Roots Public Charter School Weekly SCIENCE Lesson Plan
ANIMALS
Teacher Name: Kimberly Holloway
Date: November 30-December 4, 2015
Subject Area: Science Grade 4/5
Common Core State Standard(s): Key Ideas and Details:
CCSS.ELA-Literacy.RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.2Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.5.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently
5-LS2 Ecosystems: Interactions, Energy, and Dynamics Students who demonstrate understanding can: 5-LS2-1. Develop a model to describe the movement of
matter among plants, animals, decomposers, and the environment.
5-ESS3 Earth and Human Activity Students who demonstrate understanding can: 5-ESS3-1. Obtain and combine information about ways individual communities
use science ideas to protect the Earth’s resources and environment.
Learning Target(s):
Big Idea:
Essential Understanding—Big Idea
Describe the biome in which the animal lives. What are the biggest survival challenges in this biome? What
Explain what students will know and be able
to do as a result of this lesson and why these
adaptations help the animal survive in its biome? What is the author’s main idea and what key details does
objectives are important to accomplish?
s/he use to support it?
Instructional Materials:
SCIENCE: ANIMAL ADAPTATIONS Reading and Writing INFO TEXT; graphic organizers, vocabulary
Materials needed for the lesson (e.g., textbook,
construction paper, scissors, Powerpoint,
SMART Board, laptops, etc.)
Differentiation:
(How will you ensure that all students have
access to and are able to engage
appropriately in the lesson?)
Resources:
Supplementary information and/or places
where you found information for the lesson;
What websites will be used to support lesson?
Anticipatory Set:
Engagement/Motivation/Introduction;
Purpose of lesson for students; Specific
statements/activities you will use to focus
students on the lesson for the day
Presentation of New
Information or Modeling:
Read in small groups, WC reading, pair reading, Illustrate vocabulary;
Small group: Allyanna, Antar, Jihad, Daniel, Anajah, Kamora, Deshawna
Text, Discover Ed., smart board, computers; graphic organizers; SCIENCE COURT
Monday
Objective: Define and
give examples of
biomes and assess
which conditions in a
biome present
challenges to a
species’ survival.
Vocabulary
Tuesday
Objective: explain
how food webs
present challenges
to a species’ survival
and evaluate which
adaptations are
most helpful in
finding food or
avoiding being
eaten.
Vocabulary
Wednesday
Chart the
stages in an
animal’s life
cycle.
Thursday
Objective: Explain
why an animal is
endangered.
Identify and
describe threats to
its survival.
Friday
POST
ASSESSMENT.
Vocabulary
Vocabulary
p. 164-167
Roots Public Charter School Weekly SCIENCE Lesson Plan
ANIMALS
Term definitions, concepts, processes or
approaches
If you will be demonstrating the skill or
competence, how will this be done? “I do, We
do, You do”
Guided Practice:
What activities will be used to guide student
practice and provide a time frame for
completing this practice? Teacher directed,
Scaffolding, Check for understanding
RQ #3
RQ #4
RQ #5
RQ #6
Read Biomes Maps and
refer back to “Under the
Ice”
p. 118, 119
Pre Reading (5min)
Teacher reads,
Students Listen and
follow along (5 min)
p. 128-131
Food Chains and
Webs and Wolves
Read USE IT,
THEN LOSE
IT p. 142-143
Read Complex Text:
WHAT WE’VE
LOST
Pre Reading (5min)
Text Dependent
Questions
Teacher reads,
students listen and
follow along (5 min)
Text Dependent
Questions and
Academic
Vocab/Close Reading
(20 min)
Text Dependent
Questions and
Academic
Vocab/Close
Reading (20 min)
Students Read
Independently
(5min)
Closing Procedure/Activity:
Review terms, concepts, and/or learning
process, establish connections to next lesson,
check for understanding. What method of
review will be used to complete the lesson?
Independent Practice:
Teacher monitored, checks for
understanding, exit ticket
Assessment:
Summative: How will you know students
have learned what you wanted them to learn,
the objectives have been accomplished, and
Wow Facts!
Write to Text
Research Question
#3
p. 123-125
Accountable Talk
Students Read
Independently
(5min)
Wow Facts!
(Research Animal)
WOW facts!
Write to Text- Graphic
Organizer
p. 134, 135
Write paper p.
144-145; 148152
Independent reading,
Writing and Research
Accountable
Talk (2-5 min)
Read Complex Text:
Write p. 168-169
Wow Facts!
Wow Facts!
Determine Main Idea
Determine Main Idea
Write to TextGraphic Organizer
Independent reading,
Writing and Research
p. 158-160
Accountable Talk
Roots Public Charter School Weekly SCIENCE Lesson Plan
ANIMALS
that the goals have been achieved? What will
count as evidence of learning?
Formative: How will your assessment inform
instruction on an ongoing basis? How will
you assess in the process of student learning
throughout the lesson and how will you make
adjustments?
Homework:
Reflection:
Evaluation of lesson. What went well? What
would you change? What did you learn
about your students? What did you learn
about yourself? How did you construct a
meaningful learning community?
Complete classwork
Complete classwork
Complete Talk