EDC274 5E Lesson Plan Template

Name: Jeanette Miller Pima Course: ​EDC274 Instructor: Eagleton, M.

Subjects: ELA & Topic: Text Features & Grade Level:2nd Duration:
Science Animal Structures 45 minutes
List of Materials, Handouts, Rubrics, and other Documents: Promethean board, pencils, 3 sheets of white
paper for each student, crayons or colored pencils, class library
Essential Question:
1. What are different animal structures? How do the structures function?
2. What are the sensory parts of an animal? How do the sensory parts function?
3. What do different animals do to defend themselves or survive? Why do they do that?
4. What ways do animal move around? Why do they do that?

Components Description of Plan

Content Standards
Choose ONE science or social
studies standard and ONE ELA
standard (RI, W, or SL).
2.L2U1.9 Obtain, analyze, and communicate evidence that
organisms need a source of energy, air, water, and certain
temperature conditions to survive.
2.RI.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or
information in a text efficiently.

Learning Objectives
▪ Write ONE content objective
that is ONE simple sentence
with ONE carefully chosen
verb.
▪ Write ONE ELA objective that
is ONE simple sentence with
ONE carefully chosen verb.
Est ENGAGEMENT
# of ▪ Describe how the
Min
teacher will captivate
s
5 students’ interest.
▪ What questions should
students ask themselves
after the engagement?
Content Objective: SWBAT create an animal that could live on earth.
ELA Objective: SWBAT create an animal that could live on earth using
text features to find evidence of that animal surviving.
Teacher will (TW): Students will (SW):
1. TW display a picture of a 1. SW pose answers to
mythical creature and ask whether they think the
if students think this mythical creature could
animal could live on live on earth.
earth? 2. SW discuss objective with
2. TW state the objectives for their partner.
today. Today we will be 3. SW state the objective as
using our text feature a group.
research skills to create
an animal that could live
on earth.
3. TW have students talk
with their partner about
what they think the
objective is for today.
4. TW have students read
the objective that is
 EDC274 5E Lesson Plan Template

projected next to the

mythical creature.
Est EXPLORATION Teacher will: Students will:
# of ▪ Describe the 1. TW will remind students 1. SW use the paper to
Min
hands-on/minds-on about how animals use create a flipbook about
s
activities students will be adaptations to survive. their animal, and answer
20
doing.
Although mythical the following
▪ List “big idea”
conceptual questions
creatures may not be able questions:What are the
the teacher will use to to exist on earth, we can physical features of this
encourage and/or focus create animals that could. creature?
students’ exploration 2. TW talk about how Why are these features
▪ This is the heart of the scientists are finding new needed in this habitat?
lesson and should have species of animals What does this creature
the most minutes everyday. They will use eat?
assigned to it.
what they have learned What does this creature
about plant and animal do during the day? Or is it
characteristics and nocturnal?
adaptations to create a Does this creature have
new species and introduce any natural predators?
it to the world by creating 2. SW share their flip books
a flipbook. with a partner and discuss
3. TW show example of their animal before they
flipbook and where tell the class about their
appropriate sections of animal.
information should go.
4. TW ask questions to
students about how their
animals have adapted:
What are the physical
features of this creature?
Why are these features
needed in this habitat?
What does this creature
eat?
What does this creature
do during the day? Or is it
nocturnal?
Does this creature have
any natural predators?
Est EXPLANATION Teacher will: Students will:
# of ▪ Student explanations 1. TW restate objective for 1. SW share their creatures
Min
must precede teacher the lesson and remind using their flipbooks and
s
explanations. students that we are by stating how their
10
▪ List higher order thinking
creating a creature that animal has adapted to
questions to solicit
student​ explanations
can live on earth and has meet the objective.
and help them to justify specific adaptations. 2. SW interact with the
their explanations. 2. TW ask students to tell us objectives by thinking to
▪ Check for understanding how each students animal themselves how their
#1 has adapted to live on animal has adapted and
▪ Students MUST interact earth. then sharing their animal
with the OBJECTIVES. book.
 EDC274 5E Lesson Plan Template

3. SW answer questions
after each created animal,
about how that animal fits
into our objective.

Est ELABORATION Teacher will: Students will:

# of ▪ Describe how students 1. TW restate the questions 1. SW answer the questions
Min
will develop a deeper to students about how about how their animal
s
understanding of the their animals have was created and how their
5
concept.
adapted: What are the animal adapted.
▪ What vocabulary will be
introduced and how will
physical features of this
it connect to students’ creature?
observations? Why are these features
▪ How is this knowledge needed in this habitat?
applied in our daily What does this creature
lives? eat?
▪ Check for What does this creature
Understanding #2
do during the day? Or is it
nocturnal?
Does this creature have
any natural predators?
Est EVALUATION & Closure Students will:
# of ▪ How will the teacher 1. SW present their completed flipbooks to the class.
Min
know that ALL students 2. SW show understanding of the creating creature concept in
s
have achieved the their completed flipbook using text features from the class
5
lesson objectives?
library books to help their creation.
▪ How will all students
self-assess their
3. SW re-engage with the objectives by restating the objective
mastery of the that is projected next to the mythical creature that could not live
objectives? on earth.
▪ Check for
Understanding #3
▪ Students MUST
re-engage with the
OBJECTIVES.

Checks for Understanding 1.SW write in their flipbooks.

(CFU) 2.SW interact with a partner.
▪ List at least THREE quick, 3.SW answer and think to themselves.
informal strategies that you
used to check understanding
throughout the lesson​.
▪ CFUs should be varied (i.e.,
self-check, verbal check,
written check).
▪ CFUs go in the STUDENT
column, not the teacher
column.
Assessment Options Pre- and Post-Assessment of Objective:
▪ Describe how you will pre- and Students will complete morning work to show understanding of
post-test students’ concepts. Students will take an assessment after concepts.

understanding of the objective
before/after this lesson/unit.
▪ Pre- and post-assessment
should be identical or nearly
identical.
▪ Alternative options for diverse
learners should also be
provided
Differentiation Options
Describe how you will reach
diverse learners who need
scaffolding or extra challenge by
varying the:
▪ Content – WHAT they are
learning
▪ Process – HOW they are
learning it
▪ Product – WHAT they will
produce to demonstrate
mastery of the objective
​ ​ Century Learning
21​st​
Describe how you will incorporate
technology and/or the 4 Cs:
▪ Critical Thinking
▪ Creativity
▪ Collaboration
▪ Communication
Additional Information/Appendices (insert materials/links/screenshots here):
Creative Educator (n.d.) Retrieved from
https://creativeeducator.tech4learning.com/2014/lessons/create-a-creature​.
EDC274 5E Lesson Plan Template
Alternative Assessment Options:
Students will give verbal examples of text feature elements and
verbally describe their animal and how it has adapted.
Content – Scaffold: Review of the previous grade level standard will be
used to begin to understand that different parts of a book have specific
information. Define that text features have different attributes.
Students will describe how animals need specific things to live on
earth.
Content – Challenge: Students will use different text features to find
information in a text and give written information about the adaptation
of their animal, including specific reasons for adaptation.
Process – Scaffold:Students will use pictures to help them decipher
between different text features, and use these pictures to draw their
animals.
Process – Challenge:Students will work in groups to identify and use
different text features to answer and solve questions regarding the
validity of recently found species.
Product – Scaffold:Students will produce a picture sort to demonstrate
understanding.
Product – Challenge:Students will produce a chart that shows what
information they needed to find and where they found that information.
Students will explain why the text feature is the best way to find that
information and validate the findings.
Technology:
Critical Thinking: Students will need to decipher between text features
to determine the best text feature to use to find information in a book.
Creativity:
Collaboration: Students will work together to compare their flipbooks
before discussion with the class.
Communication:Students will need to participate in discussions with
partners and the class to determine uses of text features.
 EDC274 5E Lesson Plan Template

Flipbook Sections:
1. Image of creature in habitat
2. Title page with name of animal and scientist(s) who discovered it
3. Description of habitat and images to support description
4. Description of creature’s characteristics and image with labels
5. Description of creature’s predators and prey (diet)
6. Story of how the creature was discovered (narrative writing)

Many units of inquiry are designed to build initial knowledge separate from the conceptual frame with

the goal of gradually working toward conceptual understanding; the result is that students focus on information

in isolation from the frame (Short, 2009). This is how Short describes the difference between Project Based

Learning and Inquiry Learning. Inquiry Learning focused on the questioning of why things are happening or

what we are curious about that topic. Project Based Learning takes these questions and puts them into a project

inspired format. Students question and then produce a project based upon answering these questions. Kids show

what they learn as they journey through the unit, interact with its lessons, collaborate with each other, and

assess themselves and each other (Wolpert-Gawron, 2015).

 EDC274 5E Lesson Plan Template

References

Short, K.G. (2009). Inquiry as a stance on curriculum. Retrieved from

http://www.ibmidatlantic.org/Inquiry_as_stance.pdf​.

Wolpert-Gawron, H. (2015). What the heck is Project-Based Learning? Retrieved from

https://www.edutopia.org/blog/what-heck-project-based-learning-heather-wolpert-gawron​.