Lesson Plan Template

Name: Carley Marquez

Date to be taught: 10/6/15

Content & Focus of Lesson: (Add the focus of the

lesson after the subject area.)
Language Arts: Write informative/explanatory texts
to examine a topic and convey ideas and information
clearly. (3-LS4-2)
Math:
Science: Classifying animals
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:

Disciplinary Core Ideas:

CauseandEffect:Causeandeffectrelationshipsareroutinely
identifiedandusedtoexplainchange.(3LS42)

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: arrange the characteristics that are in the classification of mammals.
TSWBAT: arrange the characteristics that are in the classification of Amphibians.
TSWBAT: arrange the characteristics that are in the classification of Insects.
TSWBAT: arrange the characteristics that are in the classification of fish.
TSWBAT: arrange 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

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

Exoskeleton-An exoskeleton is a hard covering that supports and protects the bodies
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 student: Each student will get six classification cards one for each classification.
Time Planned for this Lesson: 45 minutes
Lesson Context: Developing
5E Lesson Sequence:
Review: I will first review what we learned about the following day. I will go over the names and
characteristics of each classification. I will then have the students name animals that go under
each classification.
Elaborate: As we start our lesson I have pictures of different animals that need to be sorted
under the six classifications. I will hold up a picture and ask what the name of the animal is. I
will then ask different question about that particular animal. After asking my questions I will see
what group the students want to put the animal in. I will use this method for the first few
animals. Then I will have the students tell me what they know about the animal picture that I
am holding. After All the animals have been placed we will go over the classification
characteristics one more time before starting the evaluation.
1. What animal is this?
2.
3.
4.
5.
6.

Does this animal have gills?

Does this animal have scales?
Does this animal lay eggs?
Where do you think I should put this animal?
Now what can you tell me about this animal?

Evaluate: Students will receive six classification cards that will have three blank lines one
them. I will take down the characteristics of the animals but leave up the pictures of the
animals. The students will arrange the characteristics they have learned into the correct
classification. After the students are done and if time allows the students will be allowed to color
their animal pictures. I will walk around and observe what the students have written as the
assessment.
1. Why did you put this characteristic into this classification?
2. What is an animal that goes into this classification that is not in the picture?
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 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: 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?

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

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

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

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

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

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)