Daily Lesson Plan (Template)

Name: Kirstin Alley Date: 4/24/20

Subject: Science/Reading Topic: Land and Water Snails

Grade: Kindergarten Length of Lesson: 30 minutes

The Big Idea: What do land, and water snails do? What do they look like?
Domain: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Cluster: N/A

Standard: S.K.GS.3 Students will use observations to describe patterns of what plants and
animals (including humans) need to survive.

S.K.GS.4 Students will construct an argument supported by evidence for how plants and animals
(including humans) can change the environment to meet their needs.

S.K.GS.5 Students will use a model to represent the relationship between the needs of different
plants or animals (including humans) and the places they live.

S.K.GS.6 Students will communicate solutions that will reduce the impact of humans on the
land, water, air, and/or other living things in the local environment.

Specific Objective: At the end of the unit, students will be able to verbally explain the
similarities and differences in land and water snails, with 90% accuracy.

Daily Accommodations: (see attached list)

Zevin: 3,4,5,6,12,13,14,15,16,17(behavior plan)

Lanti: 1,2,3,4,5,6,15,16

Introduction:

 Begin by discussing land and water snails once again. Review vocab. Take a minute to observe the
snails in the aquarium.

Method(s):

Whole group, individual work, partner work, white board activity, critical thinking, technology
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Materials/Equipment/Technology/Community Resources:

 Smart Board/Elmo Cam

 Snails, and Aquarium
 Snail Body Picture
 “Escargot” book.

Depth of Knowledge:

There are four levels in depth of knowledge. From level 1, the teacher will zone in on identifying and will have
students identify the animal they will be working with. From level 2, the teacher will zone in on making
observations will have students observe the snails and make observations about them. From level 3, the teacher
will zone in on comparing and will have students compare the different kinds of snails. From level 4, the
teacher will zone in on connecting and will have students connect how the snails are alike and all the parts of a
snail.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

 Read aloud “Escargot”, a story about a French snail. This is a fun read aloud for the students. Discuss
what kind of snail he may be at the end of the story.
 Discuss water snails. Where they live, and what they look like. Pass out snail body pictures. Have
students complete the picture of a water snail. Either a pond snail or ramshorn snail, they may choose.
Guided Practice:

 To end the unit, discuss water snails and land snails. What are the parts of each snail, how are they
similar, how are they different?
 If time, watch the seashore videos from fossweb.com. **Videos come from a resource page from my
cooperating teacher, they may not be able to be accessed without log in information. **

Independent Practice:

 Students will independently complete the water snail picture.

Differentiation:(You need to address in your differentiation of the lesson how you will meet the needs of
the 3 Tiers. Be sure you are specific)

Tier 1 Learners: Grade level materials will be read aloud.

Tier 2 Learners: Adjust length of assignments, adjust times for completion of assignments, extended
time to complete work, oral testing (student response).
Tier 3 Learners: Tier 3 students will receive extra help from the aide when needed.

Evaluation/Assessment:

 Students will be assessed verbally, through observation and written response. They will be able to
explain the similarities and differences in the snails they have been observing. Oral evaluation will take
place at the end of each lesson.

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Wrap-Up (Lesson Closure) / Concluding Activity:

 Wrap up by discussing what they learned in the seashore videos.

snail body.pdf