Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Science Unit about Animals
Subject: Science
Grade: third grade
Standards:
Mathematics standards:
Domain: Measurement and Data
Cluster: Represent and Interpret Data
Standard: CCSS.Math.Content.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another.
English Language Arts Standards:
Strand: Speaking & Listening
Subheading: Comprehension and Collaboration
Standard: CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
Strand: Reading: Informational Texts
Subheading: Integration of Knowledge and Ideas
Standard: CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur).
Strand: Language
Subheading: Vocabulary Acquisition and Use
Standard: CCSS.ELA-Literacy.L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
Unit Lesson Objectives/Outcomes:
The students will…
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Show growing ability to identify inherent traits and behaviors of animals
Show growing ability to classify animals
Identify needs of animals
Show ability to reason with shapes and measurements
Show evidence of growing vocabulary
Show critical thinking through art integration
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Lesson 1
Safety Precautions:

Students will be asked to follow all regular class rules and to mind each other’s space
when grouping up.
Materials Needed for Lesson:
1. HARCOURT Science Text (or available text that covers animals needs and traits)
2. Access to the internet and these sites: http://switchzoo.com/games/habitatgame.htm
and http://www.abpischools.org.uk/activescience/module2/home.html and
http://www.youtube.com/watch?v=VbyFJo4Xz3w
Reading Strategy:
Using graphic organizer to help with comprehension.
Early Preparations:
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Pull up your websites and turn on your projector early.
Prepare your KWL chart before
Engagement Activity/Access Prior Knowledge:
1.
Turn music on while setting up (turn on projector and pull up your websites). Turn off
music and welcome students. Ask them to go to their desks while you cover a few basic
expectations before you start the lesson.
2. Share amazing facts about some of our furry friends: Some Tortoise shells can be larger
than students Over 4 feet, cheetah’s can run faster than you can ride a 70Mph as fast
as a car on the freeway. Ask them if they can think of some other cool things some
animals can do?
3. Introduce some more amazing facts from the animal kingdom with this video
http://www.youtube.com/watch?v=VbyFJo4Xz3w and read a few of the
captions.
4. Lead into new vocabulary: “inherit” “traits” “habitat” and “classify”.
5. Write up on the board the definitions of these words and share examples.
6. Explain that animals all inherit these traits from their parents and they allow them to
do cools things. As scientists we need to know how to classify these animals and we can
do this by their traits.
7. “Today we are going to learn to learn about animals needs and one of all animals needs
are a home, so we are going to play a game that helps us classify animals by their homes
and I need your help.”
Procedures:
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Pull up http://switchzoo.com/games/habitatgame.htm and work with the students to
find the best suitable habitat for the animals (student led, teacher operated).
Start a KWL chart about animal’s needs: what they know about animal’s needs, what
they want to learn about animal’s needs, and what they learned about animal’s needs.
Have students participate in filling out the K and W areas of the chart.
Sean Bucholz
EDUC 437: Lesson Unit
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10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Do a picture walk with students and read through the captions first (Teacher led,
student follow along).
Start reading (popcorn style while other students follow along) through the chapter
while students think about finding out more about what animals need.
Have a discussion on what they learned about the needs of animals. Have students help
you fill in the L part of their KWL graphic organizer about animal’s needs. Make sure
they understand that animals all have four basic needs; food, water, air, and a home
(habitat). Use examples and non-examples of these needs.
Switch gears with students, do a short direct instruction time about why animals have
different traits and how they inherited them from their parents, offer examples and nonexamples of inherited traits.
Pose a question to question students: Why do some animals look different? How does
this help them live in different habitats? Ask students to think about this while they
listen to you read.
Teacher continues reading and covers sections about animals’ cells/animal traits.
Students will play one more game about animal habitats’ (teacher operated, student
led). http://www.abpischools.org.uk/activescience/module2/home.html
Students are given a performance task of drawing out an animal (real or fictional) and
students need to include the animals basic needs (home, food, water and air) in the
picture as well a special animal traits that help them in their habitat. Students will be
asked to clarify put small captions to tell others what the drawn items are. I will write a
rubric up on the board so student know what is supposed to be in their picture and if
students have no questions they can start. I will put some music on in the background
(They will be given 10-15 minutes to complete this portion)
Students will start the last part of the activity. Students will be asked to partner up
(teacher chosen) and they will have 5 minutes to see if their animals could live together
they will be asked to look at the habitats, (foods, water, home and air) and see if their
partners’ habitat could support their animal. On the back of their pictures they will be
asked to state in 1-3 the partners name and animal and why their animal could live in
their friends’ habitat or what would need to change to support their animal (the teacher
will provide an example of what this process would look like).
Closure:
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Students will be asked to share with the class their pictures of their animals. Students
will be encouraged to use their new vocabulary in their explanations of their animals
and their habitats.
Students will be given a short break while I put on music and finish up paperwork and
get ready for next lesson. (I will quickly check over each drawing and then hang them).
We will quickly jump into the next short lesson after I get everything together and they
finish with break.
I will pass out a 5 day graphic organizer that students will fill out the first part (they
can work in groups if they need help).
Bloom’s Taxonomy (Highlight those which apply):
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Multiple Intelligences (Highlight those which apply):
Verbal/Linguistic
Mathematical/Logical
Visual/Spatial
Musical/Rhythmical,
Interpersonal
Intrapersonal
Naturalist
Bodily/Kinesthetic
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Cross-Curricular Integration:
ELA and Art
Internet/Book Resources:
 http://switchzoo.com/games/habitatgame.htm
 http://www.abpischools.org.uk/activescience/module2/home.html
 http://www.youtube.com/watch?v=VbyFJo4Xz3w
Differentiating Instruction Plans:
Below Level:
For two of the ESL learners, I will have them follow along with the readings but not read in
front of the class. For the performance task if they cannot write their descriptions or struggle
with explaining in writing how their animals will or will not be a good match for their partners
habitat I will accept oral explanations at the end of the class when they turn in their drawings.
These student will still be expected to contribute in discussions (with prompting if needed).
On Level:
For these students I will expect them to read and work through challenging words in their
science text. I will ask them to break apart the words and try on their own before giving them
the correct pronunciations. I will give them adequate time to participate during discussion s
and the KWL chart. Students will be asked to keep up and
Above Level:
Students will be expected to participate in discussions, KWL and readings. If these students
finish up with their comparing habitats early I will group students who finish early together to
do the process again. I will encourage them to really think about what one thing that could
change in the habitat or an animal’s trait that could let their animal happy to be in their
friend’s habitat.
Assessments:
Formative assessment: Though student discussions, participation in KWL, student interactions
and the performance task of making a suitable animal habitat art project.
Summative assessment: N/A
Lesson 2
Safety Precautions:
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Students will be asked to follow all regular class rules and to mind each other’s space
when grouping up.
Students will be told not to touch the hot water or can because it could burn them
Materials Needed for Lesson:
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
1. HARCOURT Science Text (or available text that covers mammal and bird traits)
2. Access to the internet and these sites:
https://www.youtube.com/watch?v=zqhrmA3rj40
Early Preparations:
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Pull up your websites and turn on your projector early.
Print out measurement graphic organizer
Bring post-it notes
Reading strategy: Recalling information by taking notes
Engagement Activity/Access Prior Knowledge:
1. Start science experiment right away. Hand out graphic organizers for science
experiment.
2. Remind students about traits how animals inherit these traits from their parents to
help them survive in their habitat. “Right now we are going to experiment with a model
to see how certain traits help some animals called mammals who have fur survive in
their environments whether it be really cold or really hot fur helps protect them from
the cold and the sun.
3. Tell students that scientists often use models like the one they are using now when they
need to test out theories or do experiments.
4. Ask students if they can think of any animals that could be a mammal based on if they
have fur or not. Ask students if they were surprised at all that bats are mammals.
5. Have students skim through the headings, captions and pictures in the text to see if
they can find the other type of animal that they will learn about (if students do not
know what skimming is show them through a quick example). Let them know that
skimming is a good way to get a general idea of what they will soon be reading.
6. “As we learn more about these types of animals we will learn how their traits set them
apart so we can better classify them. Just like animals with fur are considered to be
mammals, we will learn what makes both birds and mammals easy to spot.”
Procedures:
Note (remember to check the science experiments every ten minutes).
1. Hand out sticky notes to students and tell them: “Follow along as I read but keep an eye
out for traits that mammals share in the textbook because I am going to re-read the text to
find three traits and one fact about mammals. After the teacher has read the section the
teacher will check that they understand what is being asked and if there is no questions
start reading (make sure to check the experiment and have students write down the
temperatures that correlate with the correct times).
2. Read the sections while students follow along and make mental notes where traits and
facts are they want to write down later.
3. Have students re-read the section while looking for three traits and one fact about
mammals. They will need to write down three traits that mammals and one fact about
mammals they find. Have students share their facts with each other in their small
groups at the table.
4. Check science experiment for the second time and have students log the
measurements.
5. Put on https://www.youtube.com/watch?v=T5m4NnbPksc and have them look at the
different kinds of birds. Ask them if they knew that penguins are birds
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
6. Have students pair up and read through the section about birds and tell them that they
need to discuss three traits that birds share and one fact about birds together.
7. Check science experiment for the last time and have students draw conclusions about
why the can with cotton stayed warmer longer, have them draw parallels to animals
with fur, like how they have to put on a jacket to keep the heat in. Have students
explain what they have observed from the data and what they think is happening in
their own words.
8. Have students go back to their seats and get ready for a draw and discussion.
9. Have students help you draw two types of animals up on the board: one bird and one
mammal. Start from nothing and have students help you by giving you some ideas for
traits that each animal should have. As you go around the room student will help you
make the animals resemble a bird and a mammal. Make sure to make this activity a low
pressure activity, have fun with this activity but make sure kids participate even if you
have to come back.
Closure:
“You all did so well today we learned a lot about animals, from their needs to their traits. We
learned what make certain animals mammals and what makes some birds and some special
animals that fit into both categories like the bat and the penguin.”
Bloom’s Taxonomy (Highlight those which apply):
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Multiple Intelligences (Highlight those which apply):
Verbal/Linguistic
Mathematical/Logical
Visual/Spatial
Musical/Rhythmical,
Interpersonal
Intrapersonal
Naturalist
Bodily/Kinesthetic
Cross-Curricular Integration:
ELA, Mathematics and Art
Internet/Book Resources:
https://www.youtube.com/watch?v=zqhrmA3rj40
Differentiating Instruction Plans:
Below Level:
For students who struggle finding the traits, either when they are re-reading the text or sharing
in the final class activity, I will remind them to look back through the text and focus in on the
captions and pictures. If they need extra time to look, I will come back to them in a bit. If many
student seem stumped, I will have the class re-read a section for ideas. For the two of the ESL
students I will have them pair up with stronger readers and writers to help them learn as much
as they can from their partners and also get through the activities.
On Level:
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Students will be asked to share new animal traits during the draw and discussion when called
upon.
Above Level:
Strong readers will be grouped with some of the ESL students and help buddy read with them.
Students will be asked to give new trait ideas in the discus and draw.
Assessments:
Formative assessment: I will be assessing students during discussion, when they turn in their
observation sheets and the final class activity to make sure that students are retaining
information being taught.
Summative assessment: n/a
Lesson 3
Safety Precautions:
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
Students will be asked to follow all regular class rules and to mind each other’s space
when grouping up.
Explicitly tell students to be mindful of eachothers space when doing the mime activity
Materials Needed for Lesson:
3. HARCOURT Science Text (or available text that covers fish, amphibian and reptile
traits.)
4. Access to the internet and these sites:
http://www.youtube.com/watch?v=ti0HDtRY8u4
http://www.youtube.com/watch?v=AMs3waaW75g
http://www.youtube.com/watch?v=oBz00-Go3qg
Early Preparations:
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
Pull up your webpages and let them load:
http://www.youtube.com/watch?v=ti0HDtRY8u4
http://www.youtube.com/watch?v=AMs3waaW75g
http://www.youtube.com/watch?v=oBz00-Go3qg
Reading Strategy:
Using questions to guide reading.
Engagement Activity/Access Prior Knowledge:
Ask students if they have ever seen a frog before. Ask them what color it was and where they
had seen it. Ask students if they have ever been fast enough to catch one. Tell them that you
weren’t able to catch a frog to bring in and show the class but I was able to find a video on
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
frogs and their life cycles. “Do you know that Frogs and birds are similar in the way they are
born? They both come from eggs.” Show the video and work through the “draw conclusions”
activity outlined in the chapter.
Procedures:
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After have students stand up and move over to the reading rug area. Have them help
you with a mime activity where they have to pretend to be a frog growing from egg to
adult frog as outlined in the video.
Explain to students that there are many other creatures like a frogs called “amphibians”
that start out as eggs, live in the water and when they grow up can live on the land or
water.
Ask the students if they can think of any other animals that can do that. Play the
“amphibian’s song.” Have students sing along a second time.
Ask students again if they can remember any other creature that is an amphibian.
Read about amphibians in the text and how frogs grow and change. Ask students how
creatures breathe underwater?
Introduce new vocabulary: gills, scales and fish. Explain that fish and amphibians have
gills that help them breathe underwater, draw parallels how we breathe through our
mouth and nose they breathe through their gills. Explain that because fish live in the
ocean they need protection from the other creatures and the environment. Scales help
protect fish.
Explain that fish have two special traits that set them apart from mammals that live on
land, they have scales and breathe with gills in their habitat.
Ask students if they can think of another creature that lives close to frogs near the lake,
they may have seen them before. Turtles.
Turtles are reptiles and have similarities to fish and amphibians but are different, let’s
find out how they are different.
Play the video about reptiles and hand out a guided question sheet.
http://www.youtube.com/watch?v=oBz00-Go3qg
Have students popcorn read through the section about reptiles and the summary.
Ask students how snakes move and ask them not to just tell you but to show you, have
them explain why they can move on the ground so well with no feet.
Have students work in pairs to discuss the review questions. Come together as a group
and have students share their answers. Add the question what is the biggest trait that
would need to change for a bird’s habitat to change from land and air to live in the
water only, demonstrate through mine what would need to change.
Lastly have students work with partners to come up with a sentence that uses one of
the new vocabulary they just learned.
Have students share their sentences orally with the class.
Closure:
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Remind students of the new vocabulary they learned about gills, amphibians, scales,
fish and reptiles using examples. Also remind students of some traits that help identify
each creature.
Bloom’s Taxonomy (Highlight those which apply):
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Multiple Intelligences (Highlight those which apply):
Verbal/Linguistic
Mathematical/Logical
Visual/Spatial
Musical/Rhythmical,
Interpersonal
Intrapersonal
Naturalist
Bodily/Kinesthetic
Cross-Curricular Integration:
ELA and Art
Internet/Book Resources:
http://www.youtube.com/watch?v=ti0HDtRY8u4
http://www.youtube.com/watch?v=AMs3waaW75g
http://www.youtube.com/watch?v=oBz00-Go3qg
Differentiating Instruction Plans:
Below Level:
For students who have a physical reason or disability why they cannot participate in the full
mime activity they can participate by making hand gestures. Students who need extra time
learning the amphibian song can sing what parts they can. Weaker readers will be paired with
stronger ones and they will still be asked to give an oral presentation at the end.
On Level:
Students will be encouraged to learn the amphibian song to help with comprehension of some
amphibians and participate in the mime activity to their full extent. Students will work hard
together when making sentences that will include at least one new vocabulary word.
Above Level:
Students will participate in all activities and be paired with weaker readers. Students will be
encouraged to use more than one vocabulary word in their sentences for oral presentations.
Assessments:
Formative assessment: Through observations of students’ interactions, participation in oral
presentations and following rules in activity.
Summative assessment: Students will turn in a performance task of their written sentences
that use a new vocabulary word and through oral presentations.
Lesson 4
Safety Precautions:
Sean Bucholz
EDUC 437: Lesson Unit
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
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Students will be asked to follow all regular class rules and to mind each other’s space
when constructing their creatures.
Students will be reminded to treat the scissors with care and if I see any of the
materials being used incorrectly they will be taken away and students will not be able to
participate and they will just have to watch.
Materials Needed for Lesson:
5. HARCOURT Science Text (or available text that covers mimicry, camouflage,
hibernation and other animal behaviors)
6. Many shapes cut out from different pieces of colored paper
7. Enough drawing materials (pens, pencils, crayons, colored pencils, markers)
8. Tape
9. Glue sticks
Early Preparations:
Pull up your webpages and let them load:
http://www.youtube.com/watch?v=XpdoDBYuHIA&list=PLMYb_qWwxCko5ABXT1cGi
QOUzfe1XJyXv
http://www.youtube.com/watch?v=EJGtN-igCu8
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Cut all your shapes out and put them in baggies for your group.
Reading strategy:
Have question guide reading and use re-reading.
Engagement Activity/Access Prior Knowledge:
1. Tell students that they have learned about animals traits now they are going to learn
about animals’ behaviors, learned behaviors and instincts. Have students play a role
playing game where they need to show expressions for different situational instances
where they would react strongly to. Help them see that some are learned behaviors like
how we interact and some are instincts.
2. Explain to students how animals also behave because of instincts and learned
behaviors. Give students the task of creating a creature that is going to be put in the
classroom but you will not tell them the final portion of the task until they have finished
with their creatures. Give students 15 minutes sort out their shapes to create an
animal and glue and shapes together on a piece of paper. Explain that students need to
also make sure and write their name on the back of their animals.
3. After students have finished tell student that they need to hide their animal in the
classroom out in the open around the classroom. They will each have a few seconds to
do this with the other students cover their eyes.
4. After all students have hidden their animals let the students look around the room for
them. Ask students why they though some animals were able to hide better.
Procedures:
1. Have students continue to think about this question to help guide their thinking as you
read the section about animal camouflage and mimicry.
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
2. Ask students “how animals are able to blend in so well? Have them think about what is
a major difference between mimicry and camouflage. Also ask why some of their
animals hid better than others. Give students 5 minutes to re-read the section on
mimicry and camouflage before the discussion starts.
3. Show these videos after short Q&A time: http://www.youtube.com/watch?v=EJGtNigCu8
http://www.youtube.com/watch?v=XpdoDBYuHIA&list=PLMYb_qWwxCko5ABXT1cGiQ
OUzfe1XJyXv
4. Have students discuss the question (with prompting from the teacher).
5. Give students new vocabulary and give examples of the meanings (instincts, hibernate
and migrate: have students follow along with the reading while they look so see how
these words are used in the context of their text and animal behavior).
6. Afterward have students explain through a quick discussion of how each of the flowing
help animals survive: hibernation, migrating, instincts, mimicry and camouflage help
animals survive.
7. Students will now be given the task to think about the room where their creatures will
hide and help them blend in by either using mimicry or camouflage. Have students
work for ten minutes to change their animals around to blend into their environment
better.
8. Have students put their heads down again and call on students one by one to hide their
animals and then go back to their desk so the next person can hide theirs. Do this until
all the creatures are hidden.
9. Have the final scavenger hunt with only two minutes to find all the creatures (remind
students not to help other find their creatures).
10. Have the students pass the found creatures back to the owners and have each student
come up and explain how they helped their animal hide (encourage them to use the
vocabulary words with prompting).
Closure:
Bloom’s Taxonomy (Highlight those which apply):
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Multiple Intelligences (Highlight those which apply):
Verbal/Linguistic
Mathematical/Logical
Visual/Spatial
Musical/Rhythmical,
Interpersonal
Intrapersonal
Naturalist
Bodily/Kinesthetic
Cross-Curricular Integration:
ELA and Art
Internet/Book Resources:
http://www.youtube.com/watch?v=XpdoDBYuHIA&list=PLMYb_qWwxCko5ABXT1cGi
QOUzfe1XJyXv
http://www.youtube.com/watch?v=EJGtN-igCu8
Differentiating Instruction Plans:
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Below Level: Students who I know struggle with reading will partner up with me while the reread the section on mimicry and camouflage together. Students who need extra help answering
questions when called upon will be encouraged to re-read again and given time to answer while
others answer other questions. Prompting and scaffolding and help will be provided as needed
in the any phase of the activity. Students who we do not trust using scissors will be helped by
the teacher or myself.
On Level: Students who do not struggle through any part of the activity or during discussions
will be asked to participate, make educated guesses and re-read when necessary. Students will
be encourage to not only think about how they can color their animals but also shape their
animals to blend into the scenery.
Above Level: Students who excel in all activities and content will be encouraged to use their
new vocabulary when they reply to the Q&A time. Students will be encourage to not only think
about how they can color their animals but also shape their animals to blend into the scenery.
Assessments:
Formative assessment: Observations through students’ participation in discussions, Q&A and
flowing directions in the activities.
Summative assessment: n/a
Lesson 5 part 1
Safety Precautions:
Remind students of classroom rules during activity time.
Materials Needed for both parts of lesson:
1. HARCOURT Science Text (or available text that covers endangered animals
and extinction)
2. The video on reptiles and amphibians in the Life Series.
3. three articles about endangered species (one for each group):
http://www.scholastic.com/browse/article.jsp?id=3748563 (Plight of the
Penguins), http://www.scholastic.com/browse/article.jsp?id=3746724
(Eagles are Back!),
http://www.scholastic.com/browse/article.jsp?id=3748378 (When
Elephants Fly).
4.
Early Preparations:
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Print off the endangered species articles for each student.
Print off your students’ tests and presentation papers.
Get your hands on a copy of Life.
Sean Bucholz
EDUC 437: Lesson Unit
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10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Find the names and dates of a few animals that are extinct and a few that are on the
endangered species list.
Reading strategy:
Skimming by looking at headings and captions, re-reading and using questions to guide
reading
Engagement Activity/Access Prior Knowledge:
1. Invite students to their seats.
2. Introduce them to new vocabulary (endangered, extinct, protected habitats and
threatened). Give students examples and non-examples of some animals that students
will never get to know because they are gone. Give students a few examples of animals
that are endangered species that could disappear as well.
3. Pass out the printed out articles to the correct groups and explain to them that they are
going to learn about more animals who are endangered.
4. As a group they are going to work together to fill out a 5w’s graphic organizers and
afterward share with the class what they found out about the animals. Give examples
and non-examples of what you want the graphic organizer to look like before asking
them if they have any questions.
5. Remind students to use the questions to help guide their reading like they practiced
before.
Procedures:
6. Have students start reading and answering the questions. Give them 15 minutes work
together as a group to fill out the graphic organizers.
7. Walk around and make sure groups are on task and offer prompting when necessary
and answer any questions that pop up.
8. Have student groups share orally their graphic organizers by going through the 5’s and
how.
9. After the groups have shared, explain to the student that they will need to practice
using guiding questions more for the next chapter about endangered species in their
science textbook. Explain that instead of reading the whole chapter and then looking at
the review questions we are going to look at the review questions first and use those
questions to guide our reading.
10. Start by doing an example review question with the students showing them how to look
for key words in headings and subheadings to help them decide if the information they
are looking for will be there or not based off of the key words.
11. Demonstrate this skill one more time with the students and answer any questions they
may have.
12. For the remaining questions, guide the students and offer prompting when necessary as
they practice this skill as a class. Continue until students have worked through the
questions (6 in all).
13. Lastly explain that students will practice these skills of using guiding questions and
looking at headings and subheadings to help them answer the review questions in all
four earlier chapters we read together.
14. Break students off in to pairs to work together and talk about the answers together.
15. Walk around the groups to check that they are practicing the skills taught and are
reviewing together.
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Closure:
16. As you walk around and give permission for groups who are finished they can go on
break before the test and activity in the following period.
Bloom’s Taxonomy (Highlight those which apply):
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Multiple Intelligences (Highlight those which apply):
Verbal/Linguistic
Mathematical/Logical
Visual/Spatial
Musical/Rhythmical,
Interpersonal
Intrapersonal
Naturalist
Bodily/Kinesthetic
Cross-Curricular Integration:
ELA and Art
Internet/Book Resources:



http://www.scholastic.com/browse/article.jsp?id=3748563
http://www.scholastic.com/browse/article.jsp?id=3746724
http://www.scholastic.com/browse/article.jsp?id=3748378
Differentiating Instruction Plans:
Below Level: For students who have difficulty with these skills of using questions to guide
reading, skimming/looking at headings and subheadings I will practice more with those
students and offer prompting and scaffolding to make sure that they are beginning to
understand how to use these skills before moving to another group. If there are many students
struggling knowing what to do I will group them all together and we will practice again.
On Level: For student groups who need the whole time to complete the review without much
prompting, I will stop by to see how they are answering the questions to make sure they can
use the reading skills we practiced earlier.
Above Level: Some students who finish up early with the review questions may not have needed
to go back and re-read but I will check to make sure that they actually know how to use the
skills taught by having them demonstrate to me what we practiced earlier.
Assessments:
Formative assessment: Observations through students’ participation in discussions, review
Q&A and flowing directions in the activities. The performance tasks of filling out/oral
presentations of the 5w’s graphic organizer. Conferencing with student groups and observing
their abilities to use the reading skills taught.
Summative assessment: n/a
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Lesson 5 part 2
Safety Precautions:
Remind students of classroom rules during activity time.
Materials Needed for both parts of lesson:
5. HARCOURT Science Text (or available text that covers endangered animals
and extinction)
6. The video on reptiles and amphibians in the Life Series.
7. three articles about endangered species (one for each group):
http://www.scholastic.com/browse/article.jsp?id=3748563 (Plight of the
Penguins), http://www.scholastic.com/browse/article.jsp?id=3746724
(Eagles are Back!),
http://www.scholastic.com/browse/article.jsp?id=3748378 (When
Elephants Fly).
8.
Early Preparations:



Print off your students’ tests and presentation papers.
Get your hands on a copy of Life.
Find the names and dates of a few animals that are extinct and a few that are on the
endangered species list.
Engagement Activity/Access Prior Knowledge:
1. After break have students sit at their desks and prepare their desk tops for the test (ask
students to take everything off their desks except for their pencils, color pencils and
erasers.
2. Explain to the students that once 13 minutes is up the music will be shut off and they
will know that they only have 2 minutes to finish the test.
3. Explain that if they finish early they need to raise their hand and the teacher will come
around to check that they finished and give them a little extra time to finish the second
portion of the test, the performance task.
4. Explain to students that there will be no talking during the test and if they finish early
they need to work quietly on the section portion so not to disturb the others will
working on the first portion.
Procedures:
5. Turn on the music and pass out the tests (attached below).
6. As students raise their hands, go over and check over their results and conference with
them if it seems like they missed something or seemed confused. For students who are
ready for the next portion, pass out the performance task (attached below) and let them
start early.
7. Once the time for the test is over pass out the rest of the performance tasks to the
students and explain to students how much time they will have to complete it. Much in
the same way the first part operated. Once the music stops they will know that they
only have two minutes to put on the finishing touches on their animals habitats and
finish the written portions. Answer any questions they have before they begin.
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
8. Turn on the music once again and walk around to answer any questions students have
(without giving away any answers).
9. At minutes 13, turn off the music so students know they have only 2 minutes left.
10. Ask students to get up and stretch. Give them one minute to stretch get their
presentations and come over to the reading rug to present.
11. Depending on how many students you have, give them about 1 minute to 2 minutes to
present their animals and their habitats answer sheet and drawings.
12. Call on students to come up ad present and ask students to be as quiet and respectful
of the person presenting as they want to be treated.
13. After students have presented have them turn in their presentations to you and sit back
at their desk while you turn on the episode from Life about Amphibians and reptiles.
14. Explain to students that they learned a lot about interesting traits that some
amphibians and retiles have but they haven’t seen anything like what they will soon
see. Turn on the video and walk around and conference with the rest of the students
who you were not able to get around to before about how they did on the test and what
they took away from the unit.
Closure:
15. Remind students that animals need our help to survive and we can do things to help
preserve their habitats to help them from going extinct.
16. Call on students to recall some ideas mentioned that we can do to help preserve energy
and resources.
17. Before students pack up tell the students that they have one more chance to try and
help their animal creations hide.
18. Play one more game of hide and seek with their creations to finish the unit!
Bloom’s Taxonomy (Highlight those which apply):
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Multiple Intelligences (Highlight those which apply):
Verbal/Linguistic
Mathematical/Logical
Visual/Spatial
Musical/Rhythmical,
Interpersonal
Intrapersonal
Naturalist
Bodily/Kinesthetic
Cross-Curricular Integration:
ELA and Art
Internet/Book Resources:

Harcourt science
Differentiating Instruction Plans:
Below Level: Students who have questions during the test can raise their hands. Students who
needed a little extra time to compete the first part of the test can do so when we start the video.
During that time I will be going around to help students who struggle and also conferencing
with them.
On Level: Students who need the full time to complete the tasks will be given the time they
need and I will get around to them at some point in time to conference with them after the oral
reports. Students will be encouraged to
Sean Bucholz
EDUC 437: Lesson Unit
10/4/2014
Professors: Dr. Diane Nickelson & Ms. Sally Hansen
Above Level: students who finish up early with the test will be encouraged to use their new
vocabulary in sentences for their descriptions of their animal habitats when I conference with
them. If they have extra I will encourage them to
Assessments:
Formative assessment: Observation of what students have learned through their oral reports
and through conferencing with students.
Summative assessment: One performance task where students complete a multiplechoice/short answer test over unit content and an oral report w/ picture of an animal, its
habitat and its needs.