University of West Alabama

5E Lesson Plan Template

Teacher: Nakesha Willis

Date: April 10, 2019
Subject area/course/grade level:
Science (Grade 1)
Digital Literacy and Computer Science (Grade 1)
Materials:
clipboards, Sea Animal Report, Semantic Map, Mini-book template, and pencils
Standards (State and ISTE Standards for Students):
 ALCOS
Heredity: Inheritance and Variation of Traits
7. Make observations to identify the similarities and differences of offspring to their parents and to
other members of the same species (e.g., flowers from the same kind of plant being the same
shape, but differing in size; dog being same breed as parent, but differing in fur color or pattern).
 AL Computer Science Standards:
R5) Locate and curate information from digital sources to answer research questions
Objectives:
 Students will be able to generalize that people and other animals share a basic need to have a
home
 Students will be able to identify the components of a habitat (food, water, shelter, space, air)
 Students will identify their own basic needs for food, water, shelter, space, and air.
 Students will read, write, and sort learned facts about the ocean.
 Students will also gather information about ocean animals and write in interactive notebook
flipbooks.

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?): Peer tutors, extended teacher, one-on-one assistance, picture cues

ENGAGEMENT:
Teacher will remind students that they have been learning about ‘Ocean Animals’. The teacher will express
that we will be traveling to the Georgia Aquarium soon and we want be familiar with the types of animals
we will see.

Teacher will begin the lesson by engaging students in a semantic map about the ocean. Students will
follow along, completing their own map about the ocean.

Approved January, 2013

Using the Ocean Animal Habitat Dioramas, the teacher will review key components of a habitat with
students.

The teacher will read a story titled Commotion in the Ocean by Giles Andreae.

The students will complete an Ocean Animal Sort, determining which animals are Ocean Animals and
which animals are not.

Assessment – Sematic Map; Ocean Animal Sort

EXPLORATION:
After reviewing facts about the ocean, the teacher will engage students in completing an interactive book
titled All About the Ocean mini-book that will require students to read and illustrate each fact.

Approved January, 2013

Assessment: mini-book
EXPLANATION:
In this phase, teacher will create an anchor chart and display it using the Promethean Board. The anchor
chart will include vocabulary for ocean animals such as habitat (where animals live), diet (what animals
eat), and young (their babies). The teacher will remind students that they learned all about habitats in the
prior lesson and created a diorama. In this lesson, students will learn about animal diets and their young.

Teacher will ask students the following questions to prompt their thinking:
 What makes a good home for an animal?
 What do animals need to survive?
 How can we compare animals to humans?

The teacher will engage students in a research activity using QR codes to access information about these
three components of ocean animal living. Students will work in groups to research animals and complete a
Sea Animal Report. On the report, they will list things such as the animal they chose, the habitat, their diet,
natural enemies, type of species, and an interesting fact.

Once students complete their learning, the class will participate in a carousel activity to share their
knowledge about an animal.

Approved January, 2013

Assessment: Sea Animal Report; participation in group
ELABORATION:
In this phase, the teacher will reintroduce the website Weebly to students. The teacher will tell students
that they will create a webpage using their information from their Sea Animal Report. The teacher will
model for students their creation of an Ocean Animal Webpage and explain the components to include.
The students will use their learned information to create a webpage as a group. Each group will have a
page on the website. Each group should include the name of their ocean animal, a picture, the habitat,
their diet, information about their young, and an interesting fact. Each group will have access to work on
the site at the same time.

willisgrade1.weebly.com

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An example is displayed on the page titled Group X. Students will continue to use this site to complete their
webpage.

Assessment: Weebyly.com webpage

EVALUATION:
Each group will use their animal and choose one other animal to compare and contrast their habitats, diets,
and young. Students will collaboratively complete a Venn diagram comparing and contrasting the habitats
and animals living in them.

Students demonstrate that they understand the lesson through completion of the Venn diagram.

The students will present their diagrams to demonstrate their understanding.

Rubric:
Ocean Animal Webpage Rubric
Group Members’ Names MUST BE INCLUDED
Name of Animal ___________/ 20
Picture of Animal ___________/ 20
Habitat ___________/ 20
Diet ___________/ 20
Young ___________/ 20

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

Approved January, 2013