Veronica Slemp

Component One: Organizational Information

Subject Grade
Science 1
Area(s) Level(s)
Unit(s) /
Lesson Topic(s) /
45 minutes Birds
Duration Strand
(s)
Essential
Question
1. What do various birds need to maintain life?

Component Two: Differentiation and Literacy

We will discuss what we learned, so students have a chance to show this verbally if they are
Differentiation
not able to write it down on the worksheet. Students are not being assessed on their ability
:
to write, so I will give them the option to verbally discuss.
Students will write down what they learned about eagles on a worksheet, and we will also be
Literacy:
verbally discussing.

Component Three: Learner Outcomes

GLOs 1–11 Describe some common living things and identify needs of those living things.

SLO 1- Observe, describe, and compare living things.

SLOs
SLO 6 - Identify the requirements of animals to maintain life.

Component Four: Learning Objective(s) and Assessment Evidence

Learning 1. SWBAT identify one requirement of an eagle to maintain life

Objective(s
) 2. SWBAT describe one thing they learned about eagles

Learning Objective Driving Question(s) / What it Looks Like

“What does an eagle need to live?”

1. SWBAT identify one requirement
“What habitat does an eagle live in?”
of an eagle to maintain life
“What does an eagle eat?”
2. SWBAT describe one thing they “What else did you learn about eagles?”
learned about eagles “What is a fun fact about eagles?”

Materials and Equipment Teacher Tasks

 Wild Kratts explore Alaska (YouTube) – not the full  Watching the eagle videos beforehand and having
episode them ready for the lesson
 Powerful Bald Eagle song by PinkFong! (YouTube)  Printing off the eagle worksheets
 Eagle information sheet
 9 eagle worksheets
1
Veronica Slemp

Component Six: Body

Time
Activities Allotmen
t
1. We will watch the Wild Kratts eagle video (11 min)
Learning
2. We will then watch the Powerful Bald Eagle song video (2 min)
Activity #1
3. After it is done, I will ask the class what they learned about eagles and 15 min
what they need in order to live
4. I will make sure everyone has a chance to say one thing they learned
Transition
I will turn off the videos and put the eagle information sheet on the ActivBoard 30 sec
1. I will read the class the information on the eagle sheet shown on the
Learning
ActivBoard and we will discuss
Activity #2 5 min
2. I will remind them what the words “diet”, “habitat”, and “appearance”
mean
Transition
I will hand out the eagle worksheets 30 sec
1. I will read out what the worksheet says and explain the instructions (draw
Learning
an eagle and write what you learned about it)
Activity #3
2. They will then work on the worksheet 18 min
3. Throughout, I will be verbally asking them what eagles need in order to
live (shelter, food, water, etc.), and help them complete their sheets
Closure/Cliffhanger Time
Allotmen
t
Closure Once everyone is finished and I have checked their work, I will tell them they can
1 min
put their sheets in their take-home folders.
Assessment
I will fill out the assessment checklist for each of the students. 5 min
of Learning: