Yesenia  Reyes   Date:  December  2015   Educ  325   Grade/Subject:  Life  Science     Professor  Tutin       Learning  Standards  (Massachusetts  Science  and  Technology/Engineering   Curriculum  Framework  http://www.doe.mass.edu/frameworks/scitech/1006.pdf):   • Characteristics  of  Plants  and  Animals:  Classify  plants  and  animals  according  to  the   physical  characteristics  that  they  share.  -­‐     Content  objectives:   SWBAT  sort  images  animals  onto  a  chart  by  looking  carefully  at  their  physical   characteristics.   SWBAT  classify  animals  and  label  them  correctly  (mammal,  reptile,  fish  etc.)   SWBAT  describe  the  characteristics  of  animal  classifications.     Language  objectives:   SWBAT  verbally  describe  different  the  physical  characteristics  of  animals  that  they     encountered  throughout  the  lesson.     SWBAT  verbally  explain  the  reasoning  behind  their  sorting  choices.     Key  Vocabulary:   Supplementary  Material   • Characteristics   • PowerPoint   • Classify   • Printed  animal  pictures   • Mammal   • Scissors     • Fish   • Graphic  organizer  (Classifying)   • Reptile   • Supplemental  vocabulary  organizer   for  ELL  and/or  struggling  students   • Amphibian   • Bird   • Insect     Preparation   ✓Adaptation  of  Content   ✓ Links  To  Background   ✓ Links  To  Past  Learning     ✓ Strategies  Incorporated     Integration  of  Processes   __  Reading   ✓ Writing   ✓ Speaking   ✓ Listening    

SIOP  Features   Scaffolding   ✓ Modeling   ✓ Guided  Practice   ✓ Independent  Practice   ✓ Comprehensible  Input   Application     ✓ Hands-­‐on   ✓ Meaningful   ✓ Linked  Objectives     ✓ Promotes  Engagement  

Grouping  Options   ✓ Whole  Class   __  Small  Groups   ✓ Partners     ✓ Independent       Assessment   ✓ Individual   ✓ Small  Groups   ✓ Written   ✓ Oral  

Lesson  Sequence:   Introduction  –  Building  Background     • Teacher  will  prepare  for  this  lesson  by  asking  students  what  their  favorite  animals   are.  (This  should  be  done  a  few  days  before  introducing  this  lesson  in  order  to   prepare  accordingly.)   o Students  should  write  down  at  least  3  of  their  favorite  animals  or  animals   that  they  find  interesting  as  well  as  a  few  things  that  they  know  about  them.   o Teacher  will  then  take  this  information  to  engage  students  with  animals  that   they  are  interested  in.  This  way,  students  may  be  more  interested  in  learning   about  them  and  classifying  them.   • Modeling:   o Simple  and  quick  demonstration  could  be  classifying  shapes.  Teacher  can   tape  different  sized  shapes  and  classify  them  to  quickly  demonstrate  the  idea   behind  classification.  After  classifying  the  shapes,  teacher  can  ask  students   what  he/she  did?  “What  did  I  just  do  with  these  shapes?  Why  did  I  place   them  in  these  groups?  What  do  they  have  in  common”  We  are  going  to  be   doing  this  today  but  with  different  things.”  This  is  called  classification.  What   does  this  mean?   o Teacher  will  explicitly  introduce  the  term  “classification”  =  grouping  things   by  finding  what  they  have  in  common.             Individual/  Partner  Work:     • Teacher  will  hand  out  a  variation  of  a  fun  classification  game  (example  provided   below).  Students  will  cut  out  images  or  use  provided  images  to  work  in  pairs  and   classify  creatures.  They  may  select  any  features  that  they  like  to  classify  their   creatures  and  place  them  into  groups.    Using  a  sticky  note,  students  should  label   their  groups  with  what  feature  they  grouped  their  creatures  by  (ex.  Amount  of  legs,   antennas,  hair,  horn,  wheels  etc.)   • Students  should  then  share  with  another  pair  at  their  table  their  classification   choices.  Different  groups  should  might  have  different  interpretations  of  how  to   classify  their  creates  and  that  will  make  for  interesting  conversations.    

 

 

Class  Activity/  Regroup:     • Teacher  will  discuss  the  classification  activity  with  students  on  rug.  Students  will   share  aloud  what  kinds  of  groups  they  made  and  how  they  classified  their  creatures.   Teacher  can  list  them  on  board.  Teacher  can  then  introduce  the  list  of  classification   choices  as  being  characteristics.  Different  characteristics  of  animals  or  things  can  be   used  to  classify  and  make  groups.   • This  will  lead  an  easier  discussion  introducing  the  characteristics  that  make  an   animal  a  mammal,  reptile,  bird,  amphibian,  fish,  insects.   • Teacher  can  have  prepared  a  graphic  organizer  with  the  animal  categories  already   listed.  Teacher  will  also  print  out  small  pictures  of  animals  the  students  are   interested  in  and  other  animals  they  may  not  be  familiar  with  amongst  them.  These   cut  out  images  will  be  passed  to  the  students  and  students  will  use  what  they   already  know  to  place  them  in  the  correct  categories.  This  is  a  classroom  activity  so   students  should  be  able  to  bounce  ideas  off  of  each  other.   • Ex:  Graphic  organizer  

Classification   Mammal  

Fish  

Reptile  

Bird  

Amphibians  

Pictures  

Characteristics  

Ex:  Panda,  kangaroo,    

 

Ex:  Shark,  Beta  fish,  lantern  fish  

 

Ex:  snake,  alligator    

 

Ex:  Rooster,  Hummingbird,  Emu  

 

Ex:  frogs,  salamander  

 

  Wrap-­‐up:     • Students  will  wrap  up  by  writing  animal  classifications  (mammal,  reptile,  bird  etc.)   on  a  page  with  different  animals.  Ell  students  who  need  extra  support,  like  other   students,  may  use  the  class-­‐made  large  graphic  organizer.  Teacher  may  also  provide   prepared  printed  notes  that  can  aid  them  in  spelling  correctly  and  revisiting   different  animal  characteristics.  The  images  below  may  be  used  as  a  supplement.   They  include  labels  with  arrows  to  facilitate  their  access  to  key  vocabulary.  (See   images  below).                    

 

 

 

    Assessment:   • Early  understanding  of  classification  can  be  identified  through  first  activity  using   “strange  creatures.”  If  student  is  able  to  identify  characteristics  and  explain  their   thinking  behind  their  classification  choices.   • Participation  in  graphic  in  classroom  conversation  to  create  graphic  organizer   should  be  noted.   • Final  classification  activity  labeling  animals  can  also  be  used  as  part  of  assessing   students’  understanding  of  classification.