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Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Suzanne Rodriguez
Science
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May 1, 2015
Standard: Life Sciences (2.c, 2.d.), (4.a)
2. Plants and animals meet their needs in different ways. As a basis for understanding this concept:
c. Students know animals eat plants or other animals for food and may also use plants or even other
animals for shelter and nesting.
d. Students know how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats
meat; flat teeth: eats plants).
4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other three strands, students should develop
their own questions and perform investigations. Students will:
a. Draw pictures that portray some features of the thing being described.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will learn that animals eat different things based on the shapes of their teeth and what they eat will
determine whether they are classified as herbivores, carnivores, or omnivores.
II. LEARNING OUTCOME (Objective):
Given the worksheet, students will know that animals eat different foods based on the shape of their teeth by
describing the shape of the teeth drawn on their template and explaining what type of food they can eat.
DOK/Cognitive Rigor Level:
DOK 1: Recall and Reproduction- Students will draw the teeth of either a herbivore or a carnivore and
recall prior information to explain why their drawing fits into one of the categories.
Language Demands (What demands in terms of language does this lesson require of students, particularly
English Learners?):
Students must know the definition of the words sharp and flat. They should also have the ability to identify
objects, which are sharp or flat, based on their characteristics. Because the lesson uses information learned in a
book, students must have the ability to understand what is being read (reading comprehension). In the book,
there are words that a students may not know. Using context clues to infer the meaning, or explaining what the
word(s) mean, may aid in the students comprehension of the material.
III. CURRICULUM CONNECTION:
Before: Students know different animals inhabit different kinds of environments.
After: Students know different animals have external features that help them thrive in different kinds of places.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
1. Ask all students to join you at their rug and have a seat facing the front where you will be sitting.
2. Introduce the topic by asking students, When we smile big, what do we show?
3. Call on a random student to answer the question. Reinforce the answer by repeating it to the class.
4. Ask the students, What do you think our teeth are used for?
5. Call on random students to provide their answer to the class.
6. After calling on a few students, explain to them that today we will be learning how different animals eat
different things based on the shape of their teeth.

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Purpose:
The purpose of this lesson is to help students understand that animals eat different things based on the
shape of their teeth.
Student friendly objective: By the end of our lesson, you should understand that animals eat different
things based on the shape of their teeth by drawing a set of animal teeth on your worksheet and
completing the sentences.
INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Read the title and author of the book.
a. T input What do you think this book is going to be about? Think, pair, and share quietly with a
neighbor. Allow the students a few seconds to talk and the ask them, Who would like to share their
answers? (students should quietly raise their hand)
b. T model Quietly raise your hand to model the action for the students.
c. Student response: Call on individual students to provide their answers to the class.
Step #2: Read pages 1-3
a. T input Ask the students to quietly raise their hands if any of them have lost their teeth before.
b. T model Raise your hand quietly to model the action for the students.
c. Student response: The students who have lost their teeth before raise their hands.
d. T input Lets see what would happen if we had animal teeth grow instead (continue reading the book).
Step #3: Read pages 4-5
a. T input A beavers front teeth are very flat. They use their front teeth to eat bark which comes from a
tree. Bark is a plant, so beavers eat plants. Because beavers eat plants, they are called herbivores.
b. T model Explain to the students that herbivores are animals who eat only plants.
Begin filling in the chart with the animals name, type of teeth, what it eats, and whether it is a herbivore or
a carnivore.
c. Student response: Choral response- Ask students to repeat the word herbivore. Herbivores have flat
teeth and eat plants.
Step #4: Read pages 6-7
a. T input A great white sharks teeth are very sharp. Sharks use their teeth to eat fish and other things like
elephant seals skin. Fish and seal skin are meat, so sharks eat meat. Because sharks eat meat, they are
called carnivores.
b. T model Explain to the students that carnivores are animals who eat meat.
Fill in the chart with the animals name, type of teeth, what it eats, and whether it is a herbivore or a
carnivore.
c. Student response: Choral response- Ask students to repeat the word carnivore. Carnivores have sharp
teeth and eat meat.
Step #5: Read pages 8-9
a. T input A narwhals tusk is very sharp at the tip. Narwhals use their tusk to find fish. Fish is a type of
meat, so narwhals eat meat. Because narwhals eat meat, they are called what?
b. T model Raise your hand to model the action for your students. Once the students answer the question
correctly, fill in the chart with the animals name, type of teeth, what it eats, and whether it is a herbivore or
a carnivore.
c. Student response: Call on individual students to answer the question. When a student answers the

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question correctly, reinforce the information by repeating it to the entire class.
Step #6: Read pages 10-11
a. T input Even though we know elephants have two very long tusks, they also have a lot of teeth in their
mouth that are flat. The elephants use their tusks to dig up tree roots and use their flat teeth to eat them. Tree
roots are a type of plant, so elephants eat plants. Because elephants eat plants, they are called what?
b. T model Raise your hand to model the action for your students. Once the students answer the question
correctly, fill in the chart with the animals name, type of teeth, what it eats, and whether it is a herbivore or
a carnivore.
c. Student response: Call on individual students to answer the question. When a student answers the
question correctly, reinforce the information by repeating it to the entire class.
Step #7: Read pages 12-13
a. T input Who can tell me what type of teeth rattlesnakes have? Are they flat or sharp? What type of
food do rattlesnakes eat? Are they herbivores or carnivores? Why?
b. T model Raise your hand quietly to signal the action to the students. As the students answer each
question, fill in the chart with the information.
c. Student response: Call on individual students to answer the questions. Reinforce the information by
repeating the answers to the entire class.
Step #8: Read pages 14-15
a. T input What type of teeth do naked mole rats have? Are they flat or sharp? What type of food do
naked mole rats eat? Are they herbivores or carnivores? Why?
b. T model Raise your hand quietly to signal the action to the students. As the students answer each
question, fill in the chart with the information.
c. Student response: Call on individual students to answer the questions. Reinforce the information by
repeating the answers to the entire class.
Step #9: Read pages 16-17
a. T input When I ask these next questions, I want all of us to answer them as a class. Do vampire bats
have flat or sharp teeth? What type of food do vampire bats eat? Are they herbivores or carnivores? Why?
b. T model Participate in the choral response with a soft tone to demonstrate using our inside voices as we
answer the questions. Model how to sit quietly as the student fills in the chart.
c. Student response: Call on one student to begin filling out the chart as the rest of us answer the questions
in a choral response.
Step #10: Read pages 18-19
a. T input Hippos are tricky animals. Even though they have very sharp teeth to eat meat, most of the time
they eat plants. Because hippos eat both plants and meat, they are called omnivores. Omnivores are animals
who like to eat both plants and animals.
b. T model Model how to pronunciate the word: omnivore. Fill in the chart with the animals name, type of
teeth, what it eats, and its classification.
c. Student response: Choral response- students repeat the word omnivore. Omnivores eat both plants and
animals.
Step #11: Read pages 20-21
a. T input Do Bengal tigers have flat or sharp teeth? What type food do they eat? Are they herbivores or
carnivores? Why?
b. T model Participate in the choral response with the students. Model how to sit quietly as the student fills
in the chart.

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c. Student response: Call on one student to begin filling out the chart as the rest of us answer the questions
in a choral response.
Step #12: Read pages 22-23
a. T input Do crocodiles have flat or sharp teeth? What type of food do they eat? Are they herbivores or
carnivores? Why?
b. T model Participate in the choral response with the students. Model how to sit quietly as the student fills
in the chart.
c. Student response: Call on one student to begin filling out the chart as the rest of us answer the questions
in a choral response.
Step #13: Read pages 24-25
a. T input Do camels have flat or sharp teeth? What type of food do they eat? Are they herbivores or
carnivores? Why?
b. T model Participate in the choral response with the students. Model how to sit quietly as the student fills
in the chart.
c. Student response: Call on one student to begin filling out the chart as the rest of us answer the questions
in a choral response.
Step #14: Read pages 26-27
a. T input Turn to a partner and without touching, look at each others teeth. What kind of teeth do you
have: flat, sharp, or both? Think about the kinds of food you eat and share that with your partner. Think
about what type of animal are you?
b. T model Using the chart, fill in the spaces using the correct information provided by the students.
c. Student response: Call on individual students to provide their answers to the class. When a student
answers a question correctly, reinforce the information to the rest of the class.
Step #15: Read pages 28-29
a. T input Its a good thing we dont have animal teeth! I think our teeth are perfect for eating everything
we need to be healthy.
Step #16: Review the chart
a. T input Lets look at each of the columns and see what we can find in common.
b. T model Look at the classification column and begin with herbivore (first on the list). Show the students
that every herbivore on the chart has flat teeth and eat plants. Therefore, we can say that all herbivores have
flat teeth and eat plants. Continue on with carnivores. Show the students that every carnivore on the chart
has sharp teeth and eat meat. Therefore, we can say that all carnivores have sharp teeth and eat meat.
c. Student response: Choral response- Ask students, What type of teeth do animals who eat plants have?
What type of teeth do animals who eat meat have?
Step #17: Physical activity
a. T input Before we begin our next activity, lets stand up and get our bodies moving.
b. T model Engage in several stretches to get the students bodies moving. Complete the stretches with the
students.
c. Student response: Students participate in the stretches with the teacher before beginning next activity.

APPLICATION ACTIVITY (Practice and/or Reflection):

1. Explain to the students that you will provide them with worksheet which they will complete.
2. Instruct students that first they will draw a set of animal teeth in the space provided. The teeth will
represent the teeth of either a herbivore (sharp-eats meat) or a carnivore (flat-eats plants).

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3. Model how to draw sharp teeth (triangles) and flat teeth (rectangles) using the whiteboard. The teeth
can be any size.
4. Once they have completed the drawing, the students will complete the sentence prompt. Explain to
them that they must fill out each of the blank spaces with a word from the box.
5. Model how the students will complete the sheet using a poster board with the prompt written on it.
6. Once the students understand how to complete the activities, pass out the materials and allow them
time to complete it. Allow approximately 15 minutes to complete the assignment.
7. As the students are completing the work, walk around and observe if any students need help.
8. Ask individual students to explain their drawing and descriptions.
9. At the end of the activity, ask students to quietly share their drawing with a partner (think, pair, and
share)
10. Collect all of the worksheets.
11. Ask students, What type of animal has flat teeth and eats plants: a herbivore, a carnivore, or an
omnivore?- choral response
12. Ask students, What type of animal has sharp teeth and eats meat: a herbivore, a carnivore, or an
omnivore?- choral response
13. Ask students, What type of animal has flat and sharp teeth and eats both plants and meat: a
herbivore, a carnivore, or an omnivore?- choral response

MATERIALS & RESOURCES:

What If You Had Animal Teeth?- book by Sandra Markle, poster chart (the chart has a column for each
description), poster with sentence prompt, sentence prompt worksheet, pictures of animal teeth, cut-outs of
teeth (modification), bell to signal the class to stop talking or when time is up.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative:
-Think, pair, and share during the lesson focus
-Choral response throughout the lesson
-Calling on individual students throughout the lesson
-Walk around and check for understanding during the pair and share portion of the application activity
Summative:
-Choral response at the end of the activity
-Review of the worksheet collected from each student
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Accommodation: If students cannot draw the teeth on the mask, provide students with
cut-outs of triangles and rectangles, along with a glue stick, to aid them in completing
their worksheet.
Modification: Provide one-on-one support for students who are struggling. If a student
finds the task too simple, allow them to create their own description of their animals
teeth without using the sentence prompt.
VII. HOMEWORK (if appropriate):
Herbivore, carnivore, omnivore classification worksheet

Name: ____________________

What If You Had Animal Teeth?

Directions: Draw a set of animal teeth in the space below. Once you have finished
your drawing, complete the sentences using the words in the box.

beaver
sharp

shark

crocodile
flat

plants

tiger

camel
meat

If I had animal teeth, I would want teeth like a _______________.

My teeth would be _______________ so I could eat
___________________.
Challenge question: (You do not need to use the words from the box.)
Are you a herbivore or a carnivore?
I am a __________________________.
Explain why:
_____________________________________________________