Southwestern College-Teacher Education Lesson Planning Template

Standard(s) for this lessons objective(s): For ELA use CCSS-

(pilot fall 2012)

See Unit and Lesson Planning Template with Explanations for directions to complete this template.

Strand: Reading Standards for Literature K-5 Code: RL.1.9 Boxed Sub-heading: Integration of Knowledge and Ideas Standard: 9. Compare and contrast the adventures and experiences of characters in stories. Strand: Speaking and Listening Standards K-5 Code: SL.1.1a,b,c Boxed Sub-heading: Comprehension and Collaboration Standard: 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

For all other subjects useStrand 2: Life Science Code: LS.2.1.2 S Standard 2: Living Systems: Characteristics, Structure, and Function Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology. Indicator: - Differentiate between herbivores and carnivores

Lesson Plan Template (refer to Unit and Lesson Plan guidelines with explanations for components of each section of template) Name- Jana Emrich Course- EDUC437 Grade level- 1 Date-20April 2013

Time allotted for each component.

Subject area- Literacy/Science

Lesson Title Giggle, Giggle, Quack Objective(s): Students will compare and contrast farm animals and zoo animals. Students will differentiate between herbivores and carnivores and categorize animals accordingly. Assessment: Students will create a Venn Diagram depicting which animals typically live on a farm, which ones live typically live in the zoo, and which ones can be found in both. Students will categorize animals based on whether they are a carnivore or an herbivore, using a T-Chart. Meeting the needs of various learners/Accommodations: Gifted learners - For gifted learners, I will ask if they can think of any other animals to add to the list to categorize as a farm animal or a zoo animal and then as an herbivore or a carnivore. Omnivores will be introduced briefly, they can brainstorm to expand that list as well. Struggling readers and ELL learners One-on-one assistance will be given and steps broken down to ensure understanding. These activities are done mostly as a group discussion so other students can help as well. Learners w/ Behavior Issues: For behavior issues I will mostly use proximity by keeping the student(s) close to me during reading and will consistently move through the room as they work. Since this is set up

as a group brainstorming project, they will work independently if problems arise. Instructional PlanOpening: Teacher will use a mystery bag to see if students can predict what the topic of the lesson will be. She will confirm that todays lesson is about a farm. Instruction: Teacher will read aloud Giggle, Giggle, Quack, discussing the many inferences in the illustrations. Upon completion the class will discuss and make a list, on the board, of the animals encountered in the story as well as the animals met in the zoo in Lesson 1. Class will then discuss the terms; herbivore and carnivore. Teacher will ask who knows what these words mean and with help from the class, will formulate a definition and post it on the board. Students will move back to their desks for activity. Practice: Students will be given a blank Venn Diagram, which they will label. One side will be labeled Zoo Animals and the other Farm Animals. Teacher will then use the example of a horse and add it to Venn Diagram which will be shown on the board. Students will brainstorm with their group to complete the organizer. Many animals will be up to the interpretation of the students as some zoos contain farm animals. There will be some obvious non-farm animals. The goal is for them to consider the differences. Teacher will use a duck to show an animal that could be classified as either category. Once this is complete, captain heads will gather papers and will pass out a T-Chart which students will use to classify each of the animals listed on the board as herbivores or carnivores. Pictures of the animals will be shown on the smart board to determine shape of teeth, which is an indicator of what they eat. Teacher will do the first one, then ask for input for two more and the students will complete the remainder as teacher walks the room to check for understanding. When they have finished the list, the teacher will ask what category a bear fits into. After students have discussed, teacher will explain that some animals fit into both categories and they are classified as omnivores.
5 minutes

15 minutes

30 minutes

5 minutes

Closing: In closing class will share some of their zoo or farm experiences while having a snack of animal crackers. After Assessment: Observation throughout and collection of students work will determine if they have grasped the concept of comparing and contrasting using a graphic organizer, such as a Venn diagram. This will determine if more class instruction is needed on the topic. If there are a few that need more help, direct instruction during strategy group time will be given as literature is discussed and compared. Assessment of the herbivore and carnivore worksheet will determine if the concepts need to be revisited for a follow up lesson.