Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) I will be teaching a regular education first grade classroom. There are 11 students in the classroom ranging from learning support students to gifted students.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? My classroom aide will assist me with this lesson. She will be in charge of keeping a small group of students on track with a separate assignment while I am working with another small group of students on this particular lesson. When I complete this lesson with one group, we will switch groups so both get to participate in both activities.

What is the long range goal(s) that is tied to this lesson? My long range goal for this lesson is for the students to be able to name and recognize at least two animals that live in the ocean.

What is the specific learning objective(s) for this lesson? The student will be able to verbally name two animals that live in the ocean with 100% accuracy. The student will be able to recognize two animals that live in the ocean with 100% accuracy.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? The students will not need any prior knowledge or skill to effectively access and participate in this lesson.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) This lesson will be presented at the very beginning of our unit on ocean animals. It will be an introductory lesson that will help the students get in the mind frame of learning about animals in the ocean.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This lesson will be completed in one day.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? This lesson will begin in the regular education classroom and then be moved to the computer lab. I will need the book Over in the Ocean, a computer, my YouTube video, the general internet, and the Glogster website.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? I am planning to teach this lesson because it is important for students to know and recognize which animals live in the ocean. The students must be able to determine which animals live in the ocean and which animals do not.

How does this lesson relate to the PA Academic Standards? This lesson relates to the PA Academic Standards because the students are going to identify living vs. non-living things and describe changes that happen with animals due to their habitats.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson does not relate to previous lessons because this is the first lesson of the unit. It is going to introduce ocean animals and give the students a foundation for the rest of our science unit on ocean life.

How will you determine if students have met the lesson objective? (Think assessment) I will be developing a poster with small groups of students. In order to develop this poster, the students in the small group must provide me with answers to very important and key questions. Their answers will help me determine if the lesson objectives were met.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) This lesson will be delivered in a large group lecture setting to start and finish with a small group cooperative learning setting.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action
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Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 3.1.1.A1 ~ Categorize living and non-living things. 3.1.1.C3 ~ Describe changes that occur as a result of habitat.

Lesson Objective(s) (Stated in observable and measurable terms) The student will be able to verbally name two animals that live in the ocean with 100% accuracy. The student will be able to recognize two animals that live in the ocean with 100% accuracy.

Assessment Plan (What will be done to determine if lesson objectives have been met?) I will be developing a poster with small groups of students. In order to develop this poster, the students in the small group must provide me with answers to very important and key questions. Their answers will help me determine if the lesson objectives were met.

Materials: I will need the book Over in the Ocean, a computer, my YouTube video, the general internet, and the Glogster website. Inclusion Techniques for Students with Special Needs: Students with special needs will be included in the large group and small group settings. I will take extra time to ask them specific questions to make sure they are on track and following along. Students will also be permitted to write down the ocean animals they encounter in the YouTube video at the beginning of class.

Enrichment Techniques: Students will be challenged to think of the smallest ocean animal they can. If the setting permits, students will also be able to help me copy and paste pictures into the Glogster poster.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Students will be given more time to think of their ocean animal and may even be permitted to write down some animals from the video to bring into the small group setting.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Students will be read Over in the Ocean by Marianne Berkes. After reading the story, I will have a class discussion about what the book was about and what the students think they are going to start learning about.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) After doing the introduction from above, open the YouTube video from my Weebly page and turn on the SmartBoard. Show the students the video and walk around the room while the video is playing to make sure the students are paying attention and that the learning support students are writing down some animals they see. When the video is over, hold a classroom discussion about what animals they can remember from the video. (Make a list on the board of the student responses). After that, the students are already sitting in two small groups. Take the first group of students to the computer lab while the classroom aide keeps the other group in the classroom (the aide knows what activities to do with the students). You are going to create a Glogster poster about the ocean animals that the students remember from the video. You are going to log on to the Glogster page using the Username and Password that is written on the top of this page. Then, you will ask each student to name one animal that they remember from the video and then search for a picture of that animal using the Google Images site. After that, the student will choose which picture they like and you will then copy that picture onto the poster. The child will then need to tell you the name of the animal so that you can include it on the small label on the Glogster page. Repeat this procedure with every student in the group. Once the poster is finished, you will save it to Mrs. Codispotis drive on the network and print enough copies for each student in the group to have one. After that, switch groups with the classroom aide and complete the same routine again.

Guided Practice/Independent Practice/Assessment Activities The assessment is coming in when you are asking the students to name you the animal from the video. Please write down any students that have difficultly naming one animal.

Closure: Bring all the students back into the regular classroom and bring up both of the groups Glogster pages. Have a classroom discussion about how the posters are similar and different. Then, explain that this is just the first lesson in our new ocean animal unit and that you hope they are excited to continue on their journey through the ocean!