USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

Lesson Content
What Standards (national
or state) relate to this SC.3.L.15.1: Classify animals into major groups according to their physical characteristics
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or Essential Question: How can animals be classified into major groups by their special
essential question that you characteristics?
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to SWBAT classify arthropods by their physical characteristics.
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

Note: Degree of mastery does

not need to be a percentage.)

Rationale
Address the following I am teaching this objective so students learn how to identify, observe, and classify
questions: animals by their physical characteristics
Why are you teaching this This lesson fits into a larger plan because Chapter 2 addresses animals, and arthropods
objective? are one domain within animals
Where does this lesson fit I am teaching this lesson in this way so students are able to make their own discoveries
within a larger plan? as they observe and classify arthropods.
Why are you teaching it It is important for students to learn this concept to be able to group animals by what they
this way? see
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives? Evaluation of arthropod worksheet- Rubric on page T69d

Address the following: Observations of student work during activity

What formative evidence
will you use to document HOT Questions and class discussion at beginning of activity
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher How to classify animals by their traits
to teach this material? What is an arthropod

What background
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

knowledge is necessary for Students must know how to work together in a group
a student to successfully Students know how to measure and use rulers
meet these objectives? Students must be able to use hand lenses and two-way viewers
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions All bugs are arthropods
might students have about All bugs have exoskeletons
this content? Arthropods are vertebrates

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? Vocabulary, HOT Questions, Partner Work, Guided Discovery
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) 15 Evaluation).
Min.
Where applicable, be sure to Re-read Arthropods section in chapter 2(p.54-57)
address the following:
What Higher Order Why are characteristics helpful when classifying animals?
Thinking (H.O.T.) questions
will you ask? Ask students what they already know about arthropods. Remind
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

How will materials be students to refer to vocabulary foldable and reading from Tuesday.
distributed? -Arthropods have a hard exoskeleton, jointed legs, and body divided
Who will work together in into sections
groups and how will you -Arthropods are classified into 3 groups by the number of legs and
determine the grouping? body sections
How will students -What are characteristics?
transition between -What is an exoskeleton?
activities? -Examples of arthropods?
What will you as the 35
teacher do? min. What does it mean to observe? Classify?
What will the students do?
What student data will be Select an arthropod to draw in science journal. Measure its length
collected during each and record.
phase?
What are other adults in Observe the arthropod with hand lens/two-way viewer. Count the
main body parts that your arthropod has. Record the number.
the room doing? How are
they supporting students
Observe the arthropod again. Count the number of legs it has. Turn
learning?
the block over if necessary. Record the number.
What model of co-teaching
are you using?
Count the number of antennae your arthropod has. Antennae are
the feelers for the arthropod. Record their number.

Use the typed of arthropods table to classify the arthropod as an

arachnid, insect, or crustacean. Record your classification.

Observe two more arthropods, Repeat previous steps for each.

Compare classifications with other groups.

HOT Questions:
Is an arthropod a vertebrate or invertebrate?
How does the body structure of different arthropods help classify
them?

Vocabulary:
Arthropod
Classify
Observe
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

a student struggles with the content?

Work individually with student to go step by step through the process
Model how to make an observation and classify based on observations

a student masters the content quickly?

Give students other animal cards and allow them to classify further
Explore more arthropods around the room to learn about different kinds of bugs

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners All cultural backgrounds encounter animals in different ways

If applicable, how does this lesson connect to/reflect the local community?
Florida ecosystems have species that can be identifying these characteristics

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

How will you differentiate instruction for students who need additional
language support?
Modeling
Scaffolding
Accommodations (If
needed) SS: Grouping with students who are kind and on task
(What students need specific Modeling for students to know how to measure and observe arthropods
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

Materials
(What materials will you use? Science Inquiry Book (p.28)
Why did you choose these Ruler
materials? Include any Pencil
resources you used. This can Science Notebook
also include people!) Bugs in Plexiglas
Hand lenses
Two way viewer
Arthropod Worksheet