ANIMAL LESSON DAY 4 - REPTILES AND AMPHIBIANS

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Writing standard. W2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts on which they name what they are writing about and supply some information about the topic. K-ESS3 Earth and Human Activity. K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including human) and the places they live. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 Students will be able to classify different types of animals as reptiles or amphibians based on the characteristics that were learned the previous day. The class will be given different pictures of animals, where they will be asked in groups of three (each group is given one animal) to identify them as reptiles or amphibians. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? In their groups the students will need to identify whether or not the given animal is a reptile or amphibian. In doing so, they will be asked to reflect on the different characteristics that were learned the previous day. In addition, the students will also be asked to complete a formal assessment, where they will cut and paste certain animals (6 total) under the two categories that are given (reptiles or amphibians). This will further assist the teacher in understanding whether or not the students have met the learning objective. What modifications of the above assessment would you use for language learners and/or students with special needs? The students will be given the opportunity to work in groups of three to assist them in classifying each type of animal. This will allow for our language learners to not only work with others if they are in need of assistance, but it will also provide them with an opportunity to speak with their peers in a smaller group activity. In addition, the students will be able to reference the graphic organizer in completing their worksheet, while also being provided with visuals and concepts of print to assist them in understanding the vocabulary being used. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The day before, the students were exposed to the different characteristics of each class of animal. Therefore, they have been informed that reptiles for example lay eggs, have scales/rough skin, and live on land. Strategy to connect school learning with prior experiential knowledge and/or cultural background Providing them with the opportunity to complete a pair share in the beginning of the lesson will assist them in recalling prior knowledge concerning what they learned the previous day. In addition, the ability to see visuals and pictures of different animals allows the students to connect what they learned in school with animals that they have seen in the past possibly around their community. Pre-assessment strategy The students will be asked to complete a pair share in the beginning of the lesson to recall what they learned the previous day. This will provide the teacher with information concerning what the students remember concerning the different classes of animals that were taught the day before. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will review the meaning of vertebrates, reptiles, amphibians, scales, metamorphosis, and permeable skin, live on land, dry/scaly skin. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. The students will be given the opportunity to work in small groups, which will allow them to work interactively with their peers. In addition, if they are in need of extra assistance in classifying the different animals, they are able to collaborate with others in their class. Especially when it comes to the formal assessment, the students to be given visuals with concepts of print, which will allow them to make further connections between the visuals and the vocabulary that is being taught. Lastly, if students complete their formal assessments quickly, they are then given the option of helping their peers.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10

What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students 1 min Teacher: Please raise your hand if you can tell me what we learned about yesterday. Teacher: Now I would like you all to turn to your neighbor and share with them what you remember from yesterdays lesson about reptiles and amphibians Teacher: Please raise your hand and share with the class what you remember about what we learned yesterday. Teacher: Thank you all for sharing. Yesterday we were learning about the different characteristics of reptiles and amphibians. Teacher: Now lets review. Can someone tell me some of the characteristics of reptiles? Teacher: Wonderful! All reptiles lay eggs, have dry/scaly skin and live on land. Now lets move onto amphibians. Teacher: Can someone tell me some of the characteristics of some amphibians that we learned yesterday? Teacher: Great! All amphibians have permeable skin, go through metamorphosis, and live in water and land. Teacher: Now for our next activity I will be separating you all into groups of three. Then I will give you a picture and you will have to decide with your group whether or not the animal is a reptile or amphibian 6 min Teacher: However, before we start I would like to show you all good ways of communicating with one another. Then the teacher models good communication within groups. Teacher: After you receive your picture of your animal, I want you to take good care of it. When deciding whether or not it is a Students raise their hand and respond when called on. Students raise their hand and respond when called on. Students raise their hand. Resources/ Materials

1.5 min

Students are talking with their neighbor.

1 min

Students are sitting and raising their hand to share. They will share when called on

4 min

Students are sitting and listening.

Graphic organizer is put up for the students to see.

Students raise their hand respond when called on.

reptile or amphibian, remember to look at the different characteristics. For example if I am holding a picture of an iguana, I am going to look at the different characteristics with my group and try to decide whether or not it is a reptile or amphibian. Teacher: And when you respond please tell me why you think it is a reptile or amphibian. For example you could say, I think the iguana is a reptile because it has dry/scaly skin. Teacher: Ok do we all understand what we need to do? Ok talk to your neighbor and tell them quickly what we need to do. Teacher: Now can I have a few students repeat the instructions? Teacher: Ok wonderful. I will give your groups about 3 minutes to decide whether or not your animal is reptile or amphibian. Teacher then puts the student into groups of three and they will be given their picture. 3 min Teacher is walking around checking on the students. Making sure that everyone is contributing to the different conversations taking place in each group. Teacher: Ok everyone you all have 2 min left. Teacher: Ok everyone you all have 1 min left. 1 min Teacher rings the bell. Teacher: Ok everyone now please come and sit on the carpet. I would like you all to push in your chairs and dont forget to take your picture with you to the carpet 10 min Teacher: Now for the next part of our lesson, I would like you all to come forward with your group, show your picture, and then in a complete sentence tell me whether or not you think your animals is a reptile or amphibian? and why Teacher: For example if I was in a group and I had a picture of a frog, I would say: I think my frog is an amphibian because it lives in water and on land. Students stop working Students push in their chairs and move to the carpet with their group for the next activity. Bell and pictures Students in their groups of three are given their picture and find a place on the carpet or tables to begin working. Students begin classifying their animal as a reptile or amphibians. Students are checking for understanding with one another. Students raise their hand and respond. 9 pictures of different animals that are reptiles or amphibians.

Teacher: Do we all understand? Ok talk to your group and decide on the sentence that you all will be saying together. I will give you about 1 minute. Ok go. Bell is rung. Teacher: Is everyone ready? Ok. Can I please have ______, ______, and _____ come forward? Remember to say whether or not you all think your animal is a reptile or amphibian in a complete sentence. *** Each group is given a chance to say whether or not they reptile or amphibian. 3 min Teacher: Excellent job everyone. Now that we have our pictures on the board under reptiles and amphibians, I would like to give you all a chance to classify some animals for me on this worksheet. Teacher: The most important thing on any worksheet is what? Then the teacher goes over the instructions of how to complete the worksheet. 2. Color the pictures on the bottom 3. Cut out the pictures on the bottom with a pair of scissors along the lines. 4. Place the pictures of the different animals under the different classes. 5. Once you have the animals where you think they belong, raise your hand and wait for permission from the teachers to begin pasting your picture. Teacher: Do we all understand? Can you all tell me what we need to do? Teacher: Excellent. Once I give you the worksheet you may get started. I will give you about 10 minutes to complete your work. Do we understand? 1 min 10 min Teacher then hands out the worksheets. Teacher is walking around the classroom checking on the students and giving permission to those who are ready to paste their pictures. Teacher will give a 5, 3 and 1-minute warning. Bell is rung.

Students start talking with their group.

Students stop talking and turn their eyes to the teacher. Students respond- yes! Then the groups go to the front of the class one at a time.

Students respond- name and date

28 copies of the same worksheet

Students raise their hand and respond. Students raise their hand and respond.

Students stand up and take the worksheet and find a place to sit and begin working. Students are working on their worksheet and begin raising their hands when they are ready to paste.

28 worksheets Coloring crayon case for every two people at each table, 28 pairs of scissors, and 28 glue sticks.

Teacher: Ok everyone please hand me your worksheet and take a seat on the carpet. 2 min Teacher: Thank you all for participating and listening during the lesson today. However, before we end our lesson on reptiles and amphibians, I would like you to turn to your neighbor and share with them what you learned today. Bell is rung. 1 min Teacher: Please share with the class what you and your neighbor talked about. I really enjoyed our lesson today on animals. Thank you all for listening and participating. Lets end our lesson with singing our vertebrates song. Are we all ready? Ok please stand up. We will start on the count of three.

Students stop working. Students turn in their worksheet and move to the carpet. Students are talking with their neighbor about what they learned.

Bell

Students stop talking and listen to the teacher. Students raise their hand to share what they learned. Students sit and respond.

2 min

Students sing.