Focusing
Student
Attention
DTA
Student will observe and analyze the different traits of various organisms
in order to classify.
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
Following the Exploration activity, the teacher will then introduce the
concept of classification. The classification system (i.e., kingdom, domain,
family, etc.) will also be discussed/ reviewed in detail.
Date: July 16, 2010
 indicates part of every lesson
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
“Store Search” Activity
Students will be verbally given several items (i.e., cereal, milk, bread, beef) that could be found
in a grocery store and be asked where each of these items would be located within the store.
Based on student responses, it will be acknowledged that different food items are organized
into specific sections.
Teacher-Monitored Activities: What will students do together to
2
3
Time
use new concepts or skills? How will you assist students in this
5 E’s
DTA
process?
“Bonkers for Bugs” Activity
Guided Practice
5 E’s
2
Introductory and/or Developmental
Activities
3
Explanation
Time
Part 1: Students will be separated into small groups and be given
an assortment of plastic bugs. They will be asked to work
together in order to place the variety of bugs into groups based
on characteristics of their choosing (i.e., size, number of legs).
After grouping the bugs, each group will present their
classification system and reasoning for it.
Part 2: Each group will then be given a sampling of specimens
that do not belong to any of the groups/classifications that they
have already identified in Part 1. Students will then be required to
create a new group for the newly introduced specimens and
justify their decisions.
Teacher will walk around and check on progress of groups.
4
5 E’s
Time
Assessment
5 All Models
Evaluation
CLOSING
Time
4
DTA
Independent
Activities and/or
Meaningful-Use
Tasks
Time
Elaboration
HEART OF THE LESSON
DAILY LESSON PLANNER
Statement of Objective: What should students know and do
1 5 E’s 1 DTA
as a result of the lesson?
Engagement
OPENING
Time
Grade Level/Content: 6 - Science
Exploration
Name: Denise Bartlow, Stephanie McGaw, David Rice, Nancy Stewart
6 All Models
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand
and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
Based on the classification completed in the “Bonkers for Bugs” Activity, students will work in pairs to identify one of the bugs by its correct name within the classification
system, using phylum, family and species. The research will be assisted by the use of the website www.tolweb.org/tree.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Students will complete the research document from the Elaboration section. Teacher observation and class discussion responses.
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Exit slip on today’s new vocabulary (see Explanation).
Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson?
What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?
Name:
Grade Level/Content:
Closure
Homework: Students will create a personal mnemonic for the seven levels of the classification system.
Prince George's County Public Schools
Date:
Revised
June 2003
Grade Level/Content:
Date:
André Name:
Hornsby,
DAILY LESSON PLANNER - RESOURCE PLANNER
Ed.D.
Text Resources
Technology Resources
Chief
Cooperative Groupings
How will various forms of text (e.g., print, video,
How can the use of technology enhance the learning
What cooperative structures will facilitate
Writing Opportunities
Executive
etc.) be used to help learners develop a deeper
experience? What tools may be accessed to further
learning? How will students be involved in group
How will students have an opportunity to further
understanding of the key concepts and skills? What
develop students’ skills in using technology as an
Officer
processing? How will students work with one
extend their thinking through writing?
text resources can be utilized to assist learners in
enhancing literary experiences?
integrated part of their learning? How can information
literacy skills be integrated with instruction?
another during the unit?
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives
will be used to help students develop an
understanding of key skills and processes for
investigation?
Individualized Instruction
How will the lesson need to be adapted for students
with special needs (i.e., special education, talented
and gifted, ESOL/language minority)? In what ways
will you vary the modalities of learning to ensure that
ALL students have an opportunity to learn?
Material Resources
What materials will need to be prepared before
each lesson in order to ensure the unit goes
smoothly? What library media resources are
available to enhance your lessons?
Prince George's County Public Schools
Other Planning Considerations
What else should be considered when planning and
delivering this lesson? What reminders should you
record for yourself? What are the time constraints
and considerations for this lesson?