| Title: Animals
Galore |
| Subject: Science
|
| Grade Level: 1
- 3 |
| Overview:
|
| This lesson is designed to have students provide examples for each
of the six animal groups. |
| Approximate
Duration: 1 - 45 minute lesson |
Content Standards:
- Life Science
The students will become aware of the characteristics and life
cycles of organisms and understand their relationships to each other
and to their environment.
|
Benchmarks:
- LS-E-A1
identifying the needs of plants and animals, based on
age-appropriate recorded observations; (1,2,3,4)
- LS-E-A2
distinguishing between living and nonliving things;
(1,2,3,4)
- LS-E-A3
locating and comparing major plant and animal structures and
their functions; (1,3)
- LS-E-A4
recognizing that there is great diversity among organisms;
(1)
- LS-E-B1
observing and describing the life cycles of some plants and
animals; (1,3)
- LS-E-B2
observing, comparing, and grouping plants and animals according
to likenesses and/or differences; (1,2,4)
- LS-E-B3
observing and recording how the offspring of plants and animals
are similar to their parents; (1,2,3,4)
- LS-E-C1
examining the habitats of plants and animals and determining
how basic needs are met within each habitat; (1,2,3,4,5)
- LS-E-C2
describing how the features of some plants and animals enable
them to live in specific habitats; (1,2,3,4,5)
- LS-E-C3
observing animals and plants and describing interaction or
interdependence. (1,4)
|
Interdisciplinary Connections:
- English/Language Arts : Standard 2
Students write competently for a variety of purposes and
audiences.
- English/Language Arts : Standard 3
Students communicate using standard English grammar, usage,
sentence structure, punctuation, capitalization, spelling, and
handwriting.
- English/Language Arts : Standard 5
Students locate, select, and synthesize information from a
variety of texts, media, references, and technological sources to
acquire and communicate knowledge.
- English/Language Arts : Standard 7
Students apply reasoning and problem solving skills to reading,
writing, speaking, listening, viewing, and visually representing.
|
Educational Technology Standards:
- Identify, explain, and effectively use input, output and storage
devices of computers and other technologies (e.g., keyboard, mouse,
scanner, adaptive devices, monitor, printer floppy disk, hard
drive).
- Use accurate and developmentally appropriate terminology (e.g.,
cursor, software, hardware, pull down menu, window, disk drive, hard
drive, CD-ROM, laser disc) when referring to technology.
- Use a variety of developmentally appropriate resources and
productivity tools (e.g., logical thinking programs, writing and
graphic tools,digital cameras,graphing software) for
communication,presentation,and illustration of thoughts, ideas,and
stories.
- Use technology tools (e.g., publishing, multimedia tools, and
word processing software) for individual and for simple
collaborative writing, communication, and publishing activities for
a variety of audiences.
- Evaluate electronic information for accuracy, relevance,
appropriateness, comprehensiveness, and bias.
- Use technology resources to assist in problem-solving,
self-directed learning, and extended learning activities.
|
Objectives:
1. TLW classify animals into six animal groups.
2. TLW construct a model of the six animal groups providing a minimum
of one example for each group. |
Lesson
Materials and Resources:
Eric Carle's book, "The Mixed Up Chameleon" |
Technology
Tools and Materials:
Hardware:
Computer
Software:
Inspirations
Websites:
Animal Groups
<http://www.schooltrain.info/science/animals/groups/group_menu2.htm
|
Background
Information:
This lesson is the conclusion of a two week unit on animals. Each of
the six animal groups were taught individually. The students
participated in a variety of activities for each group learning about
each group's body parts, body coverings, habitats, digestion, and
movement. |
Lesson
Procedures:
1. TTW state today's objectives,"Today we will review the six animal
groups we have been studying. We will review the characteristics of
each group. You will make a diagram showing all six groups and give
examples of each group.
2. Movtivation: TTW read orally Eric Carle's book: "The Mixed Up
Chameleon"
3. TLW review the characteristics of each group through a teacher
directed review using the given web site, "Animal Groups".
4 TSW construct a cluster listing the six animal groups: amphibians,
reptiles, mammals, birds, fish, and insects.
5. TSW add examples to each group therefore showing that they know the
characteristics of each group.
6. TSW print his/her completed cluster which will shared the following
day during class then placed in his/her portfolio. |
Assessment
Procedures:
*Completed clusters (formal: clusters will be graded then placed in
student portfolio) |
Accommodations/Modifications:
*Students who are having trouble with operating the computer programs
can be paired with a peer student who has mastered the program.
*Students who are having trouble classifying the animals into animal
groups can be paired with a peer student who has exhibited mastery of
the characteristics.
*The teacher can monitor closely students demonstrating a need of
remediation.
----- written by
Laura Bloomer
|
Reproducible
Materials:
|
Explorations
and Extensions:
By learning the characteristics of each animal group the student will
have a better understanding of their own environment and how animals
co-exist. |
Lesson
Development Resources:
Trade book: "The Mixed Up Chameleon"
Computer
Inspirations program
Web site "Animal Groups"
|
Reflections:
The students greatly enjoyed creating their own cluster. They showed
great pride in showing their printed copy. |
Contact
Information:
Laura Bloomer
laura.bloomer@mcschools.net
Lexington |
|
