ESU Elementary Education Annotated Lesson Plan Format 11-11
Note: Not all lesson plans will include all the components listed below and the components will not always be in
the order shown. If a component is not included, a brief explanation should be inserted at the appropriate point in
the plan where that component would normally fit.
1.
Context and Learning Environment for this Lesson:
Intern’s name _____Nikki Schmitz___ School ___________Neosho Rapids ____________
Mentor teacher ____________Jennifer Anderson__ Subject __________Science__________
Grade level (s) ______5th_______ Tentative date to be taught ____October 15, 2013__ Time _____2:203_____
The setting: This fifth grade classroom has 12 students consisting of an equal 6 boys and 6 girls. There are 3
students that have an IEP in both math and reading. The classroom is set up with three tables with 4
students at each to enhance cooperative learning. When you walk in the door the teacher’s desk is to the
right of the class and my desk is on the left. There is a promethean board in the front of the classroom along
with and actiview camera. There is an extra table that Mrs. Anderson uses for small group activities. She has
a reading center with a classroom library. Each student gets their own Ipad, Ipod, and laptop.
Materials (handouts – identify please/quantities) needed for the lesson include:

Owl pellets-6

Book on owls

Mind map-12

Bones chart-12

Tweezers-12 (optional)

Toothpicks-12 (optional)

Gloves

Magnifying glasses-12

Black paper-6

Video on owls http://video.nationalgeographic.com/video/kids/animals-pets-
kids/wild-detectives-kids/wd-ep2-owls/
2.
Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to achieve,
including:
2.1 Instructional Objectives:
The students will be able to predict what is in the owl pellet with at least 2 predictions, after watching the
video on owls. (low, cognitive)
The student will be able to identify the animal that the owl ate by matching the bones from the chart of
rodent bones and identify what is in the owl pellet. (low, cognitive)
The students will be able to make the animal outline by gluing the bones on paper in the shape of the
animal that is in the pellet by using the bone chart. (high, affective)
2.2 Relevant local district/state/common core standard(s) - (ksde.org):
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to
maintain body warmth) was once energy from the sun.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and
the environment.
3. Assessment: How and when will you determine the extent to which students have achieved the lesson
objectives?
3.1 Assessment/Evaluation:
I will know the student has met the objective when each student can identify at least 2 predictions they
have on what is in the owl pellet on their mind map.
I will know the student has met the objective when they dissect owl pellet and identify the animal in the
pellet and what they found in the owl pellet.
I will know the student has met the objective when they can make the skeletal outline of rodent in the
pellet by gluing bones on the paper using the bone chart.
3.2. Criteria for Mastery (for judging/scoring student success) –
Mind map
Excellent (5pt)
Needs
Improvement (3pt)
Unsatisfactory (1pt)
Making predictions
Student made at
least 2 predictions.
Student made 1
prediction.
Student made no
predictions.
Student wrote
down both the
name of rodent
and identified
what they found in
owl pellet.
Student wrote down
either the name of
rodent or identified
what they found in
owl pellet.
Student did not
write down the
name of rodent or
identified what they
found in owl pellet.
Student glued at
least 8 bones
down.
Student glued at
least 4 bones down.
Student glued at
least 2 bones down.
Points Earned
Dissect owl pellet
Identify rodent
Outline
Make skeletal outline
of rodent.
4.
Adaptations: Describe materials and/or strategies that you will use to adapt the lesson related to the needs
of students as identified in the context (including but not limited to gearing up and gearing down).
4.1 “Gearing down” (provide more support/differentiation) –
I will have the student look at a picture of the skeleton of the rodent as they glue it down to help visualize
and to get them started.
4.2 “Gearing up” (provide more extension) – to meet the needs of higher achieving students might include:
I will have the student identify all the animal(s) in the owl pellet and not just one and put all the animals
together when gluing them down.
I will have the students that finish early present their skeleton to the class while other partners are finishing
up.
5.
Integration:
Across: science with social studies, writing and art. Within: comprehension and vocabulary.
6.
References/Resources Used: List in standard bibliographical style (author, date, title, publisher); provide
website in URL format.
Sattler, Helen Roney., and Jean Zallinger. The Book of North American Owls. New York: Clarion, 1995. Print.
"Video Night Owls National Geographic." National Geographic. N.p., n.d. Web. 08 Oct. 2013.
7. Instructional Design – Teaching Plan
7.1 Introduction – Briefly describe the things you will do to get the lesson off to an engaging start:
a. Anticipatory Set –
I am going to show a video on the many different owls and where they live to get their attention and
have the student immediately thinking about what we are going to learn. I will also show the pictures in
the book I brought to let them get a closer look.
b. Communication of Objectives:
“Have you ever seen an owl before? If you have, it probably was at night or on a movie. Owls sleep during
the day and are up at night. That is called being nocturnal. Today we are going to study owls and what
they eat and how they digest their prey.”
*7.2. Input –
I will hold up the owl pellet and ask the student to write at least to things they think are in the owl pellet
and write them down on the mind map. We will continue to explore owls and their environment by the
PowerPoint. We will be looking at owl digestion and what they eat and how they digest their food. What
can this tell us about owls? We will look at their food chain and explore what owl pellets are. I will put
the students with a partner and hand them the materials to get ready to dissect the owl pellet. Once I
give the owl pellet the eat group they may begin. As they find bones I will have them compare them to
the bone chart and identify the rodent that the owl ate. Once they get all the bones I will have them
make the skeleton of the rodent and glue it to the black paper. Once they have finished I will have them
present to the class what rodent their owl ate and one thing they found interesting about the dissection.
*7.3 Modeling –
After the students predict what they think is in the owl pellet, I will show them the virtual owl pellet
dissection. I will first remove the hair from the outside so I can get to the bones. When I can see the bones I
will pick each and place each bone in a pile until I have all the bones and hair separate. I will then make a
skeleton of the rodent I had. Once I am done the student will be ready to start theirs.
http://www.kidwings.com/owlpellets/flash/v4/index.htm
*7.4 Guided Practice –
I will ask the students to remove the foil from around the owl pellet. I will ask them what they should do
next. They will then remove the hair. I will walk around the class and walk them through each step. After they
remove all the hair I will have them identify the rodent that the owl ate.
*7.5 Checks for Understanding –
I will walk around the class to make sure everyone is participating and writing down what they see. After the
dissection, I will ask a variety of questions. I will ask why the owl threw all of that up? Where did the owl
pellet form?
7.6 Independent Practice/Assignment –
After the dissection, I will have each student turn over their mind map. I will have them write down the
rodent their owl ate and what was all in the pellet individually.
7.7. Closure, wrap-up –
When the students have finished I will have the students come up and present their skeleton of the owl
pellet and tell the class one thing they found interesting or something new they learned.
http://video.nationalgeographic.com/video/kids/animals-pets-kids/wild-detectives-kids/wdep2-owls/