KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Samantha Koenig & Christal Horn Date: 4/08/2016

Cooperating Teacher: Dr. Krista Varano Coop. Initials
Group Size: 20 Allotted Time 40 minutes Grade Level 2nd
Subject or Topic: PA Animals Section Diurnal

STANDARD:
4.1.2.D Identify differences in living things (color, shape, size, etc.) and describe how
adaptations are important for survival.
I. Performance Objectives (Learning Outcomes):
The second grade students will interpret diurnal animals by
II. Instructional Materials
A. Video
B. Anchor Chart
C. Markers
D. Pictures of Diurnal animals

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Knowledge of types of animals in Pennsylvania
B. Key Vocabulary
1. Diurnal animals who are active during the day
C. Big Idea
1. Identifying Animals that are Diurnal
D. Content
1. Defining what diurnal is. Identifying characteristics of diurnal
animals.
IV. Implementation
A. Introduction: Boys and girls, what were those animals called that come out at
night and sleep during the day? Wait for a response. Thats right boys and
girls, yesterday we learned about nocturnal animals. Well today, we are going
to learn about diurnal animals.

B. Development
1. Write the word diurnal on the board.
2. Ask the students: What do you think the word diurnal
means?
3. The answer should be: Diurnal animals are active during the
day.
4. Place the anchor chart paper on the board.
5. Write the word Diurnal Animals on the top.
6. Tell the class: So we figured out that diurnal animals are
active during the day. What does it mean to be active during
the day, as an animal?
7. Tell the students turn to their elbow partners and think, pair,
share about what diurnal animals do.
8. Give the students two minutes to think, pair, share, and write
down answers.
9. Write the numbers 1-3 on the anchor chart.
10. Have the students answer the question that was asked. Answers
should include:
a. Animals hunt for food
b. Animals eat
c. Animals play
11. Tell the students that it might seem that diurnal animals do not
have as many special characteristics as nocturnal animals, but
that is because we are diurnal. Nocturnal animals need those
special characteristics because the sun is not shining to give
them light.
12. What are types of diurnal animals?
13. Give another two minutes for the students to think, pair, share.
14. Have different groups answer animals that are diurnal.
15. Hand out exit slips for students to complete.
C. Closure
1. The students will compare the different diurnal and nocturnal
animals that were discussed the past two lessons. Write on the
board the answers the students are giving. Ask the students,
Do any of these animals have scales? Once the students
respond, tell them, Tomorrow we are going to learn about
reptiles, which are things like lizards and snakes. Tonight think
of other reptiles like lizards and snakes.

D. Accommodations/Differentiation
1. Accommodation: Trevor has ADHD and is often off-task when
working in pairs. Trevor has preferential seating in the front of

the classroom and the teacher is always close by to monitor ontask behavior.
2. Differentiation: If the students cannot handle or are frequently
off-task while doing think, pair, share, just ask individual
students for answers.

E. Assessment/Evaluation Plan
1. Formative: Students will be given exit slips that will assess what diurnal
animals do during their active period and to define when diurnal animals are
active.
2. Summative: Not at this time.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. Were students too off-task when working in pairs/trios to
complete activities? Explain.

2. Was the content clear enough for the students to understand the
difference between diurnal and nocturnal? Explain.

3. Did the anchor chart encourage the students to promote their

own learning? Explain.
VI. Resources (in APA format)