Lesson Plan Guide

Teacher Candidate: Belinda Murchison Date: July 29, 2017

Grade and Topic: 5th Grade Science Length of Lesson: 60 Min / 2 Days

Mentor Teacher: Cornelius School: U of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

How animals are grouped, or classified, by similar characteristics.

LESSON OBJECTIVE:
Given a list of animals the student will be able to identify it as reptile, fish, bird, amphibian, or mammal
with 80% accuracy.
The student is expected to create a graphic organizer displaying 5 classes of animals, examples, and 2
characteristics.

STANDARDS ADDRESSED:
0507.5.1 Investigate physical characteristics associated with different groups of animals.
ISTE 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources.

MATERIALS:
Animal Classification Worksheet
Computer
Microsoft Word
Pencil and Paper
Internet Access to:
http://www.kidzone.ws/animals/animal_classes.htm
http://www.e-learningforkids.org/science/lesson/carribean-sea-classifying-animals/
MS Clipart Gallery http://office.microsoft.com/clipart/default.aspx?lc=en-us

BACKGROUND and RATIONALE:

What are the characteristics of each animal class?
Academic Language is not addressed in IDT 3600.
This lesson continues with the study of how the living things are similar and different.
Future lessons will build on this knowledge to introduce how the environment impacts classes of
animals.
I am aware that the lesson will be differentiated for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.
PROCEDURES AND TIMELINE:

Introduction: Living things can be sorted into groups in many ways. Animals are grouped, or classified,
by similar characteristics. A species is a group of animals that are more like each other than they are like
any other group of animals. A way of sorting through all those species is to organize them by similar
traits, or characteristics. This process is called classification. Today we will be learning about the
mammal, amphibian, fish, reptile, and bird classes.

Procedures:

ACTIVITY 1
Prior to the computer (15 minutes)
1. The teacher will hand out the animal classification worksheet and begin discussing the differences in
animal classes.
2. Students will complete the worksheet as the classes are discussed.
3. When students show a knowledge of the different groups of animals, the teacher will give instructions
for thecomputer buddies (groups of 2) to start their computers and wait for instructions.

At the computer (30 minutes)

1. Students will be instructed to visit: https://prezi.com/p93seprgipx-/animal-classification/.
2. The teacher will instruct through each slide as all classes of animals are covered.
3. Each buddy team will be asked to share 5 characteristics of the class of their choice with information
gathered from this website.
4. Students will visit: http://www.e-learningforkids.org/science/lesson/carribean-sea-classifying-animals/
5. Each team player will alternate turns playing the lesson centered, four-part games on this website.

After the computer (15 minutes)

1. Students will discuss which animal traits were the most difficult to determine.
2. Students will write a journal on why grouping and classification is important.

ACTIVITY 2
Prior to the computer (10 minutes)
1. The teacher will review the traits of different groups of animals.
2. Students will refer to the worksheet and have time to ask questions about the review.

At the computer (30 minutes)

1. The teacher will load the already created graphic organizer table using Microsoft Word.
2. Computer buddies will complete the graphic organizer using clip art and the understanding of the
information covered in class. Computer buddies may work together for the best answers.
3. Students will print a copy of their graphic organizer, write their name on the organizer, and return to
their desk.

After the computer (20 minutes)

1. Each team will present their graphic organizer in front of the class and answer questions from the
class.
2. Students will be graded based on their participation, graphic organizer completeness, and
presentation according to the grading rubric.
 Closure: Each student will share which class of animal would make the best pet and why they chose that
class. (Which characteristics make a good pet?)

ASSESSMENT EVIDENCE:

Criteria 1 2 3 4

Participation Student did not Student worked Student contributed Student worked well
contribute to this very little to to the graphic with partner in
assignment. complete organizer, but did not developing and
this assignment. help with presentation. presentation.

Graphic Graphic Organizer Graphic Organizer Graphic Organizer Graphic Organizer is

Organizer is empty in 5 or is empty in 3-4 is empty in 1-2 complete with no
more blocks. blocks. blocks. blanks.

Presentation Presentation Presentation Presentation covered Presentation covered

covered less than 3 covered 4-5 all 5 classes, but all 5 classes and all
classes of animals. classes of some information information was
animals. was incorrect. correctly identified.
.

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.