Teacher: R.

Franke
Grade Level or Course:

Date(s): 11/23 12/4

1st

grade Science

Unit: Animals
STAGE 1: Desired Results ~ What will students be learning?

SOL 1.5
The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing
characteristics. Key concepts include
b) animals, including humans, have many different physical characteristics
c) animals can be classified according to a variety of characteristics.

SOL/Learning Objective

Essential Questions &

Understandings

Key Vocabulary

Learning Objectives

Classify animals by where they live (their homes).

Identify simple characteristics by how animals can be classified including body coverings, body shape, movement,
wild/domestic, and water/land homes.

Distinguish between wild animals and domestic animals.

Infer types of animal homes, using physical characteristics of animals.

Learning Targets

I can sort and classify animals by where they live.

I can identify animal characteristics: body coverings, body shape, movement, wild/domestic, water/land

I can explain the difference between wild and domestic animals.

I can explain where an animal lives by looking at its characteristics.

Make and communicate observations of live animals, including humans, about their needs, physical characteristics, and where
they live.
Describe the life needs of animals, including air, food, water, shelter, and space.
Identify and chart simple characteristics by which animals can be classified, including body coverings (hair, fur, feathers, scales,
and shells), body shape, appendages (arms, legs, wings, fins, and tails),
Methods of movement (walking, crawling, flying, and swimming), wild or domestic, and water homes or land homes.
Distinguish between wild animals (raccoon, hawk, squirrel, shark) and domestic animals (dog, cat, sheep) and recognize
examples of each.
Infer types of animal homes (water or land), using the physical characteristics of the animals, such as scales and fins that allow
fish to live and move in water or fur and legs that allow dogs to live and move on land.
Classify animals by where they live (their homes).
Classify, habitats, body coverings (hair, fur, feathers, scales, shells), body parts (arms, legs, wings, fins, tails), movement
(walking, crawling, flying, swimming), wild, domestic
STAGE 2: Assessment Evidence ~ What is evidence of mastery?

Possible Misconceptions

Understanding that some animals cannot be domesticated animals, understanding characteristics, vocabulary

Instructional Strategies
Identifying similarities and
differences
Summarizing and note taking
Reinforcing effort and providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing
feedback
Generating and testing hypothesis
Questions, cues, and advance
organizers
Higher Level Thinking
Questioning throughout lessons

CONSIDERATIONS AS YOU PLAN WHOLE AND SMALL GROUP INSTRUCTION:

Differentiation
Checking for Understanding

Flexible grouping

Question and Answer

Tiered instruction

Class discussions

Interest-based activities

Group Response

Varied products

Demonstrations

Task cards

Practice sheets

Personal agendas

Quick Quizzes

Graphic Organizers

Connections to other subject areas and/or

Technology Use
authentic applications
SMARTboard
Thinking about what things we sort in our lives
Internet
STAGE 4: Closure ~ What did the students master & what are they missing?

Assessment Part 2
Exit card
Small group observation, whole-group participation
Short Quiz
*Anecdotal Notes
Seatwork/Practice Sheet collected
Homework
Written response to a prompt
Oral responses/participation
Teacher Reflection / Effectiveness of Learning

Monday, November 23, 2015

I Can Statement

Assessment I

Snapshot

Whole Group Instruction

Closure
Assessment II

I can sort and classify animals by where they live.

I can identify animal characteristics: body coverings, body shape, movement, wild/domestic, water/land.
I can explain the difference between wild and domestic animals.
I can explain where an animal lives by looking at its characteristics.
Can students classify animals based on where they live?
Can students identify animal characteristics?
Can students explain the difference between wild and domestic?
Can students infer where an animal lives based on its characteristics?
Go over our learning targets for the day. Discuss.
Because we have our map skills test today, I am going to play an educational video on animal characteristics and then tomorrow we
will get more in depth with our new unit.
While testing students (maps biweekly) in small group, students will watch an educational video on unitedstreaming.com about
animal characteristics.
Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity
Tuesday, November 24,2015

I Can Statement
Assessment I
Snapshot

Whole Group
Instruction

Closure
Assessment II

I can sort and classify animals by where they live.

I can sort animals based on their body coverings.
Can students classify animals based on where they live?
Can students identify animal characteristics?
Go over our learning targets for the day. Discuss.
1. Display animal coverings cards on the carpet: fur, scales, hair, feathers, shell
2. Toss a beanie baby to a student. Ask what the animal is. Discuss what type of body covering it has in real life then have
them place the beanie baby in the correct category. Discuss where that animal lives in the world and how it moves.
3. Do this with all of the beanie babies making sure to have a quick discussion among the class for each animal.
4. Have students turn and talk about what we have just done as a class.
5. If time allows, have students do a body covering sort.
Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity

Monday, November 30, 2015

I Can Statement

Assessment I
Snapshot

I can sort and classify animals by where they live.

I can sort animals based on the way they move.
I can explain where an animal lives by looking at its characteristics.
Can students classify animals based on where they live?
Can students identify animal characteristics?
Can students explain the difference between wild and domestic?
Can students infer where an animal lives based on its characteristics?
Go over our learning targets for the day. Discuss.
1.
2.
3.
4.

Whole Group Instruction

5.
6.
7.
8.
9.

Closure
Assessment II

Display body type cards on the carpet: arms/legs, fins, wings

Toss a beanie baby to a student. Ask what the animal is. Discuss what the animals body looks like then have them
place the beanie baby in the correct category. Quickly discuss its body covering.
Do this with all of the beanie babies making sure to have a quick discussion among the class for each animal.
Have students turn and talk about what we have just done as a class.
Display movement cards on the carpet: swim, walk/run, crawl, fly
Toss a beanie baby to a student. Ask what the animal is. Discuss how that animal moves then have them place the
beanie baby in the correct category. Discuss where that animal lives in the world and how its body covering.
Do this with all of the beanie babies making sure to have a quick discussion among the class for each animal.
Have students turn and talk about what we have just done as a class.
If time allows, have students do an animal habitat sort.

Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity
Tuesday, December 1,2015

I Can Statement

Assessment I

I can sort and classify animals by where they live.

I can explain where an animal lives by looking at its characteristics.
Can students classify animals based on where they live?
Can students identify animal characteristics?
Can students explain the difference between wild and domestic?
Can students infer where an animal lives based on its characteristics?

Snapshot

Whole Group
Instruction

Closure
Assessment II

Go over our learning targets for the day. Discuss.

A habitat is a place where plants and animals live. A habitat has everything the animal needs to survive. What are the four things
animals need in order to survive?
1. Display animal habitat cards on the carpet: ocean, freshwater, house, forest, grasslands, desert
2. Toss a beanie baby to a student. Ask what the animal is. Discuss the different characteristics then have them place the
beanie baby in the correct habitat.
3. Do this with all of the beanie babies making sure to have a quick discussion among the class for each animal.
4. Have students turn and talk about what we have just done as a class.
5. If time allows, have students do a habitat sort.
Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity
Wednesday, December 2,2015

I Can Statement

Assessment I
Snapshot

Whole Group
Instruction

Closure
Assessment II

I can identify animal characteristics: wild/domestic

I can explain the difference between wild and domestic animals.
Can students classify animals based on where they live?
Can students identify animal characteristics?
Can students explain the difference between wild and domestic?
Can students infer where an animal lives based on its characteristics?
Go over our learning targets for the day. Discuss.
1. Display wild and domestic cards on the carpet.
2. What does it mean to by wild? What are some wild animals? Could those animals be pets? Why not?
3. Toss a beanie baby to a student. Ask what the animal is. Discuss if that animal could be a pet or not and why. Have
student place the animal in the correct category.
4. Do this with all of the beanie babies making sure to have a quick discussion among the class for each animal.
5. Have students turn and talk about what we have just done as a class.
6. If time allows, have students do a wild vs domestic sort.
Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity
Thursday, December 3,2015

I Can Statement

Assessment I
Snapshot
Whole Group
Instruction
Closure
Assessment II

I can sort and classify animals by where they live.

I can identify animal characteristics: body coverings, body shape, movement, wild/domestic, water/land
I can explain the difference between wild and domestic animals.
I can explain where an animal lives by looking at its characteristics.
Can students classify animals based on where they live?
Can students identify animal characteristics?
Can students explain the difference between wild and domestic?
Can students infer where an animal lives based on its characteristics?
Go over our learning targets for the day. Discuss.
1.

Animal classification foldable and craft

Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity
Friday, December 4,2015

I Can Statement

Assessment I

Snapshot
Whole Group
Instruction
Closure
Assessment II

I can sort and classify animals by where they live.

I can identify animal characteristics: body coverings, body shape, movement, wild/domestic, water/land.
I can explain the difference between wild and domestic animals.
I can explain where an animal lives by looking at its characteristics.
Can students classify animals based on where they live?
Can students identify animal characteristics?
Can students explain the difference between wild and domestic?
Can students infer where an animal lives based on its characteristics?
Go over our learning targets for the day. Discuss.
We have been learning about animals for the past couple of weeks. Today we are going to put your knowledge to the test with a fun
review game! Go over rules and expectations.
1.

Review Jeopardy game with whole class

Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity