TEP Core Lesson Plan Template

Lesson Preparation
Topic/Day Ocean Animals
CCSS: ELA-LITERACY.L.K.5.A - Sort common objects into categories to
gain a sense of the concepts the categories represent.
K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze,
predict, interpret, and determine reasonableness of data.
Standard(s)
CCSS.MATH.CONTENT.K.MD.B.3
Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count

Students will be able to identify and classify sea animals by listening and
Objective(s) answering questions about a text, sorting sea animals into categories, and
(Bloom’s/DOK) discussing sea animal with partners.

 computer
 internet Access to the following link (http://oceana.org/marine-life)
Materials/
Resources/Safety
 "Way down Deep in the Deep Blue Sea" by Jan Peck
 various picture cards of both land and ocean animals

 Computer
Technology  Internet
 The website http://oceana.org/marine-life
 Sea horse
 Crab
 Starfish
Vocabulary/  Turtle
Academic  Octopus
Language
 Dolphin
 Swordfish
 Whale
 Shark
Whole class
Student Grouping Groups of tables
Pair table Partners
Differentiated The work will be done in school for all students to have access to the
Instruction/ Access
for All Students computers and internet.
Modifications/ Have different seating options that children can have to feel comfortable.
Accommodations
Learning-Teaching Process Time
Did you know sea horses exist? 5
Anticipatory Set

Activate Student
Interest Do they have legs? min
s
Activate Prior Have you ever seen a sea horse? 10
Knowledge Where have you seen a sea horse?
 What do they look like?

“I can”

Formative Assessment Time

Read Way down Deep in the Deep Ask question 20
Content
Blue Sea. (Ask questions about key min
Exploration
points in the book - evaluation).
Show various picture cards of both Go to website and browser 15
land and sea animals to the class and mins
ask individuals to name the animal as
a land animal or a sea animal-or both.
(Point out features on some of the
animals shown and ask why a certain
Modeling animal might be better suited for land
or for the ocean- i.e. practice distinct
vocabulary of body parts: fins,
flippers, legs…)
Check website, look for different
animals, and read their description to
see if they fit the picture.

Walk around and listen to 20

Give each pair table partners a picture students working mins
of an animal and ask them to decide
with their partner if it is a land or sea
animal. Next, ask students to go to one
side if they have a land animal and the
Guided Practice other side if they have a sea animal.
(Have students explain and discuss as
a class why or why not they have
which animal.)
Check website, look for different
animals, and read their description to
see if they fit the picture.

Have students return to their seats, Walk around class and ask them 45
collect the animals, then hand out bags if they could show me how they mins
of only sea animals to pairs of picked that animal.
children. Ask students to sort by fins
and feet, then blue and yellow, then
Independent
big and small… etc. How many ways
Practice/Assign
can they sort? (Write on the board the
ment/Homework
different ways they sort, use proximity
to walk around the room and provide
assistance as needed)

Have students present one of the animals they likes and explain why they 60
Closure
picked that animal. Give brief description about that animal. mins

2
 Summative Assessment (End of Unit)
Write three sentences on the animal they picked and turn it in.
Lesson Reflection (Complete after lesson)
Add to K.W.L. chart as students volunteer to share their findings and different ways they decided
to sort. (Provide time for reflection and assessment, and review final handouts.)