The College of New Jersey School of Education Bianca Venice Title: Sharks Grade Level: 1st grade Cooperating

Teacher: Ms. Tindall Time Allotted: 50 minutes Description of Topic: Students will study the basic characteristics of sharks. The students will learn about a sharks diet, habitat, body parts, and various other qualities. The students will complete a My Shark Report where they will draw, name and write about their sharks. They will write about the sharks habitat, diet, and a fun fact. Standards:
5.3.2.A.1 Living organisms: Exchange nutrients and water with the environment. 5.3.2.E.2 Plants and animals have features that help them survive in different environments. CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion)

Objectives 1. Students will describe the different characteristics of sharks.

2. Students will identify the different body parts of sharks.

Assessments 1. The teacher will scaffold the class completion of a shark Can Have Eat chart. The students will use the chart to complete a My Shark Report, where they will write about the sharks diet, the sharks habitat, and other facts about their shark. The students will share their creation with the class. 2. The teacher will examine the students ability to identify the different body parts of a shark.

Materials: Large Easel Paper, My Shark Report worksheets, markers, crayons, shark video, shark music, Sharks ( non-fiction big book), Shark labeling chart. Prior Knowledge: Students will have a basic knowledge of the characteristics of sharks. Most students will have seen pictures or videos of sharks prior to the lesson.

Hook (10 minutes): The teacher will begin the lesson by playing the Jaws theme song for the students. He or she will put on a shark hat and walk to the carpet. The teacher will ask the students what animal they are learning about today! The teacher will show a video about sharks. Procedure :( 35 minutes): 1. The teacher will read Sharks, a non-fiction big book. 2. The teacher will select different students to label the shark on the board. The students will also label the shark on their worksheet. 3. The teacher will scaffold the students creation of a shark Can Have Eat chart. 4. Students will complete the My Shark Report worksheet. The teacher will leave the Can Have Eat chart on the board to assist students with their shark reports. The students will name their shark, write down where their shark lives, what their shark eats, and a fun fact about their shark.

Closure: (5 minutes) The students will share their sharks with their classmates. The students will put their shark reports on the ocean mural.

Questions: 1. 2. 3. 4. 5. 6. (After playing shark music) What do you think our lesson is going to be about today? What do sharks eat? Where do sharks live? What are some facts about sharks? What can sharks do? What do sharks have?

Classroom Management: The students will remain in their previously assigned mixed level groups for the video and activities. The teacher will utilize the whole brain learning strategies for managing the classroom including Hands and eyes, hands and eyes and Bring it back bring it back bring it back now. The teacher will distribute the My Shark Report worksheets to the students after the class creation of the Can Have Eat chart. The student will select students from the happy list to come to the board to label the shark. The students will use the crayons they have in their desks. Students that finish the activity early can receive a challenge from the challenge bucket. Students working exceptionally well will be placed on the happy list. Students who are off-task will be placed on the sad list. At the beginning of the lesson students will reminded of how they must behave during the lesson. Students who do not follow the classroom rules will not be allowed to participate in the activities. Transitions: The teacher will tell the students that they are going to use their new shark knowledge a previous knowledge to complete the shark Can Have Eat chart . When the Can Have Eat chart is accomplished the teacher will tell the students that they are going to create their own sharks and write

about them using the facts they discovered as a class. The teacher will have students bring their shark reports to the bulletin board group by group.

Differentiation: During the video the teacher will ask questions to foster comprehension. The teacher will have multiple students repeat the answer to reinforce the concepts for the lower-leveled students. The lower-leveled and ESL students will be given more guidance with the My Shark Report. The teacher will walk around and scaffold the activity for these students. The students desks are arranged in mixed level groups so the students will be able to help one another. The ESL students will be given a support sheet which will highlight key terms of the lesson for the students. They are seated together at their desks so they are able to support each other during the activities. The sheet will contain the word placed next to its picture. The higher leveled students will obtain a challenge question to complete if they have finished their classwork early.