USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 27 April

2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians,

fish, arthropods, vertebrates and invertebrates, those having live births and those which
lay eggs) according to their physical characteristics and behaviors.

In what ways can I classify animals into different comprehensible groups?

Students will be able to classify an animal into its corresponding group based on the given
characteristics nine times out of ten.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 27 April

2016

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Currently in science we are learning about Life Science, specifically animals. This fit
perfectly into the unit plan. In order to better understand animals, it is important for
students to be able to differentiate between characteristics that allow animals to be
classified.

Formative evidence consists of my CT observing and taking notes on student

engagement/behavior for inquiry purposes.
Summative evidence will be assessments and tests down the line as we move further
into the unit.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Name: __Corrine
Group Size:
19

Date of Lesson: 27 April

2016

The two classificationsvertebrate and invertebrate and then for this specific lesson, a
highlight of the five groups under vertebratemammal, amphibian, reptile, bird, and fish.

While we will go over all of this, most of them should already know from previous grades
about animals and the way that they are classified.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

The misconception I expect is that a student may think just because an animal has wings
means that it is a bird (for instance, a bat, which is actually a mammal). I also foresee
confusion between some amphibians and reptiles as they share very similar
characteristics.

Lesson Implementation

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Name: __Corrine
Group Size:
19

Date of Lesson: 27 April

2016

This will be led by a powerpoint and is centered around a classroom discussion. Students
will also have an activity at the end.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?

30

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Reviewing a powerpoint about animals and how they are classified

into groups.

10
Introduce students to the activity a cut and glue with pictures of
animals with backbones and a chart of the five groupsmammals,
birds, fish, reptiles, and amphibians.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if

Name: __Corrine
Group Size:
19

Date of Lesson: 27 April

2016

a student struggles with the content?

This whole discussion-type format will help keep those who are struggling on track by
hearing from peers and myself. That immediate feedback and opportunity for hearing a
correct response gives them a chance to absorb the content.

What will you do if

a student masters the content quickly?

We will be running through this together as a whole group so everyone will be at the
same pace. However, students will work in partners for the activity.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Learning about animals is often an exciting topic for students.
If applicable, how does this lesson connect to/reflect the local community?
The best connection that I see here is my students are also working on a research project
where they look up extreme animals so we discussed what they learned and how they

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 27 April

2016

could classify their animals as well as animals common in Florida.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
With this activity its pretty much all the same level of hands-on work.
How will you differentiate instruction for students who need additional
language support?
They will have support from myself and their peers.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

J.J.-V. has been having a lot of emotional distress lately but the students know to back off
and let him calm down. We have been practicing deep breaths.
H.S. is an ELL which usually doesnt hinder him, but things can be read aloud to him and
explained.
R.V

-powerpoint/Promethean
-paper/pencil

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 27 April

2016

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Science

Name: __Corrine
Group Size:
19

Date of Lesson: 27 April

2016

Reflection
This was a quick lesson designed to fit in with the life science unit and was not necessarily a new topic
for them. I was excited to hear the conversation at the beginning when we started to talk about how we could
classify animals. The students, with little probing, were able to start mentioning specific things to me about
mammals and their characteristics. I was even more impressed when I first asked them what two categories
animals could be put into and they told me meat-eaters and plant-eaters. One student even clarified that
this meant carnivores, herbivores, and omnivores. I was even more excited when we talked about an alligator
and the group who was working on researching them piped up and told the class what they knew about the
animals. My CT noted that there was a 25% lack of participation. I noticed in the video that in the very
beginning I had a good majority of engagement, then lost it in the middle but slowly built it back up at the
end. 25% is really only 5 students, but my goal is to have all eyes on me, ready to learn.
One comment to be made about if doing this lesson again is that my CT took note of a comment about
including a sorting activity for the students to complete. Right after she wrote that down, it turned out that I
was passing out the activity. However, I would maybe have done less examples together in the powerpoint
and moved to the activity a little bit quicker so they wouldnt have gotten antsy on the carpet.