Lesson Plan

Lesson Plan
Claudine Clark
MTE/509
University of Phoenix
Sabrenai Brown
February 10, 2008

Lesson Plan

February 11, 2008

Science

Claudine Clark

Topic: Animals Diversity

Content: Sixth grade
Objectives:
1. Students will be able to recall terminology of section 1 when asked to write the meaning
with 100% accuracy.
2. Students will be able to explain the difference between vertebrates and invertebrates
when given an oral quiz, answering 3 out of 4 correctly.
3. Students will be able to illustrate an animal located in the neighborhood after walking
throughout town with 100% accuracy.
4. Students will complete an inventory of animals located in park near school by recording
information on an audio recorder with a minimum of 5 animals.
5. Students will create an environment for animals from inventory can thrive most by using
household materials with 3 animals in the environment.
6. Students will recommend ways to promote awareness of animals in the nearby parks and
homes by presenting information to student body using Microsoft PowerPoint with 3
pictures from local parks.
Prerequisites: Students should be aware of cells and classification.
Anticipatory Set 1: Ask the students to, Picture an animal in your mind. If the students are
imaging an animal with fur raise right hand. Is the animal smaller than an inch raise left hand?
Today the students and teacher are going to learn about animal diversity.
Activity 1: Tell students to create a duplicate of what will be drawn on the board. Students will
need to take out Science notebook. On the board draw an oval, tell students to draw the same
oval on the students paper with 6 inch circumference. In the oval write Animal Diversity. Then
draw six diagonal lines 3 inches long. Label each diagonal the following: invertebrates,
vertebrates, multicellular makeup, reproduction and development, many specialized parts,
movement, and consuming. From the diagonal lines draw four horizontal lines. Volunteers are to
read aloud pages 4-7 aloud one paragraph at a time. At the end of each paragraph ask students
what is important and should be written on the spider map. If majority agree add the
information to the spider map, if a disagreement exist ask volunteer what the student thinks is
important. Write vocabulary words on the board below the spider map, students are to make a
duplicate of the board. (Holt Science and Technology, p.138)

Lesson Plan

Closure 1: The students just finished learning how animals are diverse. The main topics were
invertebrates, vertebrates, multicellular makeup, reproduction and development, many
specialized parts, movement, and consuming.
Assessment 1: Using class room notes on a piece of paper write what an embryo and consumer
is.
Materials 1: Materials needed notebooks, pencil, pen, ruler, and Science book.
Prerequisites 2: Diversity of animals
Anticipatory Set 2: Students are to think of the students favorite animal. How many students
believe the student can prove the students animal is an animal raise right hand. Can the students
prove if it is a vertebrate or invertebrate? If the students do not know where to start the teacher
and students will discover how today. For todays lesson the teacher and student will discover
the differences between vertebrates and invertebrates.
Activity 2: Break class into two even groups. Distribute to one group worksheets with the
characteristics of vertebrates and distribute to the other group a worksheet with characteristics of
invertebrates. On the board use magnetic clips for sentence strips that contains each
characteristic of vertebrates and invertebrates. The strips are scrambled on the board. Students
are to place sentence strip with the correct characteristic underneath the correct heading. One
member of each team is allowed at the board at one time. When finished look at the board and
compare the differences.
Closure 2: As a class read aloud the characteristics of vertebrates and invertebrates from on the
board.
Assessment 2: Ask the following questions: What is the main difference between vertebrates and
invertebrates? Are people invertebrates of vertebrates? Why is a bird a vertebrate and a snail an
invertebrate? Why are beetles invertebrates?
Materials 2: Materials needed magnetic clips, sentence strips, and characteristic of vertebrates
and invertebrates worksheet.
Prerequisites 3: Types of animals such as fishes, mammals and insects.
Anticipatory Set 3: How many of students are tired of being in these four walls, if students
agree raise right foot. Well, today the students and teacher will walk around the neighborhood
and look for animals to illustrate after returning to the class room.
Activity 3: The teacher will take the close outside and find two different kinds of animals to
observe from a distance, unless using a magnifying lens. Remind students to not handle the wild
life. The students are to watch the animals quietly using binoculars or magnifying lens and write

Lesson Plan

down everything the notice about each animal. (Holt Science and Technology, p.3), illustrate the
animal in the animal natural environment. For the other animal students observe write a
description to use to draw second animal in the animals environment. Return to the classroom
and put away all binoculars and magnifying glass.
Closure 3: Show all the animals students observed while walking around the neighborhood and
the park. Remind students what the characteristics of animals and ways to identify the
characteristics.
Assessment 3: Distribute drawing paper and other drawing supplies to students and students will
use description for second animal to illustrate the second animal in the animals environment.
Materials 3: Materials needed magnifying lens, binoculars, color pencils, crayons, and unlined
paper.
Prerequisites 4: Knowledge of types of animals.
Anticipatory Set 4: Teacher will hold a tape recorder in the air. Ask how many students have
used a tape recorder before to raise right hand. Tell students today the students will use the tape
recorders to take an inventory of the animals in the near by park.
Activity 4: Break class students into groups of two. Distribute each group a clip board, recorder
with batteries and blank tape. Students will install tape and batteries into the recorder. Walk to
the park as a class and the students are to search for animals and document on the recorder what
animals the students saw. Each group needs at least 5 animals to observe. Students are to use
the paper to keep track of how many of a particular animal the see and recorder observation on
the audio tape. Inform students the recording should only discuss animals and observations.
Closure 4: Tell students today the students observed animals in the environment again and
observed the different types and amounts of animals.
Assessment 4: Collect the audio tapes and listen what the students have recorded.
Materials 4: Materials needed tape recorder, recording tape, AA batteries, binoculars,
magnifying lens, clip board, paper, and pencil.
Prerequisites 5: Knowledge of animals, information from previous class assignment, inventory
of the animals and how to read and effectively use a rubric.
Anticipatory Set 5: Yesterday the students observed animals in the animals environment. With
yesterdays information the students will create an environment for the animals from the
inventory to live in.
Activity 5: Distribute rubrics and have students return to group from previous day and hand back
to the students the tape recorder and tape from previous lesson. Using the information on the

Lesson Plan

recorder create an environment the 3 of the animals will be able to thrive inside. Students are to
use household items provided by the teacher. The teacher will place items on table and one
group member at a time will go to the table and pick up items to use. The dimension of the box
the environment will be created is 1 ft. by 1 ft. 6 in.
Closure 5: Today the students created an environment for 3 animals will thrive using
information from previous lesson.
Assessment 5: Collect environments and use rubric for assessment.
Materials 5: Materials needed household supplies such as sponges, paper clips, macaroni, tape
recorder, audio tape, 1 ft. by 1 ft. 6 in. box, tape, glue, and staples.
Prerequisites 6: Knowledge of animals, importance of animals, and how to use PowerPoint and
digital camera.
Anticipatory Set 6: How many students have seen or heard the following saying Rock the
Vote, Buy 1, get 1 free, if so raise right elbow. The previous signs create and awareness.
Today students will create an awareness of animals in the neighborhood.
Activity 6: Students will be placed into two groups and recommend ways to promote animal
awareness. The class will walk back to the park and through the neighborhood and in groups
take pictures and use at least three for Power Point presentation. Return to class room and load
pictures on computer. Students will discuss ways to set up PowerPoint and include ways to
recommend awareness of animals in the environment.
Closure 6: Today students worked on PowerPoint Presentation and will present to the 3rd and 5th
graders.
Assessment 6: Prior to showing student body students will present PowerPoint to class for self
assessment.
Materials 6: Materials needed computers, digital camera, PowerPoint, and projector.
New Jersey Standards
1. 3.2 (Writing) clear, concise, organized language that varies in content and form for
different audiences and purposes.
2. 3.3 (Speaking) speak clear, concise, organized language that varies in content and form
for different audiences and purposes.
3. 3.4 (Listening) listen actively to information from variety of sources in variety of
situations.

Lesson Plan

4. 5.1 (Science) develop problem solving decision making, and inquiry skills, conducting,
systematic observations, interpreting data, drawing conclusions and communicate results.
5. 5.5 (Science) gain understanding of structure characteristics, basic needs of organisms.
6. 5.10 develop and understanding of the environment.(http://www.nj.gov)

Bibliography
Holt, Rinehart and Winston, (2007) Animals and Behavior. In Animals Chapter 1, Austin, TX:
Harcourt Education Company
Lang, H.R. & Evan, D.N. (2006). Models, Strategies, and Methods for Effective Teaching.
Boston, MA: Pearson Education
Academic and Professional Standards. (2004). Retrieved February 9, 2008 from
http://www.nj.gov/education/cccs