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Lesson Plan Format Form

First Name

Last Name

Email

Date

Kaylie

Chong

kaylielc@hawaii.edu

10/10/15

Semester

Year

Grade Level/Subject

Lesson Duration

Fall

2015

1 / Science

110 Minutes

Title:
Animal Adaptations
Central Focus (Enduring Understandings)
A description of the important understandings(s) and concept(s)
Animals have physical characteristics that enable them to live in their environment.
Essential questions:
How do animals adapt to their environment?
What are some features that some animals have that help them to survive in their environment?
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and address
essential understandings, concepts, and skills
Benchmark SC.1.5.2

Describe the physical characteristics of living things that enable them to

live in their environment

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
Students will be able to
Identify/label physical characteristics of an animal.
Describe how the physical characteristics of an animal enable them to live in their environment.
Evidence Assignment paper (includes labeled drawing + sentence)

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout the
lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)
APPROACHING
ON TARGET
ADVANCED
Student needs help identifying/labeling
Student is able to identify/label one
Student is able to identify, label and
one physical characteristic of an animal
physical characteristic of an animal
describe more than one physical
characteristic of an animal that enables
it to live in the environment
Student needs help describing how one Student is able to describe one physical Student is able to compare one or more
physical characteristic of an animal that characteristic of an animal that enables physical characteristics of an animal to
enables it to live in the environment
it to live in the environment
another animal
Students will be formatively assessed throughout the lesson through observation, questions, their activity/assignment work, and the discussions we
will engage in. The teacher will be walking around during the lesson (EXPLORE, ELABORATE, EVALUATE) to observe, question, and provide
feedback on student work.
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Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning
Students will have:
Learned about various habitats (i.e. living conditions, animals that live there, etc.)
Familiarity with the animals discussed/worked with in the lesson (i.e. Tiger Shark, Pigeon, Green Sea Turtle, Gecko, Horse)
Experience with creative movement/drama (Arts Integrated school)
Experience with contour drawing
Experience with media used (i.e. crayons, colored pencils, markers)
Experience with sentence frames and word banks
Experience with labeling animal body parts and describing the functions of those body parts (from their lesson on bats)

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.
Physical Characteristic / Feature / Part of their body
Environment / Habitat / Home
Survive / Live
Language supports for students include a sentence frame (EVALUATE), a word bank (EVALUATE) and opportunities throughout the lesson to
practice the academic language demands.

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources, 2) uses the 5E Learning Model (Engage, Explore, Explain, Elaborate, Evaluate), and 3) lists
opportunities offered for multiple modes of participation

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ENGAGE: Whole-Group Discussion + Read Book on Carpet (20 Minutes)

Teacher will
o

Discussion

Introduce essential questions + lesson plans:

How do animals survive in their habitats?

What are some features that animals have that help them live in their habitat?

Read Book (What If You Had Animal Hair!? by Sandra Markle)

Discuss book

Predictions from looking at the book cover & title

What do you know about animal hair?

Do all animals have hair?

Those that do have hair, do they have the same kind of hair?

Read book

Think-aloud about book content

o

E.g. I wonder why the porcupine has spikes covering its body. Is it so it can survive in its habitat?

Students will
o

Discussion

Ask questions if needed

Read Book (What If You Had Animal Hair!? by Sandra Markle)

Brainstorm ideas

Answer/Discuss questions posed

Listen to book

EXPLORE: Explanation + Activity on Carpet & Around Classroom (20 Minutes)

Teacher will
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Explanation

Animals:

Tiger Shark

Pigeon

Green Sea Turtle

Gecko

Horse

Materials:

Animal Pictures (5)

Body Part Cards (10) - Has picture [that matches the Animal Pictures] of a particular animal body part

Function Cards (10) - Has incomplete sentence frame on it (e.g. The ____ has _____ to breathe
underwater.)

Specifics:

Animal Pictures (5 pictures) hung up on wall of classroom

Each student (20 students) gets 1 card with either a body part or a function of a body part (Heterogeneous
grouping)

If student gets Body Part Card, must figure out what the body part is, what animal it belongs to, what its
function is, and which person has that particular Function Card

If student gets Function Card, must read sentence, fill in the blanks (i.e. the animal and the body part), and
find the person that has that particular animal Body Part Card

Once students find their match they must stick their cards onto the corresponding Animal Picture and sit at
their desks

Model for students:

Comments/Talk-aloud
o

Using different Animal Picture (maybe a crocodile)

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Body Part Card

Function Card

Hmm, this looks like horse legs.

The sentence says: The ____....

Activity

Pass out materials

-----STUDENTS BEGIN-----

Walk around and assist students by asking questions (to prompt them) and/or commenting (What are we supposed to
do now that we think we know what body part this is? Hmm, what kind of animal out of these 5 breathe underwater?
It looks like youre headed in the right direction. etc.)

Provide a countdown for students (i.e. 5 minutes left, 3 minutes left, 1 minute left, time)

Students will
o

Explanation

Listen to Activity Explanation

Ask questions if needed

Activity

Engage in activity

Ask questions/seek help if needed

EXPLAIN: Activity Check/Discussion at Desks (25 Minutes)

Teacher will
o

Activity Check

Discuss each Animal Picture

What animal is this?

Where do ______ live? Describe their habitat.

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Talk about student answers on that Animal Picture

Ask if students agree. If not, work together to correct it.

Students will
o

Activity Check

Answer questions posed

Engage in discussion

ELABORATE: Explanation + Creative Movement on Carpet (10 Minutes)

Teacher will
o

Explanation

Specifics:

Students will act like the 5 animals + engage in discussions throughout

Teacher prompts
o

Show me how a Green Sea Turtle moves in its habitat.

What body parts is it using?

How can it breathe? etc.

Creative Movement

-----STUDENTS BEGIN-----

Keep track of time using timer

Observe students + provide feedback

Students will
o

Explanation

Listen to directions

Creative Movement

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Engage in the creative movement activity

EVALUATE: Explanation + Assignment at Desks/Kidney Table (35 Minutes)

Teacher will
o

Students go back to their desks

Explanation

Materials:

Assignment papers

Sentence frame + word bank on the whiteboard

Specifics:

Students will
o

Pick 1 of the 5 animals

Get a paper

Contour draw their chosen animal

Pick at least one physical characteristic + its function

Write a sentence pointing out that physical characteristic(s) + its function (using the provided
sentence frame + word bank)

Label physical characteristic(s) on drawing

Color drawing using crayons, markers, colored pencils

Model for students:

Use a different Animal Picture, Body Part Card, + Function Card (maybe a crocodile, same example from
EXPLORE step of lesson)

Go through steps

Leave example on ELMO

Assignment

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Pass/point out materials

-----STUDENTS BEGIN-----

Walk around and assist students by asking questions (for clarification or to prompt them) and/or commenting

Pull a small group of students to work with on the kidney table

Provide a countdown for students (i.e. 5 minutes left, 3 minutes left, 1 minute left, time)

Students will
o

Explanation

Listen to directions

Assignment

Work on the assignment

Ask questions/seek help if needed

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

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Art (Contour Drawing) (Demonstrates knowledge through means of visual art)

o Benefits:
Lower elementary students
ELL student
Drama (Creative Movement) (Demonstrates knowledge through means of performing arts)
o Benefits:
Lower elementary students
ELL student
Visuals (Animal Pictures + Book) (Communicates information through images or visual representations instead of verbally, Students are
able to see instead of just hear)
o Benefits:
Struggling students
ELL student
Hands-on activities (Deepen understanding by providing a meaningful learning experience, Students DO instead of just HEAR)
o Benefits:
Struggling students
ELL student
Teacher modeling (Provides students with an example of how they can go about doing the tasks/activities)
o Benefits:
Struggling students
ELL student
Discussions (Promotes collaboration & can build/deepen understanding)
o Benefits:
Struggling students
Opportunities for extra work (Allows students to further their learning and think on their own)
o Benefits:
Advanced students
Countdown during activities (Gives students a heads-up so they can manage their time)
o Benefits:
Struggling students
ELL student
Different focal points/meeting areas (Allows students to be focused on task-at-hand instead of on distractions, Promotes student
engagement)
o Benefits:
Struggling students (particularly those who have a shorter attention span and are constantly moving their bodies)
Heterogeneous Grouping (Allows students to work together/get help from peers)
o Benefits:
Struggling students (Have Body Part Cards [easier] + Get help from Advanced Students)
ELL Students (Have Body Part Cards [easier] + Get help from Advanced Students)
Advanced students (Have Function Cards [challenging] + Help/teach Struggling Students)
Small-Group Instruction (Offers targeted support to students due to its strategic grouping and smaller teacher-to-student ratio)
o Benefits:
Struggling students

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
What If You Had Animal Hair!? by Sandra Markle
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Animal pictures (Tiger Shark, Pigeon, Green Sea Turtle, Gecko, Horse, *Extra: Crocodile)
Body part cards (10 + *Extra: Crocodile)
Function cards (10 + *Extra: Crocodile)

Assignment papers (20)

Timer

Additional Lessons
Write a short description (3-5 sentences) of 2 additional lessons that would go along with your lesson (come before or after) to develop a short
unit/learning segment.
1. BEFORE Animal Adaptation Lesson
Students will engage in a lesson focused on bats. The purpose of this lesson is for students to gain experience with identifying and labeling
body parts of animals and their function (not in relation to their environment). For example, This is a bats wings. Bats use their wings to
fly.)
2. AFTER Animal Adaptation Lesson
Students will engage in a lesson on comparing and contrasting animals. The purpose of this lesson is for students to learn how animals
differ from other animals of their kind in relation to their environment. For example, polar bears and grizzly bears have bodily differences
based on their environment.

Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater
support or challengeto better support student learning?
o Why do you think these changes would improve student learning? Support your explanation with
evidence of student learning AND principles from theory and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support
students learning.
o Explain how these next steps follow from your reflection and analysis of student learning. Support your
explanation with principles from research and/or theory.
I felt like three of the five stages of my lesson were fairly successful. In Part I, the Engage and Explore stages went well.
For the Engage stage, success was evident in student attentiveness and engagement. Students were active listeners
during the book reading and judging from their comments and questions, they were focused on the information the book
presented. For the Explore stage, success was evident in student discussion and answers. During the activity, students
were able to talk to their classmates and the adults in attendance (Field Supervisor, Mentor Teacher, Myself) to
successfully complete the activity. Although some students required additional prompts for clarification, once they were
guided in the right direction they were able to come up with accurate answers.
In Part II, the Elaborate stage went well. For this stage, students expressed their understanding by their participation and
creative movements. Throughout the creative movement activity, students were engaged in what they were doing and
were able to follow my prompts.
The remaining two stages of my lesson were not successful. In Part I, the Explain stage did not go well. Students were
not as engaged due to the extended nature of this stage which resulted in distractions and interruptions that negatively
affected student learning. Students were not provided with enough opportunities to justify their answers, explain their
reasoning, or discuss the information presented.
In Part II, the Evaluate stage did not go well. Students asked a lot of questions and needed more support than I
anticipated which may be due to the confusing and multistep directions. For the most part students were able to complete
the assignment; however, a large number of students did not follow the directions.
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Despite some stages of the lesson having gone well and others not, improvements can be made to all areas of the
lesson.
In Part I, for the Engage stage I would ask students questions at the end of the reading to stimulate their thinking on what
they know so far about animal adaptations (e.g. why would you want the lions hair instead of the porcupines?). For the
Explore stage, I would have students stay by their animal poster in groups and discuss their findings instead of sit on the
carpet, which is what I had them do. I might even have each group share with the class about what their group came up
with during the activity. For the Explain stage, the first improvement I would make is speeding everything up to keep
students engaged and not have this stage drag on. I would do this by asking straightforward questions and providing
sentence starters for students when they shared their reasoning and give evidence of their answers. I would also build on
student answers and challenge students to build on each others answers.
In Part II, for the Evaluate stage I would provide students with clear directions that include a breakdown of all the steps.
Although I modeled the assignment for students, I would want to do a more in-depth modeling under the Elmo or have a
completed example ready to hopefully minimize student confusion and questions.
Being that my lesson was an introduction to this particular Benchmark, in the lessons to follow I would work to meet the
ADVANCED criteria with the whole class. The ADVANCED criteria calls students to identify, label, and describe more than
one physical characteristic of an animal and compare one or more physical characteristics of an animal with another
animal. For the three students that I analyzed, the next steps would be to create learning experiences that encourage
these students to make connections between the physical characteristics of animals and how they help animals to live in
their environment. The modification to this lesson that I would make to support students with similar needs is task
sequencing which is breaking down a large task into smaller more manageable components (CREDE). The components
would be identifying, labeling, and describing the connection. This would allow students to master each skill before moving
on to the next one.

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