help control the

direction of movement
Gills- respiratory organ of aquatic animals that breathe oxygen dissolved in water
Material Needed:
Per group: Ziploc bag filled with two amphibians, fish, insects, mammals, bird, and reptiles.
Lesson Context: Introduction

Time Planned for this Lesson: 45 minutes

5E Lesson Sequence: (Describe fully what students will do in each stage of your lesson. Include guiding

questions you might ask to help students. Include transitional methods to be used between phases of the lesson.
Please number your steps under each portion of the lesson plan.)

Engage: The students desks are formed into five groups in which they will stay. Each of the
five groups will receive a Ziploc bag full of animals. The students will look through the bag given
to their group and visually identify the animals. As a group they will decide how they want to
organize and classify the animals. They can make as many groups as they want and have as
many or few animals in each group. Walking around the room while the students group the
animals I will ask questions.
1. What animal is that?
2. Where have you seen that animal before?
3. What is one thing this animal has that you do not?
4. Do you think this animal can swim?
Explore: After the students have finished grouping their animals I will go around the room and
ask each group of their method. I will state that every group will have classified their animals
differently and that there is no wrong answer.
1. What do these animals have in common within the groups?
2. Do they have more than one thing in common?
3. If you where to put yourself in one of your categories which would you choose?
4. Since everyone came up with different classifications and ways to group their
animals could there be even more ways to sort the animals?
Explain: After going through the groups I will name the six classifications that I am introducing
to the class. I have the six names mammal, insect, fish, amphibian, reptile, and bird on cards
that I will past up as I introduce each one. I will then see if the students know anything about
any of the classifications. We will talk about the different groups of animals and their
characteristics. I will then take the descriptions of the animals and place them under their
classification. After we have the entire card up on the board I will tell the students a
characteristic and see if they can tell me what group I am talking about.
1. Has anyone ever seen these words before?
2. Do you know what it means?
3. Can you tell me of an animal that might be in this group?
4. Does anyone know what this animal is?
5. What type of animal has this feature?
6. If an animal has gills and fins what classification would I put it under?
Accommodations for Diverse Learners: Students that need accommodations can do

the engage and explore activity with the class. When we start the explain part of the
From B. B. Levin & S. Mercier, TED 680B, UNCG, Spring 2010, v.3.1; Adapted based on P. Blanchard, EDCI 3125, LSU, Spring 2011
Based on Marzano, Pickering, & Pollack (2001), Hill & Flynn (2006), and WIDA Standards (2007)

Lesson Plan Template

lesson I would give the student a page that had the information that was on the board.
This is so the student can access the information easier and refer back to it during the
discussion.
Lesson Source:

_X_ I/We used the following resources to

build our lesson:
Animal Classification by Jane Loretz PDF
received from host teacher Mrs.
Montgomery. Used the pictures and listed
names of the six classifications.

Check for Success:

Yes No 1. Does your lesson focus on and achieve the

student learning objectives you listed?
Yes No 2. Did you attach your evaluation?
Yes No 3. Did you attach any data sheets or
worksheets?
Yes No 4. Did you review the rubric that will be used
to evaluate your lesson?

References

From B. B. Levin & S. Mercier, TED 680B, UNCG, Spring 2010, v.3.1; Adapted based on P. Blanchard, EDCI 3125, LSU, Spring 2011
Based on Marzano, Pickering, & Pollack (2001), Hill & Flynn (2006), and WIDA Standards (2007)