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Lesson Title & Big Idea*: Every Animal is Unique, Compare/Contrast Differences
Lesson Overview/Summary*: Compare and contrast the characteristics of different animals that make
them alike and different from other animals and nonliving things. This should be fun, with students picking
what animals to use. We will begin the lesson by reading a book about animals and discussing how each is
unique and different than the other animals. Then, I will explain that each animal is genetically different,
and why that is. Then, I will let the students pick 5 different animals with unique traits and allow them to
make a mutt or a combination of all the different animals.
Key Concepts for each area (1-2 each): What you want the
students to know.*
Visual Art:
1. I want the students to know that it is okay to be unique
and create something strange and different than other
students.
2. I also want the students to attempt to create their
animal using different mediums instead of just coloring.
Literacy:
1. I want the students to picture walk through books about
animals and point out unique parts of each animal.
2. We will also work on easy sight words like dog, cat
and fish. The students could give me different parts of
an animal and I could write them up on the board as we
discussed them so they could visualize the word.
Science:
1. I want the students to understand that each animal is
different and why.
2. I want the students to have a beginning knowledge of
genetics and traits
Essential Questions
(1-2)*:
How are parents and their offspring different and the same?
How do animals unique features help them survive?
1. Visual Art: After this lesson on animals and their traits, the student will be able to create a unique animal
individually, with 100% accuracy.
2. Literacy: After this lesson on traits, the student will be able to recall vocabulary used and recognize sight words
involved with 70% accuracy.
3. Science: After this lesson on animal traits, the student will be able to answer questions on what makes animals
unique with 70% accuracy.
learning is happening?
What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
The only prior knowledge the students will need is a basic knowledge of animals.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
The only technology we will be using is a whiteboard to write our traits and animals on.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson encourages divergent thinking by making them create something unique without specific guidelines. It
forces them to think on their own to make something.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
They will know they have learned something by using their knowledge about animals and traits in lessons later on.
There will also be times that the students will be able to use the sight words they learned during the lesson.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.
If a student needs help creating his/her animal because of physical disabilities, he/she could have a partner or a
paraprofessional assist. If a student is overactive and has a hard time paying attention, he/she could stand in the
back behind the rest of the sitting students and pace.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
- Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf