Lesson Plan Guide

Teacher Candidate: Kimberly Callicutt Grade and Topic: 2nd Grade Science Mentor Teacher: Kris King Date: April 27, 2014 Length of Lesson: 50 minutes School: University of Memphis IDT 3600

UNIT OBJECTIVE:
This lesson plan focuses on Section 4 of Chapter 5. This section concentrates on the different classifications of animals.

LESSON OBJECTIVE:
The students will be able to clearly research, define, classify, and identify 26 animals of their choice after a short review over Section 4 in Chapter 5 with 87% accuracy.

Student Participation The goals of this lesson are for the student to present a clear understanding and distinction between animals and the different levels of classification they have learned. The student will also be able to complete worksheets covering material that we have been covering throughout the Chapter and then provide a visual representation over the material they have covered.

STANDARDS:
STATE/DISTRICT, COMMON CORE STANDARDS GLE 0207.3.1: Recognize that animals eat plants or other animals for food ISTE STANDARD(S) 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. A. Plan strategies to guide inquiry. B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

MATERIALS:
Pearson Textbook: Science by: Scott Foresman Pencils Computer Microsoft Power Point Microsoft Clip Art Internet Access: A. http://a-z-animals.com/animals/ B. http://animals.nationalgeographic.com/animals/facts/ C. http://www.sciencekids.co.nz/sciencefacts/animals.html

D. http://www.animalfactguide.com/animal-facts/ E. http://www.sheddaquarium.org/explore_by_animal.html

BACKGROUND AND RATIONALE: By the end of this lesson the student will be able to: o Choose whether an animal is a vertebrate or invertebrate. o Identify whether an animal is a predator or prey. o Distinguish whether an animal is a mammal, amphibian, reptile, bird, or fish. o Define the vocabulary terms from Chapter 5. o Research animals and then create a PowerPoint presentation over 26 animals and the classification of each. PROCEDURES AND TIMELINES: Introduction Discuss the previous section of Chapter 5 that focuses on vertebrates and invertebrates. Each student will discuss one of their favorite animals and some characteristics of that animal. Teachers Example: Shark Lives in the ocean Has sharp teeth Has gills to breathe underwater Eats other animals in the ocean

Procedures Prior to the Computer Assigned Reading (25 minutes) Teacher Procedures: After the introduction, I will instruct the students to open their Science textbooks to Section 4 of Chapter 5 on page 144. Student Procedures: Students open their Science textbooks to Section 4 of Chapter 5 on page 144. Teacher Procedures: I will then review over the rules of Popcorn Reading to the students. Popcorn Reading is where I will choose a student of my choice to read the first paragraph in the reading assignment. There are 23 students in the classroom: 9 boys and 14 girls. Popcorn Reading will do boy-girl-boy-girl. There are 6 mini sections in the lesson with 9 paragraphs. That means that only 9 students will have a chance to read out loud during todays lesson. For my first popcorn reader I have chosen a boy. He will begin reading the first paragraph in the assigned reading. Throughout the lesson we will be discussing the vocabulary words as we come across them in the reading. Student Procedures: When Student 1 finishes reading the first paragraph he will then choose the next reader. This procedure will continue until the last paragraph. Discussion (15 minutes)

Teacher Procedures: After we have finished reading Section 4 of Chapter 5; we will then begin an open discussion of the assigned reading. We will be discussing the 5 terms we came across throughout the reading and discuss in detail what each means and examples of each term. Student Procedures: The students will openly discuss the characteristics required for an animal to be classified as a mammal, amphibian, reptile, fish, and bird. Chapter 5 Review Worksheets (30 minutes) Teacher Procedures: I will pass out the Chapter 5 Review Worksheets and instruct the students they are allowed to pair up with a partner to work on their worksheets and use their books. Student Procedures: Using their books, notes, and partner, the students will then take 30 minutes to complete the review worksheets. Once worksheets are completed, students are instructed to turn in worksheets into the designated drop box located on the teachers desk. At the Computer PowerPoint Project (45 minutes) Teacher Procedures: I will be explaining to the students that instead of taking a test we are going to be creating a PowerPoint project. The students are to choose 26 animals from A to Z to create a PowerPoint presentation on. Each slide will contain a picture of the animal, classification of vertebrae or invertebrate, classification of whether the animal is a mammal, reptile, amphibian, bird, or fish, and a list of the animals prey and predators. I will be providing the students with 5 Internet sources to research to find the material needed to complete the PowerPoint presentation. The students are also encouraged to do some research on their own. I will be passing out a rubric for the students to follow to receive the highest grade possible. Student Procedures: Students will be using their computers and the Internet to complete their projects to present to the class the next day. After the Computer Closure (5 minutes) Teacher Procedures: After the students have shut down their computer and put them away, we will be holding a question and answer session. The students will be able to ask any questions covering Chapter 5 they might have.

ASSESSMENT EVIDENCE: RUBRIC FOR A-Z ANIMAL POWERPOINT PRESENTATION (5 points each) 1. Title slide 2. Each slide has a title 3. Each slide has a picture 4. Each slide specifies vertebrae or invertebrate 5. Each slide specifies 1 of the 5 classification groups 6. Each slide lists the animals prey 7. Each slide lists the animals predators 8. There are 27 slides in all 9. Animals are only listed once 10. 26 animals are present 11. All information is correct 12. Pictures are clear and large enough to see 13. No spelling/grammar errors 14. Slides auto-advance 15. Class presentation 16. Face audience 17. Talk to audience 18. Introduce yourself and topic 19. Speak loud enough 20. No ummms or stuttering ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ Total: ___________________________

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.