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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT


LESSON PLAN FORMAT

Teacher Candidate: Lauren Miller

Date: 3/11/16

Cooperating Teacher: Tiana Hammond

Coop. Initials TH

Group Size: 20

Allotted Time

1 hr

Grade Level 4th

Subject or Topic: Attributes of Aquatic Non Mammals Section

STANDARD:

3.1.3.A1- Describe characteristics of living things that help to identify and classify them.
3.1.4.A1- Classify plants and animals according to the physical characteristics that they
share.

I. Performance Objectives (Learning Outcomes):


Fourth grade students will describe and classify characteristics of non-mammals,
specifically fish, by comparing non mammals to mammals.
Fourth grade students will research a non mammal(from the fish family) assigned
to them and determine why this animal is a not a mammal.
II. Instructional Materials
- Pencils
- Ipads
- Non mammal activity sheet
- Shark activity sheet
- Non Mammal Exploration sheet
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Basic understanding of ocean animals

2. Basic understanding of mammals


3. Basic skills in working with ipads
B. Key Vocabulary
1. Mammal: a warm-blooded vertebrate animal of a class that is
distinguished by the possession of hair or fur, the secretion of
milk by females for the nourishment of the young, and
(typically) the birth of live young.
C. Big Idea
There is a difference between mammals and non mammals.
Sharks are not mammals, and they are part of the fish family.
D. Content
1. Difference between mammals and non mammals.
Mammals:
Warm-blooded (regulate their own body temperature)
Hair/fur
Typically have live births, some exceptions
Vertebrates (have a backbone)
Produce milk to feed their young
Use lungs to breathe
Non Mammals:
Cold-blooded
No fur/hair
Birth from eggs, some exceptions
Typically have a backbone of cartilage
Do not produce milk to feed their young
Use gills to breathe
2. Sharks are non mammals and specifically part of the fish
family.
3. Other non mammals are birds, reptiles, amphibians and
invertebrates.
4. The sharks body looks similar to a torpedo (an underwater
missle) and typically grows smaller at each end.
5. Sharks have 5 stiff fins on their body, which do not have bones,
but are made up of different fibers called ceratotrichia. The
fin on the very top of the Shark allows the shark to keep its
balance. The shark will move its tail fin from side to side in
order to move forward.
6. The sharks layer of skin consists on very small scales that look
similar to teeth. They are called dermal denticles. Sharks have
a rough feel to them because of the millions of dentricles that

cover them. Sharks are able to swim more quickly and resist
more water because the dentricles point towards their tail end.
7. Sharks have electric receptors which are helpful for finding
prey by feeling the electrical currents which are created by
their movements, and also for swimming throughout the ocean.
8. Sharks will typically have anywhere between 5-7 gill slits on
the sides of their face. Gills are what allow sharks to breathe. If
a shark keeps their mouth closed, the water will glide over the
gills which allows the oxygen in the water to be taken in by the
blood vessels in the gills. Sharks have to keep moving to
continue the breathing process. Sharks can suffocate if they
have to stop swimming for too long or if they are stuck
somewhere.
9. Shark teeth constantly fall out and then replace themselves.
Sharks are known for their numerous teeth which grow in
rows. Sharks can lose up to 6,000 teeth a year. Sharks may
have pointed teeth, razor sharp teeth, or flat teeth depending on
the prey that they consume.
10. Sharks are made up of cartilage which helps them to swim
easier and also to stay afloat. Sharks have heavier tissue so the
light cartilage helps to keep the shark buoyant.
11. Sharks are able to produce heat in their body, but when the cold
water reaches their gills, the warm oxygen in the blood that
was created reaches the gills where the oxygen from the cold
ocean water enters which causes the shark to be cold blooded,
or the temperature as the surrounding ocean water. Most sharks
are cold blooded but there are a few exceptions.
IV. Implementation
A. Introduction
1. Show video:
https://www.youtube.com/watch?v=FnpJhjmSbBY
2. Ask the students what they think todays lesson will be about.
B. Development
1. Ask for volunteers to share what they know about mammals
from the day before.
2. As a class, name the characteristics of mammals/whales. Write
the responses on the board.
3. Ask the students to share what they know about sharks.
4. Ask the students if they think a shark is a mammal by giving a
thumbs up or thumbs down to answer the question.
5. Hand out article from: (http://extremesharkfacts.com/sharkquestions/are-sharks-mammals/)
6. Have the students read about whether or not they are mammals
and then share their findings with the class.

7. Pass out the mammal vs. non mammal comparison chart


worksheet.
8. Go over the article as a class and talk about the differences and
other elements in the article.
9. Record the responses on the board while the students record the
responses on their worksheet.
10. Talk more about sharks with the students to give them a better
understanding. Use:
(http://www.sharksavers.org/en/education/biology/sharkbiology/) to provide the students with information about the
sharks biology.
11. Show students: (http://oceana.org/marine-life). This is what
they will use to start their next assignment, but also provides a
lot of valuable information about animals for them to learn
about.
12. Have the students click on the Sharks & Rays page which will
lead them to (http://oceana.org/marine-life/sharks-rays)
13. Then, pass out the Non Mammal Exploration Sheet and explain
that each student will be assigned a partner, and will also be
assigned a specific shark from the website to research.
14. Each pair of partners will use their worksheet and will have to
record:
Animal Name
Distribution
Ecosystem/Habitat
Feeding Habits
Conservation Status
3 Interesting Facts
Summary of your article (8-10 sentences)
Why is this animal a non mammal (fish) and not a
mammal.
15. After completing this activity, the students will share the name
of their shark and read their summary to the class.
16. Transition and show students the background information
about the Tracker App and provide more information so that
they have a better understanding.
17. Show them how the app works and explain that each pair of
partners will choose two sharks to explore and will document
the information on their worksheet.
18. Hand out a shark activity sheet to each student.
19. Provide time for each student to research their sharks.
20. After the activity, ask for student feedback and ask for
observations that they found about the sharks that they tracked.

C. Closure
1. Ask the students to share why sharks are not mammals with a
small group.
2. Then have each student share something interesting that they
discovered about their shark.
3. Collect the worksheets.
D. Accommodations/Differentiation
Accommodations: Dillon, a student with autism will be provided
with a schedule of events for the lesson which includes both text
and images. He will be placed in a group with students who can
encourage him and can help him with the lesson and activities.. If
he struggles with writing, I will allow him to vocalize the
information and I will assess him in that manner rather than
through writing.
Differentiation:
1. Dillon will have the option to work with a buddy to do the
reading of the article.
2. I will allow Dillon to vocalize the information and I will assess
him in that manner rather than through writing.
E. Assessment/Evaluation Plan
1. Formative
- By collecting the Non Mammal activity sheet
- By collecting the shark exploration worksheet
2. Summative
There is no formative assessment for this lesson.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective


answers to question recorded after lesson is taught)

1. How effective was the non mammal exploration activity? What


could be changed or added for next time?

2. How were my classroom management skills? Do I need to


work on anything?
VI. Resources (in APA format)
Activity:
http://www.marinecsi.org/white-shark/
http://www.marinecsi.org/pop-up-satellite-tags/
http://www.ocearch.org/tracker/

Articles:
http://extremesharkfacts.com/shark-questions/are-sharks-mammals/
http://www.sharksavers.org/en/education/biology/shark-biology/
http://wonderopolis.org/wonder/what-makes-an-animal-a-mammal

Name:
Mammals Vs. Non Mammals
Whales

Sharks

Name:
Non Mammal Exploration
Animal Name:
Distribution:
Ecosystem/Habitat:
Feeding Habits:
Conservation Status:

3 Interesting Facts:
1.
2.
3.

Summary of your article (8-10 sentences):

Why is this animal a non mammal (fish) and not a mammal?

Name:
Shark #1

Shark #2

Name:

Name:

Species:

Species:

Gender:

Gender:

Stage of Life:

Stage of Life:

Length:

Length:

Weight:

Weight:

Tag Date:

Tag Date:

Tag Location:

Tag Location:

Total Travel:

Total Travel:

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