Lesson Outline
Candidate: Emily Booth
Date
Lesson Part
Grade: 3rd and 4th SPED
Coordinator: Karen Murphy
Mentor: Callie Dunn
Activity description/Teacher does
Students do
*Formal
[The section for formal preassessment begins the lesson sequence
Preassessment and does not need to be shown on subsequent lessons.]
(Sequence start)
Title
Plants vs. Animals
State Standard
K-1 LS3B There are many different types of living things on Earth. Many of them are classified as plants
or animals.
Given a list, illustrations, or actual plants or animals, classify them as plants or animals.
Central Focus (CF) Growing of Plants
Learning Target I will:
(LT)
- Be able to sort 10 pictures of different animals and plants
into 2 different piles with 80% accuracy (Ian, Shaun, Austin)
- Be able to sort 8 pictures of different animals and plants
into two different piles with 80% accuracy (Trent, Joel,
Olivia)
- Be able to sort 6 pictures of different animals and plants
into two different piles with 80% accuracy (Rayan)
- Listen to my friends and teacher
- Show I am ready to learn
Academic
Language
Characteristics- describing words of an object
Sort- put into two piles
Similar- alike
Different- not the same.
Instruction
Inquiry
Preview
Review
Teacher explains to class that we will be starting a new unit today
on Plants. We are first going to figure out what is a plant vs. what is
animal. We are going to be sorting pictures of plants and animals
into two different categories. Plants and animals.
Teacher introduces academic language involved in lesson:
Sort, plant, animals. Characteristics
T: So today class in science we are going to be starting a new unit on
plants. Does anybody know what a plant is? Could someone name a
plant that they know of?
Students sit quietly and listen to
beginning of lesson. Students
raise hand when needing to ask a
question.
T: Can someone read for me what our learning target is for today?
Call on a couple of kids depending on their level to revoice the
Revoice and tell the learning
learning target. Have pictorial support for lower students to choose target.
Informal between three items while higher students will vocalize.
Assessment
T: Are we learning about plants or rocks today in science?
Practice Activity Using the active board, students will one at a time be called on and
Support
move one of the pictures from the picture bank to the correct
category either plants or animals. Students will be asked questions
about the picture they picked.
For example:
T: what is your picture of? Why did you choose plant or animal pile?
Go to the board and move one
plant or animal to correct column.
Handle materials properly and
answer questions posed by
teacher.
Students will be practicing waiting their turn, fine motor skills for
using the active board and answering questions.
Once all the photos have been sorted from the word bank we will
review the different categories. For lower students I will ask them to
name one plant/ animal in the plant or animal category. For my
higher students I will ask them to tell me one thing about plants or
animals.
T: Now that we have sorted all of our plants and animals. I want you Think about what is the same and
to think about these plants and animals.
different between plants and
What is alike between all of these animals? All of these plants?
animals.
What is different?
Informal
Assessment
Closure
Assessment of
Student Voice
Now, that the students understand what is a plant vs an animal. I
will give them their own sort to do on their own with different
photos to see what they retained from the activity.
T: Now we are going to do our own picture sort. I want you to do
this on your own and then raise your hand once you are done so a
teacher can check your work. Once they check it, you can glue it
down to take home.
The teacher will roam and ask individual questions, supporting
students who need more help.
Once all students are finished with their activities we will come back
together as a class and answer a few questions together on the
active board with pictorial support.
T: What is alike about these plants?
Which one is a plant?
Which one is an animal?
Students will answer questions and circle the answer to the
questions. There will be pictorial support for each question.
*Formal
[The section for formal postassessment ends the lesson sequence
Postassessment and does not need to be shown on preceding lessons.]
(Sequence end)
Independently complete picture
sort. Quietly attend to own
worksheet. Raise a quiet hand
and wait for a teacher when you
have a question and when
complete with worksheet.
Think about activities done in
science. Go to the board and
answer questions.