Lesson Plan -

Name: Stephanie Copp Date: October 29, 2019

Mentor Larry Smith Grade: 2nd

Learning Objective: What do you want students to understand in the lesson?

Students will be able to identify different characteristics of animals and be able to classify
animals into groups based upon those characteristics.

Subject: Science
Content Standard(s):

NGSS (2-LS4-1) Make observations of plants and animals to compare the diversity of life in
different habitats.

Timeline of Lesson: This lesson comes after doing 2 chapters out of my given Science
curriculum that covers both vertebrates and invertebrates. This will be our final lesson on
in this unit before a final assessment. I expect students to be comfortable with the
material and terminology but want to see if they really grasp how to classify animals

Anticipatory Set: How will you get students interested in the lesson?
I will ask students if they can identify different ways to classify animals that they might have
at their house? Either as pets or as 4-H animals. I will take several options from the students
and write them on the whiteboard.

Instruction: How will you build understanding? *Includes guided practice, independent
practice and closure
Running
Teacher Action Student Action Materials Needed
Clock
0-5 Anticipatory Set: I will ask
minutes students if they can identify
different ways to classify
animals that they might have
at their house? I will give
them time to think to
themselves, share with a
partner and then we will
share as a whole class. I will
also take their classifications
and write them on the
5-30 whiteboard.
minutes
Guided Practice: I will lead
students through video
exploration while I will stop
and explain out loud what I
am thinking at certain
points. Students will also be
able to do several think-pair-
shares with their peers
before sharing as a whole
class. This will give them
time to share in a small
group setting and gaining
confidence before sharing as
a whole class. This will allow
for scaffolding to take place
as well as for students to
practice using the academic
vocabulary.
30-65
minutes
Anticipatory Set: Students Whiteboard and
will listen to the question dry erase board.
and then discuss with their
partner as well as share as
a whole class.
Guided Practice: Students Computer, tv to
will watch the video project videos
exploration. When it is onto and any
appropriate students will necessary cables
think of an answer. During to connect the
the time that they are to computer to the
be sharing with a partner tv. Subscription to
they will talk in a six-inch Mystery Science
partner voice to discuss
the topic. When it is time
for whole class discussion’s
they will raise their hand
to be called on. They will
then give their answer and
their rational behind their
decision. When it is not
their turn to talk students
will listen to their
classmates or the teacher.

Independent Practice: After Independent Practice: Animal cards that

we explore different animals
via video and pictures
students will be able to work
in partners or small groups,
as determined by the
teacher, to do a hands-on
activity where they are able
to classify different animals
into groups. I will remind the
Students will work with
their partner or small
group to sort their animal
cards into different groups.
Students will need to
collaborate and reason
with one another as to
why each animal should go
into a certain category.
have been cut by
the teacher which
come from
Mystery Science,
blank pieces of
paper, pencil.
Whiteboard and
dry erase marker.
 class of expectations of what
it means to work in a group.
During this time, I will be
walking around to see their
progress. I will call the class
back together so that we can
share as a group what things
they put together and what
might have been challenging
to them. I will lead them
through the four main
classifications. Students can
then rearrange their cards if
necessary. Once the
classifications have been
established the groups will
be given three more
challenge cards to see if they
can figure out where those
animals should go. I will
facilitate the discussion of
what questions should we
ask about those animals to
gather more information.
Once the lesson and activity
has been completed
students and I will go back to
the whiteboard and see if
their classifications were
correct or what could be
changed. We will also talk
about if there are any other
65-70 ways that the animals could
minutes have been classified.
Closing: I will end the lesson
will end with an exit ticket
where students are given
one final animal and they
must tell me how they
would classify it based upon
the characteristics as well as
tell me if it is a vertebrate,
Students will need to
respectful when working
with other students and
need to stay on task.
Students will also need to
check that they have
sorted their cards into the
right categories as the
teacher reviews each
category and which
animals were in each
section. When it comes to
the challenge animals the
students will need to again
work with their partner or
small group to discuss
what other information
they would need. They will
share with each other and
raise their hands to be
called upon during the
whole class discussion.
Closing: Students will work Post-it notes,
by themselves to think of pencils and a
how they would classify board to stick
the animal and if it is a their answer to.
vertebrate, invertebrate,
reptile, mammal or
amphibian. They will write
or tell me their answer on
 invertebrate, reptile, a post-it note which must
mammal or amphibian. They be turned in before they
will need to use the are able to go out to
academic vocabulary along recess.
with their characteristics. I
will write the vocabulary
words on the board as well.

What strategies will be used for adapting/ differentiating/ modifying content/ instruction/
assessment?
Strategies: Students will be able to hear me model answers when I talk
through what I am thinking, or the teacher think aloud. Students will also be
able to share with their neighbor before sharing as a whole group which will
help them feel more confident before sharing in a group and allow for
students to teach each other. Students will get to see videos and pictures of
animals. They will also get to do a hands-on activity.

Monitoring: I will get to hear the students answers as well as see how they are
doing with the hands-on card game. Then again after the challenge questions
and finally with the post it note end animal. This will let me know if students
Strategies have mastered the concept and are ready for an end of the unit test or if the
Used: material needs to be reviewed again.

How will you assess the students mastery of the standard(s)?

Students will be assessed while they are in their think-pair-share groups, when
they participate in the whole class discussions, the hands-on activity and the
exit ticket. It is really through the exit ticket that I will determine if they are
ready for the end of unit formal assessment or if concepts need to be
Assessment: retaught. The next scheduled thing would be a formal assessment.