Asci 1 29-2 2-2

Dog Breeds Test
Animal science 11th-12th Grade - Mrs. Hazelton

Monday 1/29/24
BASIC INFORMATION
Brief Overview Of Lesson Today students will be given the first 10 minutes of class to study before their test. Students will use the
(SOE rubric A1, A3, A4) rest of the class period to take their dog breeds end-of-unit test.
Context within the Unit/Course This test is based on an accumulation of material students have learned throughout this unit.
(SOE rubric A1, A3, A4)
Time Frame (SOE rubric A1, A3, A4) 50 Minutes: Lesson 10 of 11 Lessons in the Unit
Instructional Materials & ● Study flash cards ● Answer sheet

Equipment List ● pencil/pen
Safety Considerations/ None at the moment

Verification
New Academic Vocabulary ● None at the moment

Term & Definition
(SOE rubric A3, A5)
STANDARDS and LESSON OBJECTIVES
CA CTE Pathway Standard(s) D5.1 Evaluate a group of animals for desired qualities and discern among them for breeding selection.
(SOE rubric A2, A3)
CA CTE Anchor Standard(s) 5.4 Interpret information and draw conclusions, based on the best analysis , to make informed decisions.
(SOE rubric A2, A3)
Language Supports: California ELD Standard Addressed CAELD 9-10 Part I A.1
(SOE rubric A2, A3, A5/C5) Exchanging information and ideas with others through oral collaborative discussions on a range of social
and academic topics
Cal Poly, SLO Agricultural Education Lesson Plan Template - Updated 12/31/23
OR
Language Function: Drawing conclusions based on data
Targeted Lanaugage Supports for Vocabulary, language function, and discourse

● Emerging Bilingual:Translated worksheets will be provided to students who need them. Students
who speak the same language will not be paired together for support as they are working on a unit
test.
● Expanding: Expanding students will be given the worksheets English and will be encouraged to
contribute in English. If translations are needed, they will be provided.
● Bridging: Bridging students will be provided with 2 worksheets, one being in english an one in
their native language. Students will be encouraged to participate in English, but have the option to
use the worksheet in their native language.
Accommodations/Modifications IEP:
IEP/504 Students with IEPs will be accommodated. IEPs vary from student to student, but accommodations such
(SOE rubric A6/C6) as extended time to finish their test, low auditory stimulation, and clear visuals will be made.
504:
Students with 504 plans will be taken into consideration and implemented in this lesson. 504 plans vary,
but accommodations such as extended time to finish their test, low auditory stimulation, and clear visuals
will be made.
Lesson Objective(s) Conditions: Given the material they have learned in the lessons for this unit
(SOE rubric A2, A3) Observable Behavior: Students will be able to complete their unit test
Criteria (measure): scoring an 80% or higher.
ASSESSMENT
Deepening Student Learning with ● Questions (embed elsewhere OR list here):

Talk - Planning for Student ○ What if we didn’t learn about this breed?
Discourse ○ Can I work with a partner?
(SOE rubric A3, A4, A5, C2) ○ Can I use my notes?
● Talk structures and pairing: Students will work individually for this test.
● Planned Back Pocket Questions:
ASSESSMENT
○Does this dog have characteristics that help you narrow down the category it belonged in?
○Do you think this dog could fit for any of the questions you haven’t answered?
○Did you answer all the ones you knew first, and then ent back to the ones you were unsure
of?
● Language Supports for Emergent Bilinguals - See Standards and Lesson Objectives Language
Supports Section for planned supports for student talk.
Formative Assessment(s) Assessment 1: N/A

Measure of Knowledge and Skill - ● Assessment Description:
Multiple Means of Expression ● Assessment Criteria:
(SOE rubric A4/C4) ● Plan for Analysis/Feedback:
Summative Assessment Students are completing their summative assessment today by completing their unit test.
(working toward)
(SOE rubric A4)
PLANNING CONSIDERATIONS: Supporting ALL Learners/Teaching to the Edges
Knowledge of Students Relevant ● Personal -

to Lesson - Assets Based ● Cultural -
(SOE rubric A1) ● Community -
Anticipated Prior Knowledge of ● Anticipated Prior Knowledge: Students have spent the past 2 weeks learning dogs breeds.
Students, Experience, and/or ● How prior knowledge was used to inform the instructional design of this lesson:
Attitudes for This Lesson ○ The knowledge students learned was used to create this test
(SOE rubric A3)
Universal Design for Learning Anticipated barriers or opportunities to enhance Strategies to mitigate barriers/enhance learning in
(SOE rubric A3/C3) learning/personal growth in THIS lesson THIS lesson
Engagement “Why” Engagement

● Students have a hard time focusing or have ● UDL Checkpoint 7.3 - Minimize threats and
test anxiety. distractions
● Minimize distractions or move students to a
place in the classroom were they can focus
more
Representation “What” Representation

● Students can’t clearly see the smart board ● UDL Checkpoint 1.3 - Offer alternatives for
visual information
● Will print the power point slides containing the
photos of the dogs for students to have with
them at their desk
Action & Expression “How” Action & Expression

● Students do not remember how to spell ● UDL Checkpoint 5.2 - Use multiple media for
some of the more challenging breed names. construction and composition
● Will provide students with a word bank
Culturally Relevant Pedagogy ● Learning Partnerships: My classroom is an open and safe environment where students can be
(SOE rubric A1, A3, A5, B1) comfortable expressing questions, concerns, and ideas. For this test, students will use the
information they have learned to show their knowledge and understanding.
● Information Processing: For this test, I am providing my students with another way to take their test
that’s not multiple choice.
● Community of Learning and Learning Environment: I will create an environment that is positive
and provide encouraging feedback when the classroom's norms are not met.
LEARNING EXPERIENCES PROCEDURE (SOE rubric A1, A3/C3)

Learning Approaches: 5E Learning Cycle [green (outputs) /gold choices (inputs)] OR Kolb’s Experiential Learning Model (Blue/Black choices)
Minutes Learning Approach Role of Student and Teacher

(SOE rubric Segment (SOE rubric A1, A3/C3)
A3/C3, B2) (SOE rubric A3/C3 , A4/C4)
Stated Objective Teacher does: Today students will demonstrate their knowledge of dog breeds, by completing their unit test
(SOE rubric C1) and scoring an 80% or higher.
Stated Purpose Teacher does: The purpose of this test is to check for student understanding.
(SOE rubric C1)
5 Directions Set Teacher does: Students have 10 minutes to study individually or with a partner. Everything, but a pencil and
(SOE rubric A3/C3 OR their answer sheet will be put away. Each dog breed photo will stay on the smart board for 1 minute before
A4/C4) moving to the next photo. Students will use their word bank to name the dog breed with correct spelling or they
will be marked down. There are 5 extra credit questions at the end. Once everyone is done, we will use the
leftover time to go back to photos that students need more time on. Students will pass their tests to the front
where I will collect them and randomly distribute them for grading by other students with pens only. EAch
question is worth 2 points (one for naming the correct breed and one for the correct spelling).
10 Elaborate Student does: Studies individually or with a partner making connections to material learned in preparation for
(SOE rubric A3/C3 OR the test.
A4/C4) Teacher does: Helps students make connections to real life situations so that they can process and remember
information easier.
30 Evaluate Student does: Demonstrates and understanding or knowledge of what they have learned by completing the unit
(SOE rubric A3/C3 OR test.
A4/C4) Teacher does: Assesses students knowledge or skills by going over the test with them afterwards to clarify any
misunderstandings or questions.
5 Closure/ Student does: Asks clarifying questions for the ones they missed
Metacognitive Activity Teacher does: Goes over any missed questions to help students understanding in why there may be a better
(SOE rubric A3/C3, A4/C4) option
Quest Activity ● 0-5 Minutes: Clarifying questions

(if time permits)
(SOE rubric A3/C3, B2)
● 6-10 Minutes:Grading partner tests
● 10+ Minutes: Going back to look at missed questions and grading partner tests
AGRICULTURE EDUCATION CONSIDERATIONS
(SOE rubric A1)
FFA ● Vet Science Team
SAE ● Volunteering at Humane society or breeding operation
Career Connection ● Veterinarian, Vet tech, Animal Shelter assistant, Breeder
Guide Dogs For the Blind Presenter
Animal Science/11-12th - Mrs. Hazelton
Tuesday 01/230/24
BASIC INFORMATION
Brief Overview Of Lesson A woman who works for guide dogs for the blind will be presenting in class about the program she runs.
(SOE rubric A1, A3, A4) Students will be actively engaged in listening to her speak and will be prepared to ask questions at the
end of her presentation.
Context within the Unit/Course Students are learning about dog breeds. One of the categories is working dogs. This presenter provides
(SOE rubric A1, A3, A4) students with accurate and up to date information regarding traits/characteristics/ training strategies that
are looked for in working dogs.
Instructional Materials & ● Notesbooks ●

Equipment List ● Writing utensil
Safety Considerations/ None at this time

Verification
New Academic Vocabulary ● None at this time

Term & Definition
(SOE rubric A3, A5)
CA CTE Pathway Standard(s) D5.1 Evaluate a group of animals for desired qualities and discern among them for breeding selection.
(SOE rubric A2, A3) D5.2 Select animals, based on quantitative breeding values, for specific characteristics
CA CTE Anchor Standard(s) 5.4 Interpret information and draw conclusions, based on the best analysis, to make informed
(SOE rubric A2, A3) decisions.
NGSS Standard (if applicable) Working toward Performance Expectation: N/A

(SOE rubric A2, A3)
Today’s 3 Dimensions to work toward the listed Performance Expectation:

● SEP (Do):
● DCI (Know):
● CCC (Think):
Language Supports: California ELD Standard Addressed CAELD 9-10 Part I B.5
(SOE rubric A2, A3, A5/C5) Listening actively to spoken English in a range of social and academic contexts
OR
Language Function: Drawing conclusions based on data

● Emerging Bilingual: If there is a student in class that speaks English as well as the language of
the emerging bilingual, they will be paired together for extra support during the activities. If no other
student is available accommodations will be made to allow the student to translate their ideas and
contributions.
● Expanding: Expanding students will listen to the presentation in English and will be encouraged to
contribute and respond in English. If translations are needed, they will be provided.
● Bridging: Bridging students will experience the presentation in English. Students will be
encouraged to participate in English, but have the option to ask questions in their native language.
(SOE rubric A6/C6) as low auditory stimulation and clear visuals will be made.
504:
Students with 504 plans will be taken into consideration and implemented in this lesson
Lesson Objective(s) Conditions: Given video previously watch and the presenter in class
(SOE rubric A2, A3) Observable Behavior: Students will be able to form questions to ask the presenter
Criteria (measure): and have at least 3 ready to be asked.
ASSESSMENT

Talk - Planning for Student ○ Why is this relevant?
Discourse ○ What if I don’t agree with what the presenter is saying?
(SOE rubric A3, A4, A5, C2) ○ What if the presenter is boring?
● Talk structures and pairing: Students will actively listen to the presenter and engage in discussion
when prompted.
○ What is something new that you learned?
○ What is something you would like to learn more about?
○ DO you think you could be a trainer for this program?
Formative Assessment(s) Assessment 1: Presenter Questions

Measure of Knowledge and Skill - ● Assessment Description: Students are tasked with forming 3 questions to ask the presenter.
Multiple Means of Expression ● Assessment Criteria: Students need to form 3 questions and ask at least 1.
(SOE rubric A4/C4) ● Plan for Analysis/Feedback: Students name will be checked off once they ask a question and will be
graded on their ability to form 3 questions once they turn their notes in.
Summative Assessment Students will be working towards a test comprising all the material they learned throughout the 12 lessons
(working toward) on dog breeds.
(SOE rubric A4)
Knowledge of Students Relevant ● Personal - Students may have a lab at home or know someone who has a lab for medical purposes
to Lesson - Assets Based ● Cultural - Some dogs may have cultural ties and students may be familiar with those.
(SOE rubric A1) ● Community - The community may have a guide dog for the blind program.
Anticipated Prior Knowledge of ● Anticipated Prior Knowledge: Students may have worked with or know someone who has a
Students, Experience, and/or medical alert dog.
Attitudes for This Lesson ● How prior knowledge was used to inform the instructional design of this lesson:
(SOE rubric A3) ○ Students were shown a video and asked to answer questions directly from the video and not
made up by the instructor so that there is no conflicting information.

● Students are not motivated to participate in ● UDL Checkpoint 7.2 - Optimize relevance,
the presentation. value, and authenticity
● Inform students that the information they are
learning is relevant to the working dogs
classification and they might see test
questions relating to the presentation.

● Students are having a hard time understand ● UDL Checkpoint 2.5 - Illustrate through
the oral presentation multiple media
● We will have a class discussion at the end of
the period to make any clarifications or
answers questions for students that has some
misunderstandings

● Students are having a hard time writing ● UDL Checkpoint 5.1 - Use multiple media for
notes while present communication
● For students who may have a hard time
multitasking, we will come together as a class
to discuss questions.
(SOE rubric A1, A3, A5, B1) comfortable expressing questions, concerns, and ideas. In this lesson, students will engage in a
presentation with someone they have never learned from before..
● Information Processing: In this lesson, I am providing my students with an authentic presentation

that is relevant to what they are learning in class.


5 Hook OR Teacher does: Introduces and welcomes presenter to classroom
Engage /
Phenomenon
(SOE rubric A3/C3)
Stated Objective Teacher does: Students will participate in the Guide dogs for the Blind presentations by asking at least one
(SOE rubric C1) question at the end of the presentation.
Stated Purpose Teacher does: The purpose of this lesson is for students to gain relevant information on jobs working dogs have
(SOE rubric C1) in real life.
30 Engage Student does: Actively listen to presenter at she gives relevant and up to date information regarding guide dogs
(SOE rubric A3/C3 OR Teacher does: Walks about the class assisting presenter whenever needed
A4/C4)
10 Evaluate Student does: Ask clarifying questions and participate when called on
(SOE rubric A3/C3 OR Teacher does: Watches and observes students interacting with the presenter
A4/C4)
5 Closure/ Student does: Asks any final questions

Metacognitive Activity Teacher does: Thanks presenter for her time
(SOE rubric A3/C3, A4/C4)
Quest Activity ● 0-5 Minutes: Not necessary for presentation

(if time permits)
● 6-10 Minutes: Not necessary for presentation
● 10+ Minutes: Not necessary for presentation

(SOE rubric A1)
Common Illnesses/Vaccinations in Companion Animals
ASCI 11th-12th grade - Mrs Hazelton
Wednesday 1/31/24
BASIC INFORMATION
Brief Overview Of Lesson This is the introduction lesson to common dog illnesses and vaccinations. Large post it papers will be
(SOE rubric A1, A3, A4) posted around the room with common vaccinations that dogs receive. Students will use the post it notes
at their desk to write down what they may already know about these vaccines and stick them to the large
post-it that it corresponds to. We will spend some time going over what students wrote with the class and
Then begin to go over these vaccinations in more detail. Students will complete a KWL chart prior to the
lesson and after the lesson so show what they have learned.
Context within the Unit/Course Students are learning about common vaccinations given to dogs to help prevent illnesses.
Instructional Materials & ● Note-taking sheet (one per student) ● Post its
Equipment List ● Writing utensil ● Vaccination bottles for visuals
● Powerpoint ● Video for vaccinations
Safety Considerations/ Vaccinations bottles are small and while they should go nowhere near students mouths, they can
Verification become a choking hazard.
New Academic Vocabulary ● Vaccination- treatment with a vaccine to produce immunity to a particular infectious disease or
Term & Definition pathogen.
(SOE rubric A3, A5) ● Killed – An inactivated vaccine (or killed vaccine) is a vaccine consisting of virus particles,
bacteria, or other pathogens that have been grown in culture and then killed using a method such
as heat or chemicals.
● Modified Live – Viral or bacterial vaccines may be killed or live. Live vaccines contain bacteria or a
virus that has been modified This means they've lost their disease-causing ability.
● Antibody- a blood protein produced in response to and counteracting a specific antigen.
Antibodies combine chemically with substances which the body recognizes as alien, such as
bacteria, viruses, and foreign substances in the blood.
CA CTE Pathway Standard(s) D6.1 Evaluate the signs of normal health in contrast to illness and disease.
(SOE rubric A2, A3) D6.2 Analyze the importance of animal behavior in diagnosing animal sickness and disease.
D6.3 Research common pathogens, vectors, and hosts that cause disease in animals.
D6.4 Evaluate preventative measures for controlling and limiting the spread of diseases,
parasites, and disorders among animals.
and academic topics
OR
Language Function: Choose 1

● Emerging Bilingual: Translated worksheets will be provided for students who need them. There will
also be the option for students to view the video in their native language. If there is a student in
class that speaks English as well as the language of the emerging bilingual, they will be paired
together for extra support during the activities. If no other student is available accommodations will
be made to allow the student to translate their ideas and contributions.
● Expanding: Expanding students will be given the worksheets and video in English and will be
encouraged to contribute and respond in English. If translations are needed, they will be provided.
● Bridging: Bridging students will be provided with 2 worksheets and two videos, one being in
english and one in their native language. Students will be encouraged to participate in English, but
have the option to use the worksheet or video in their native language.
504:
Students with 504 plans will be accommodated. 504 plans vary from student to student, but
accommodations such as low auditory stimulation, and clear visuals will be made. A student who uses a
walker and cannot walk around the classroom to view the large post-its will be provided the same material,
but shrunken so that he can work at his desk.
Lesson Objective(s) Conditions: Given the material students already knew and have learned in class
(SOE rubric A2, A3) Observable Behavior: Students will be able to demonstrate their new understanding of dog-related
illnesses and vaccines
Criteria (measure): by completing a KWL Chart at the end of class.
ASSESSMENT

Talk - Planning for Student ○ What happens if I don’t give my dog a vaccination
Discourse ○ Can we give vaccinations at home
(SOE rubric A3, A4, A5, C2) ○ Do vaccinations work after the dog is sick
● Talk structures and pairing: Student will work individually to complete the post it activity and KWL
chart, but will think-pair -share with a partner once we begin discussing the vaccinations as a class.
○ What is your current understanding of the importance of vaccinations for dogs?
○ Have you ever known a dog that suffered from a preventable disease? What was the impact?
○ Are there any perceived risks associated with dog vaccinations that you've heard about?
Formative Assessment(s) Assessment 1: KWL Chart

Measure of Knowledge and Skill - ● Assessment Description: Students will document what they already know about dog diseases and
Multiple Means of Expression illnesses, what they would like to know, and what they learned after the lesson
(SOE rubric A4/C4) ● Assessment Criteria: Students need to complete the KWL chart
● Plan for Analysis/Feedback: Have students turn them in and pay attention to what the learned and if
there are any topics that students would have liked to learn more about, but was not discussed in the
previous lesson, to try and include in the next days lesson
Summative Assessment Students are working towards creating a comprehensive and informative brochure that highlights common
(working toward) diseases, the importance of vaccinations, and recommended vaccination schedules for different life stages.
(SOE rubric A4) Students will be able to choose either dog or cat to focus on.
Knowledge of Students Relevant ● Personal - Students may have had a pet that received vaccines or encountered an illness/disease
to Lesson - Assets Based before.
(SOE rubric A1) ● Cultural - Students might have grown up hearing stories or observing elders using traditional
remedies for common dog ailments.
● Community - Students may live in a community where they might rely on local healers or traditional
methods for treating sick animals.
Anticipated Prior Knowledge of ● Anticipated Prior Knowledge: Some students might have taken their dogs to the veterinarian for
Students, Experience, and/or routine check-ups, vaccinations, or treatment of illnesses.
Attitudes for This Lesson ● How prior knowledge was used to inform the instructional design of this lesson: Will rely on
(SOE rubric A3) personal experiences to teach this lesson so that students can make connections to their own
animals.

● Students don’t know the relevancy ● UDL Checkpoint 7.2 - Optimize relevance,
value, and authenticity
● Make personal connections to home pets and
demonstrate the value in vaccinating your pet

● Students don’t learn well with powerpoints ● UDL Checkpoint 2.5 - Illustrate through
multiple media
● Students will have a minor powerpoint lesson,
video demonstration, actual vaccinations
bottles to hold and view, and CFUs

● Students do not know how to express their ● UDL Checkpoint 5.1 - Use multiple media for
learning through notes communication
● Students will participate in CFUs and the KWL
chart to help demonstrate their learning.
(SOE rubric A1, A3, A5, B1) comfortable expressing questions, concerns, and ideas. In this lesson, I will gently push students to
demonstrate the knowledge before learning the material.
● Information Processing: In this lesson, I am allowing my students to demonstrate their knowledge
before the lesson and then further what they may already know through a lesson and video


4 Hook OR Teacher does: Has used vaccination bottles set out on the tables and asks students if they can tell me what
they are used for.
Engage / Student does: Looking for responses as to why the vaccines may be used and if they can tell if it is a dog or cat
Phenomenon vaccine.
(SOE rubric A3/C3)
Stated Objective Teacher does: By the end of this lesson, students will be able to identify common dog diseases, understand the
(SOE rubric C1) importance of vaccinations, and demonstrate knowledge of material learned by completing a KWL chart..
Stated Purpose Teacher does: This lesson plan aims to equip students with practical knowledge about common cat diseases,
(SOE rubric C1) the importance of vaccinations, and responsible pet care practices. The combination of visual aids, discussion,
and hands-on materials helps engage students in the learning process.
10 Engage Student does: Walks around the room adding what they may already know about the vaccines to the large
(SOE rubric A3/C3 OR post-it papers using tiny post-its.
A4/C4) Teacher does: Gets students engaged by coming together with the class as a whole to discuss what students
wrote down to see if others may have shared some knowledge or thought something differently.
20 Explain Student does: Listens and tries to comprehend explanations offered by the teacher, by making connections to
(SOE rubric A3/C3 OR real life situations that involve vaccinations and dog diseases. As well as understand the implications of not
A4/C4) vaccinating your dog.
Teacher does: Provides students with new vocabulary terms and their definitions as well as the importance and
significance of the disease/vaccination.
5 Closure/ Student does: Finishes their KWL chart with what they have learned after the lesson
Metacognitive Activity
Quest Activity ● 0-5 Minutes: Have students share with a partner if they have even been in a situation where their
(if time permits)
dog had an illness or needed a vx.
● 6-10 Minutes: Discuss the W portion of the KWL charts to see if there was anything students
wanted to know that wasn’t answered.
● 10+ Minutes: Has students begin to think about vaccines and illnesses that dogs get that can
also be seen in cats

(SOE rubric A1)
Thursday 2/02/24
BASIC INFORMATION
Brief Overview Of Lesson This is the introduction lesson to common cat illnesses and vaccinations. Large post it papers will be
(SOE rubric A1, A3, A4) posted around the room with common vaccinations that cats receive. Students will use the post it notes at
their desk to write down what they may already know about these vaccines and stick them to the large
post-it that it corresponds to. We will spend some time going over what students wrote with the class and
Then begin to go over these vaccinations in more detail. Students will complete a KWL chart prior to the
lesson and after the lesson to show what they have learned. May have to go over unfinished material
from the previous days lesson since it is a short day.
Context within the Unit/Course Students are learning about common vaccinations given to dogs to help prevent illnesses.
Instructional Materials & ● Note-taking sheet (one per student) ● Post its
Equipment List ● Writing utensil ● Vaccination bottles for visuals
● Powerpoint ● Video for vaccinations
Safety Considerations/ Vaccinations bottles are small and while they should go nowhere near students mouths, they can
Verification become a choking hazard.
and academic topics
OR

● Emerging Bilingual: Translated worksheets and lesson slides will be provided for students who
need them. There will also be the option for students to view the video in their native language. If
there is a student in class that speaks English as well as the language of the emerging bilingual,
they will be paired together for extra support during the activities. If no other student is available
accommodations will be made to allow the student to translate their ideas and contributions.
● Expanding: Expanding students will be given the worksheets, lesson slides, and video in English
and will be encouraged to contribute and respond in English. If translations are needed, they will
be provided.
● Bridging: Bridging students will be provided with 2 worksheets, 2 lessons, and two videos, one
being in english and one in their native language. Students will be encouraged to participate in
English, but have the option to use the worksheet or video in their native language.
504:
accommodations such as low auditory stimulation, and clear visuals will be made. A student who uses a
walker and cannot walk around the classroom to view the large post-its will be provided the same material,
but shrunken so that he can work at his desk.
(SOE rubric A2, A3) Observable Behavior: Students will be able to demonstrate their new understanding of cat-related
illnesses and vaccines
Criteria (measure): by completing a KWL Chart at the end of class.
ASSESSMENT

Talk - Planning for Student ○ What happens if I don’t give my cat a vaccination
Discourse ○ Can we give vaccinations at home
(SOE rubric A3, A4, A5, C2) ○ Do vaccinations work after the cat is sick
● Talk structures and pairing: Student will work individually to complete the post it activity and KWL
chart, but will think-pair -share with a partner once we begin discussing the vaccinations as a class.
○ What is your current understanding of the importance of vaccinations for cats?
○ Have you ever known a cat that suffered from a preventable disease? What was the impact?
○ Are there any perceived risks associated with cat vaccinations that you've heard about?
Formative Assessment(s) Assessment 1: KWL Chart

Measure of Knowledge and Skill - ● Assessment Description: Students will document what they already know about cat diseases and
Multiple Means of Expression illnesses, what they would like to know, and what they learned after the lesson
(SOE rubric A4/C4) ● Assessment Criteria: Students need to complete the KWL chart
● Plan for Analysis/Feedback: Have students turn them in and pay attention to what the learned and if
there are any topics that students would have liked to learn more about, but was not discussed in the
previous lesson, to try and include in the next days lesson
remedies for common pet ailments.
Anticipated Prior Knowledge of ● Anticipated Prior Knowledge: Some students might have taken their pets to the veterinarian for
animals.


multiple media


by working with partners to complete case studies


5 Hook OR Teacher does: Sets out the stuffed pets that are in the classroom and lets students know that unfortunately,
these pets have become ill and it is up to us to determine what’s wrong with them so that they can be properly
Engage / treated.
Phenomenon
(SOE rubric A3/C3)
Stated Objective Teacher does: By the end of this lesson, students will be able to apply their knowledge of pet illnesses and
(SOE rubric C1) vaccinations to critically analyze and diagnose the health issues of ill pets through the completion of case
studies.
Stated Purpose Teacher does: This lesson plan aims to equip students with practical knowledge about common pet diseases,
10 Engage Student does: Walks around the room adding what they may already know about the vaccines to the large
(SOE rubric A3/C3 OR post-it papers using tiny post-its.
A4/C4)
Teacher does: Gets students engaged by coming together with the class as a whole to discuss what students
30 Explain Student does: Listens and tries to comprehend explanations offered by the teacher, by making connections to
(SOE rubric A3/C3 OR real life situations that involve vaccinations and dog diseases. As well as understand the implications of not
A4/C4) vaccinating your cat.
Teacher does: Provides students with new vocabulary terms and their definitions as well as the importance and
significance of the disease/vaccination.
5 Closure/ Student does: Finishes their KWL chart with what they have learned after the lesson
Quest Activity ● 0-5 Minutes: Have students share with a partner if they have even been in a situation where their
(if time permits)
cat had an illness or needed a vx.
● 6-10 Minutes: Discuss the W portion of the KWL charts to see if there was anything students
wanted to know that wasn’t answered.
● 10+ Minutes: Has students begin to compare and contrast what they learned about illnesses and
vaccinations in cats and dogs.

(SOE rubric A1)
Friday 2/02/24
BASIC INFORMATION
Brief Overview Of Lesson In this is this lesson students will participate in a short review by using white boards to answer some
(SOE rubric A1, A3, A4) questions relating to the two previous lessons. Students will also show what they know by using station
rotation to look over case studies of animals showing signs of illness, determining what may be wrong
with the animal, and providing a vaccination if applicable that may have helped prevent the illness.
Context within the Unit/Course Students are learning about common vaccinations given to dogs/cats to help prevent illnesses.
Instructional Materials & ● Note-taking sheet (one per student) ● Review questions
Equipment List ● Writing utensil ● Case study worksheet
● White boards (one per student) ●
Safety Considerations/ None at the moment

Verification
and academic topics
OR

● Emerging Bilingual: Translated worksheets will be provided for students who need them. If there is
a student in class that speaks English as well as the language of the emerging bilingual, they will
be paired together for extra support during the activities. If no other student is available
accommodations will be made to allow the student to translate their ideas and contributions.
● Expanding: Expanding students will be given the worksheets in English and will be encouraged to
contribute and respond in English. If translations are needed, they will be provided.
● Bridging: Bridging students will be provided with 2 worksheets, one being in english and one in
their native language. Students will be encouraged to participate in English, but have the option to
use the worksheet or video in their native language.
504:
accommodations such as low auditory stimulation, and clear visuals will be made. A student with a walking
disability will be provided the case studies in a worksheet format so that they do not have to move around
the room.
(SOE rubric A2, A3) Observable Behavior: Students will be able to determine the illness of a pet after reading about its
symptoms
Criteria (measure): with 80% accuracy..
ASSESSMENT

Talk - Planning for Student ○ What if I can’t figure out the illness?
Discourse ○ Do I have to finish this?
(SOE rubric A3, A4, A5, C2) ○ Can we work with a partner?
● Talk structures and pairing: Students will work individually to answer the review questions via
white board, but will think-pair-share with a partner to answer the case study questions.
○ What is your current understanding of the importance of vaccinations for dogs?
○ Have you ever known a dog that suffered from a preventable disease? What was the impact?
○ Are there any perceived risks associated with dog vaccinations that you've heard about?
Formative Assessment(s) Assessment 1: Case Studies

Measure of Knowledge and Skill - ● Assessment Description: Students will be provided with multiple case studies on cats and dogs who
Multiple Means of Expression have developed symptoms and become ill. It is the job of the students to work together to determine
(SOE rubric A4/C4) what the pet has fallen ill with and if there is a vaccination that could have helped prevent the illness.
● Assessment Criteria: Students need to complete the the case studies with 80% accuracy
● Plan for Analysis/Feedback: Students will turn in case studies at the end of the period where they
will be graded and common missed questions or misunderstanding will be discussed at the
beginning of class on Monday.
remedies for common dog ailments.
Anticipated Prior Knowledge of ● Anticipated Prior Knowledge: Some students might have taken their dogs to the veterinarian for
animals.


multiple media

before the lesson and then further what they may already know through a lesson and video


5 Hook OR Teacher does: Has used vaccination bottles set out on the tables and asks students if they can tell me what
they are used for.
Engage / Student does: Looking for responses as to why the vaccines may be used and if they can tell if it is a dog or cat
Phenomenon vaccine.
(SOE rubric A3/C3)
Stated Objective Teacher does: By the end of this lesson, students will be able to identify common dog diseases, understand the
(SOE rubric C1) importance of vaccinations, and demonstrate knowledge of material learned by completing a KWL chart..
Stated Purpose Teacher does: This lesson plan aims to equip students with practical knowledge about common dog diseases,
15 Engage Student does: Walks around the room reviewing the symptoms and history of the pet station they are at.
Students are paying particular attention to how the dog was before it was sick and how it is acting now that it is
(SOE rubric A3/C3 OR sick. Students will use this information to compare with notes they have taken on the common diseases in pets
A4/C4)
to determine the pets illness.
Teacher does: Gets students engaged by coming together with the class as a whole to discuss what students
15 Explain Student does: Listens and tries to comprehend explanations offered by the teacher, and by other students who
(SOE rubric A3/C3 OR may have diagnosed a certain pet with an illness other than the one they got.
A4/C4) Teacher does: Encourages students to justify their diagnosis even if it is wrong so that we can work through
together where their thinking may have differed from the right answer.
10 Closure/ Student does: discusses answer to questions at beginning of lesson with a partner
Quest Activity ● 0-5 Minutes: Have students share with a partner any review questions they may have gotten
(if time permits)
wrong
● 6-10 Minutes: Case studies should take up lesson time
● 10+ Minutes: Case studies should take up lesson time

(SOE rubric A1)

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Dog Breeds Test

Animal science 11th-12th Grade - Mrs. Hazelton

Instructional Materials & ● Study flash cards ● Answer sheet

Safety Considerations/ None at the moment

New Academic Vocabulary ● None at the moment

STANDARDS and LESSON OBJECTIVES

Targeted Lanaugage Supports for Vocabulary, language function, and discourse

Deepening Student Learning with ● Questions (embed elsewhere OR list here):

Formative Assessment(s) Assessment 1: N/A

PLANNING CONSIDERATIONS: Supporting ALL Learners/Teaching to the Edges

Knowledge of Students Relevant ● Personal -

Engagement “Why” Engagement

Representation “What” Representation

Action & Expression “How” Action & Expression

LEARNING EXPERIENCES PROCEDURE (SOE rubric A1, A3/C3)

Minutes Learning Approach Role of Student and Teacher

Quest Activity ● 0-5 Minutes: Clarifying questions

FFA ● Vet Science Team

SAE ● Volunteering at Humane society or breeding operation

Career Connection ● Veterinarian, Vet tech, Animal Shelter assistant, Breeder

Instructional Materials & ● Notesbooks ●

Safety Considerations/ None at this time

New Academic Vocabulary ● None at this time

STANDARDS and LESSON OBJECTIVES

NGSS Standard (if applicable) Working toward Performance Expectation: N/A

Today’s 3 Dimensions to work toward the listed Performance Expectation:

Targeted Lanaugage Supports for Vocabulary, language function, and discourse

Deepening Student Learning with ● Questions (embed elsewhere OR list here):

Formative Assessment(s) Assessment 1: Presenter Questions

PLANNING CONSIDERATIONS: Supporting ALL Learners/Teaching to the Edges

Engagement “Why” Engagement

Representation “What” Representation

Action & Expression “How” Action & Expression

● Information Processing: In this lesson, I am providing my students with an authentic presentation

LEARNING EXPERIENCES PROCEDURE (SOE rubric A1, A3/C3)

Minutes Learning Approach Role of Student and Teacher

5 Hook OR Teacher does: Introduces and welcomes presenter to classroom

5 Closure/ Student does: Asks any final questions

Quest Activity ● 0-5 Minutes: Not necessary for presentation

AGRICULTURE EDUCATION CONSIDERATIONS

FFA ● Vet Science Team

SAE ● Volunteering at Humane society or breeding operation

Career Connection ● Veterinarian, Vet tech, Animal Shelter assistant, Breeder

Targeted Lanaugage Supports for Vocabulary, language function, and discourse

Deepening Student Learning with ● Questions (embed elsewhere OR list here):

Formative Assessment(s) Assessment 1: KWL Chart

Engagement “Why” Engagement

Representation “What” Representation

Action & Expression “How” Action & Expression

LEARNING EXPERIENCES PROCEDURE (SOE rubric A1, A3/C3)

Minutes Learning Approach Role of Student and Teacher

AGRICULTURE EDUCATION CONSIDERATIONS

FFA ● Vet Science Team

SAE ● Volunteering at Humane society or breeding operation

Career Connection ● Veterinarian, Vet tech, Animal Shelter assistant, Breeder

Targeted Lanaugage Supports for Vocabulary, language function, and discourse

but shrunken so that he can work at his desk.

Deepening Student Learning with ● Questions (embed elsewhere OR list here):

Formative Assessment(s) Assessment 1: KWL Chart

Engagement “Why” Engagement

Representation “What” Representation

Action & Expression “How” Action & Expression

● Students will participate in CFUs and the KWL