Smoak Learning Experiences and Matrix

Lesson One
Date: 4/16/19
Name of Teacher Candidate: Ragan Smoak
Grade Level: Kindergarten
Lesson Title: Introduction: Grouping Animals
Curriculum Areas Addressed: Science
Time Required: 40 min Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Whole group, Individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of
organisms
a. Construct an argument supported by evidence for how animals can be grouped according to their features.
As a result of this lesson students will…
Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
How can animals be grouped based on their features?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
The student will be able to categorize animals based on their features.
The students will be able to dramatize the animals in the text.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.) NAEYC 5b
Features, similar, different, group
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.) NAEYC 5b
Listening- book read aloud
Speaking- answering questions, sharing ideas
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
Graphic organizer on anchor chart
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b
Observation: 1) students are able to dramatize the book 2) students are able to the animal cards provided
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
85% of the students will be able to group the animal cards based on features
85% of the students will be able to dramatize the book
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC
4c
I received a letter in the mail from Zoo Atlanta. They want us to help them group the animals at the zoo.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
Today we are going to learn how to group animals based on their similar and different features. Does anyone
know what features means? Features are parts of the animal that we can see. One example of a feature is fur. Can
you think of any other features? We are going to read a book called Different? Same!. As I read the book, I want
you to listen for similar and different features between the animals.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c
Read the title. Introduce the author and illustrator. Ask what they do for the book. Read the text.
What are some of the similarities and differences between the animal’s features? Make chart with features in the
middle and has the features in bubbles around the middle
Fur, Scales, number of legs, fins etc.
Now we are going to reenact the book. I will give you each an animal to reenact and you will move like the
animal in the book. (assign each child an animal) Read the book again as the students reenact the animals.
We are now going to go back to our desks and listen to a song about animals and their features. You may sing
along and dance with the people in the video, but remember the rules: stay in your area, do not shout, and keep
your hands to yourself
Now that we know how to group animals based on their features, we can help the Zoo Atlanta group their
animals! I am going to pull up the website with their animals and pass out animal cards for you to group the
animals.
First, we are going to pick how we want to group the animals. (ask students) Now we will go through the animals
and put them into our groups. You will do this with you animal cards as well.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Today we talked about how to group animals based on their features and we helped Zoo Atlanta group their
animals. We can group animals based on if they have fur or not, how many legs they have, color, shape, and size.
We will continue to practice grouping animals based on their features later this week.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not
create. Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts,
assignments, slides, and interactive white board images.) NAEYC 5c
 Different? Same! By Heather Tekavec
 https://zooatlanta.org/animals/?wpvtypeofanimal%5B%5D=birds&wpvtypeofanimal%5B%5D=mamma
ls&wpv_view_count=718
 Letter from the Zoo Atlanta
 Animal cards for grouping
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a
 Zoo Atlanta website-
https://zooatlanta.org/animals/?wpvtypeofanimal%5B%5D=birds&wpvtypeofanimal%5B%5D=mamma
ls&wpv_view_count=718
 https://lib2.colostate.edu/wildlife/types.html
 Creative Thinking and Arts-Based Learning by Joan Packer Isenberg and Mary Renck Jalongo
Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b
This lesson connects to Howard Gardner, Jean Jacques Rousseau, and Jean Piaget. Howard Gardner created
multiple intelligences and this lesson includes a few different multiple intelligences. This lesson includes musical,
body-kinesthetic and intrapersonal. Jean Jacques Rousseau believed in the importance of music and movement.
This connects to the song portion of the lesson. The last theorist is Jean Piaget. This connects to Jean Piaget
because he believed that students should be apart of their growth. This lesson provides students with the
opportunity to be apart of their growth.
Connections to Technology and/or the Arts: NAEYC 4b
Technology- Showing the students the Zoo Atlanta website with animals
Graphic Organizer- Bubble chart on the rug for features
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest
speaker, grade level coordinator, community experts, families, etc.) NAEYC 5a
 My partner teacher
Name: Ragan Smoak Date: 4/18/19
Lesson Title: Body: Are You My Mother?
Curriculum Areas Addressed: Science and English Language Arts
Time Required: 40 min Instructional Groupings: Are you using whole group, small
4a
Whole group and small group
NAEYC 5c
organisms
c. Ask questions and make observations to identify the similarities and differences of offspring to their parents
and to other members of the same species.
How can parents and offspring be grouped based on similarities and differences?
The students will be able to categorize parents and offspring based on their similarities and differences.
Parent, offspring, similar, different, group
Listening- read book aloud
Speaking- answering questions, sharing ideas
Writing- writing about ways they can group animals
Graphic organizer for the parents and offspring
Observation: 1)Students are able to categorize the parents and offspring based on features 2)Students are able to
write about grouping animals
85% of students categorize the parents and offspring based on features
85% of students write about how to group animals
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC 4c
Video on parents and offspring: https://www.youtube.com/watch?v=qZIOVJiw2R4
Today, we are going to talk about parents and offspring and how to group them. Does anyone know what
offspring means? Offspring is a baby animal. We are going to look at the similarities and differences between a
parent and offspring. This is similar to what we did earlier this week with grouping animals. As I read the book,
listen for the similarities and differences between the baby animal and the other animals.
Read the title of the book. Talk about the author and illustrator (jobs). Begin reading the text.
While reading, ask the students why those animals are not the bird’s mother.
-take multiple responses for each question
At the end, ask should animals and their offspring look similar or different? Why?
I am now going to split you all into small groups. I will give each group cards with parents on one and offspring
on the other. I want you all to work together to connect the parent with the offspring.- Give each group an
organizer for the pictures
Walk around and monitor
After students are able to do this, talk about how the offspring also look like other animals in the species.
-they do look like their parents, but they also look like other giraffes, zebras, etc.
Now we are going to write a sentence or two about how to group animals
Let’s come up with a list of words on how we can group animals. You can use the words from the list to help you
write
Today, we talked about how parents and offspring look similar. Some similarities between parents and offspring
are color, fur, number of legs, etc. These parents and offspring can also be grouped based on their features.
 Are You My Mother? By P.D. Eastman
 Video on parents and offspring: https://www.youtube.com/watch?v=qZIOVJiw2R4
 Parent and offspring cards
NAEYC 5a
 Creative Thinking and Arts-Based Learning by Joan Isenberg and Mary Jalongo

This lesson connects to Howard Gardner and Lev Vygotsky. This connects to Howard Gardner’s multiple
intelligences theory. The multiple intelligences in this lesson include interpersonal and spatial. It is interpersonal
because the students are working together to solve the puzzle and it is spatial because students are learning
through the pictures provided. This connects to Lev Vygotsky’s sociocultural theory because the students are
working together to solve a problem and Vygotsky believed students can learn through playing games.
Play- students are playing a game to match the parents with offspring
 Partner teacher
Lesson Three
Date: 4/23/19
Lesson Title: Body: Understanding Plant Appearance Features
Time Required: 40 minutes Instructional Groupings: Are you using whole group, small
4a
Whole Group
NAEYC 5c
organisms
b. Construct an argument supported by evidence for how plants can be grouped according to their features.
How can we compare and contrast different features of plants?
Students will be able to compare and contrast physical features of plants.
Feature, appearance, plants
Listening- students will listen the teacher about the features
Speaking- students will share ideas, ask questions
Graphic organizer used to organize the features of plants
Observation: Students are able to identify the similarities and differences of features of plants
85% of students are able to point out similarities and differences of features of plants
Video of flowers- https://www.you tube.com/watch?v=LjCzPp-MK48
Today we are going to be talking about plants and flowers. We are going to look at the similarities and
differences of plants and flowers. During our lesson today, I want you to be thinking of the similarities and
differences that we see between flowers and plants.
I am going to show you plants and flowers and we are going to write some of the features on these plants and
flowers. (Flip through pictures- create anchor chart from student answers)
Chart should include- shape, size, color, plants with flowers, plants without flowers
Then discuss the features on the chart
Now we are going to go outside and look at the garden. While we are at the garden, it is important to remember
that we are not touching the plants. We are going to look at the plants and their features. We will talk about it as a
whole group while we are outside.
While looking at the plants, ask students probing questions about the features of the plants.
-What colors do you see?
-Are they all flowers?
-How tall are the plants?
(Students go to desks) Now I am going to give you a paper with some flowers and plants on it. I want you to
color these flowers and plants. Then we will discuss some similar features and some of the different features of
these plants and flowers.
Now we are going to think about how we can group plants and flowers based off of their features. Can you all
think of any ways to group plants and flowers? Write their answers on the board. We can group them by similar
features or different features. Tomorrow we are going to practice grouping plants and flowers so continue to think
about how they can be grouped.
Today, we talked about the different features of plants and flowers. We looked at how the features can be similar
and how they can be different. Their features can include height, size, shape and color. Tomorrow we are going to
practice grouping the plants based on their features. Be thinking about how you can group these plants and
flowers tomorrow.
 The video of flowers- https://www.youtube.com/watch?v=LjCzPp-MK48
 The garden outside
 The pictures of plants
 Flip chart
NAEYC 5a
 Creative Thinking and Art-Based Learning
 https://www.coolgalapagos.com/biology/classification_plants.php
The first theorist is Howard Gardner. He created the different multiple intelligences and this lesson includes a few
of them. These include naturalistic, spatial, and intrapersonal. This gives the students many different
opportunities to learn in different ways. Margaret and Rachel McMillian also connect to this lesson. They
believed in the importance of children learning from nature.
Graphic organizer- features of plants
 I will talk to the Garden caretaker about the plants
Lesson Four
Date: 4/25/19
Lesson Title: Body: Grouping Plants
Curriculum Areas Addressed: Science, English Language Arts
4a
Whole Group, Individual
NAEYC 5c
organisms
What features can be used to group plants?
Students will be able to categorize plants based on their features.
Features, similar, different, plant, group
Listening- the instructions that they are told
Speaking- students are sharing ideas, asking questions, and answering questions
Writing- students will write a sentence on how they can group plants
The sorting game on the board will be a big graphic organizer
Observation: 1) students are able to group pictures on board and explain 2) students write about how to group
plants based on their features
85% of students will be able to group the plants based on their features and explain
85% of students will be able to write about how to group plants
Bring in different plants and flowers
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly rela ted to the
Today we are going to practice grouping plants based on their features. Yesterday we learned about the features
of plants and how they can be similar or different. Now we will group plants based on their similarities and
differences.
First let’s talk about the features of plants. What are some of the features of plants?
Listen for size, height, color, flower, non-flower, and shape
Now that we have talked about the features of plants, we are going to practice grouping plants based on these
features.
We are going to do a sorting game on the SMART board

You will come up here and sort the pictures and then explain how you sorted the pictures based on their features
Next, we are going to create a list of plant features that can be grouped. What are some of the ways we can group
plants? Now, I am going to give you each a piece of writing paper. I am going to give you some time to draw a
plant. Then after you draw the plant, we are going to write a sentence about how we can group plants. You may
use the words on the board that we created earlier. Remember to raise your hand if you need help and I will come
to you.
Today we learned how to group plants based on their features. We can group them based on height, size, color,
shape, flowering, or non-flower. There are many different ways to group plants and we practiced many different
ways. Continue to think about how to group plants based on their features because we will be writing about it
soon.
 SMART board activity
 Different plants that are brought in
NAEYC 5a
The theorists that this lesson connects to are Jean Piaget, Howard Gardner, and Albert Bandura. This connects to
Jean Piaget’s Cognitive-Developmental theory because the students are learning through hands-on experiences
and playing games to learn the material. This also connects to Howard Gardner’s multiple intelligence theory
because this lesson includes body-kinesthetic learning and logical reasoning learning. The last theorist it connects
to is Albert Bandura and his theory called Social-Learning. This lesson connects to this theory because I will be
modeling the activities before they start.
SMART board activity
Students drawing and coloring their plant
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a
I worked with my partner teacher
Lesson Five
Date: 4/26/19
Lesson Title: Closure: Grouping Wrap Up
4a
Whole Group, Individual
NAEYC 5c
organisms
a. Construct an argument supported by evidence for how animals can be grouped according to their features.
How can I group organisms based on similar and different features?
Students will be able to justify why they grouped their organisms based on their features.
Similar, different, features
Speaking- Sharing ideas and answering questions
Graphic organizer for the list of words
Student work: Students grouping organisms and justifying their answer
85% of students will be able to write about how they grouped their organisms and justify their answer.
Flip through pictures of plants and animals
This week, we have been talking a lot about how to group animals and plants based on their features. Today, we
are going to practice grouping both animals and plants. Let’s think about the different ways we have grouped
animals and plants.
Let’s talk about features of plants and animals (can play song from animals lesson)
What are some of the features that we can group animals by? What about plants?
I am going to write a list of words for animals and one for plants.
Next, I am going to pass out two pieces of paper and I want each of you to draw and color a picture of a plant and
animal.
This can be a flower, tree, shrub, or grass and any type of animal. Once you finish drawing and coloring, we are
going to group the pictures based on their features.
We will decide what features we want to sort the pictures and then I will call you individually to move one
picture. (each student will come down and move a picture)
Then we will discuss how we grouped them and each of the plants in the groups (Do the same with animals)
Do you agree? Thumbs up/Thumbs down
I am now going to take up your pictures for our class book. We will have one book for plant and one for animals.
Today we grouped organisms based on their features and created a class book. This week we learned to look at
similarities and differences between features of plants and animals. You have worked really hard and now you are
able to group organisms and justify your answer.
 Paper
 Crayons
 Pictures of plants and animals
 Material to make the books
NAEYC 5a
The theorists that connect to this lesson are Howard Gardner and Lev Vygotsky. This connects to Howard
Gardner’s theory about multiple intelligences. This connects to intrapersonal and spatial. It is intrapersonal
because the students are working individually. This also connects to Lev Vygotsky because at the beginning of
the lesson, the students are working together to create a class book and the list on the board.
 Students are drawing pictures of organisms to group
 Graphic organizer for the list of features
Art Music Drama Play Movement Games Technology Graphic Organizer Creative Writing
Lesson 1 x x X X x x
Lesson 2 x x x
Lesson 3 x x x x x x
Lesson 4 x x x
Lesson 5 x x x

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Lesson One

Lesson Title: Introduction: Grouping Animals

Curriculum Areas Addressed: Science

Other Relevant Information

Lesson Title: Body: Are You My Mother?

Curriculum Areas Addressed: Science and English Language Arts

Walk around and monitor

Other Relevant Information

Lesson Title: Body: Understanding Plant Appearance Features

Curriculum Areas Addressed: Science

Lesson Title: Body: Grouping Plants

Curriculum Areas Addressed: Science, English Language Arts

We are going to do a sorting game on the SMART board

Lesson Title: Closure: Grouping Wrap Up

Curriculum Areas Addressed: Science

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