Teacher: Cristen Simone

Day: 1 of 1

Grade: 4

Date:November 20, 2016

Subject: Science

Time: 25-40 minutes

Cognitive Level(s) of Lesson: Analysis

Objective:
Students will be able to:
Learning: understand the differences between vertebrate and invertebrate animals and the five
groups of vertebrate animals (mammals, reptiles, amphibians, fish and birds)
Behavior: by identifying the different animals by characteristics, traits, and groups
Condition: after a class discussion about the chapter that highlights key points about the
characteristics of each animal group and watching a video about vertebrate and invertebrate
animals

NJCCS Addressed:
5.3.4.A.2 Compare and contrast structures that have similar functions in various organisms, and
explain how those functions may be carried out by structures that have different physical
appearances.
Instructional Strategies:
Opening:
1. The teacher explains to her students that in todays lesson they will review their animal
chapter, and will be discussing the many types of animal groups and the characteristics
for each one. (Anticipatory Set)
2. The teacher will begin by opening up a slideshow presentation on the projector screen
that demonstrates how a snake and a cat are alike but look different.
3. She will ask the students if they remember the names for an animal with a backbone and
the name for an animal without a backbone based on prior knowledge to their previous
lesson. Anticipated Responses: vertebrate invertebrate(Assessment of Background
Knowledge)
4. The teacher will explain to the students that they will be going over characteristics for
each animal group. They will be watching two short videos to enhance their knowledge
on invertebrate and vertebrate animals.(Purpose Setting)
Presentation:

5. The teacher will begin by opening up a slideshow presentation through the website Prezi.
(Learning Style)
6. The teacher will tell students that there are many animals that look different from one
another but also share similar traits and characteristics. (Input)
7. The slideshow will display a picture of a snake and a picture of a cat and key similarities
that they share despite differences in appearance. (Learning Style)
8. The teacher will tell students that scientists classify animals by two groups and will ask if
students remember the names of those two groups. Anticipated Responses: vertebrate
invertebrate (Checking for Understanding)
9. She will continue the slideshow and will go over the traits for vertebrates and
invertebrates.
10. She will pause between the two slides to ask students if they can think of animals that are
vertebrates and invertebrates. Anticipated Responses: dog cat snail (Checking for
Understanding)(Input)
11. After the teacher checks for understanding, she will play two short YouTube videos to
further the students understanding on vertebrates and invertebrates. (Checking for
Understanding)
12. The teacher will move on to discuss the insect group and how they are different or alike.
13. The teacher will explain that insects and other animals with jointed legs have a different
amount of legs and body parts. (Input)
14. The teacher will go over the body parts of an insect, the exoskeleton, and how insects
molt. (Input)
15. The teacher will pause to ask if students can think of any animals with jointed legs.
Anticipated Responses: Crabs Lobsters(Checking for Understanding)
16. The teacher will show a slide that has a few examples of animals with jointed legs and a
few sentences about the animal; she will call on students to read some of the examples
out loud for the class. (Modeling/Input)
17. The teacher will move on to slides about the five groups of vertebrates, she will begin
with fish and amphibians and will explain the characteristics for each group since they
both have backbones. (Input)
18. The teacher will stop to ask students questions based on the slides they had just seen.
(Checking for Understanding)
19. The teacher will move on to discuss the reptiles, bird, and mammal animal groups. She
will review the characteristics for each and how they are alike or different. (Input)
20. After the teacher has checked students understanding and feels like they grasped all the
topics they had discussed about the different animal groups, she will move on. She will
end their discussion by telling the students that the animal kingdom is made up of many
different animal groups including the groups mentioned.
21. The teacher will tell students that they will now be playing a fun game as a class that she
will pull up on the computer. They will be matching different characteristics to the
animal group. She will go around the room and will ask each group of students if they
can come up with matches for one of the groups mentioned in the game.

Guided Practice:
22. The teacher will pull up game on computer so that it will be visible to students on
projector screen. (Interests) (Varying Product)
23. The game will show the groups of animals and will have characteristics floating above all
of the groups.
24. The students will have to match each character trait to each group. (Individual
Measurability)
25. To make the game easier, the teacher will go around the room in groups and ask students
if anyone in the group recognizes a trait for one of the groups. She will call on someone
who is raising their hand. She will go around multiple times so every can have a chance
to answer. (Formative Assessment)(Instructional Grouping)
26. The game will not allow you to put a wrong trait under the group. They will have time to
discuss why the answer is wrong or correct for that group.
27. Teacher will show the game until all the characteristics/traits are filled in.
Closure:
28. The teacher will go ask the students what their favorite animal group is and why. She
will wait to hear a few responses. (Summary of Major Points)
29. The teacher tells the students it is important to know the various groups that animals have
because it is what makes them different even if they have some similarities.(Tying
Coherent Parts to a Whole)
30. The teacher will tell students that they did a good job with todays lesson and that they
will be moving on to chapter 3 next class. They will also eventually be given a chapter
two test. (Preview of Future Lesson)

Assessment:
Formative:Steps 8, 10, 15, and 25
Individual Measurability:Step 24
Summative:Step 30

Differentiation:
Varying Content:
Interests: Step 22
Learning Styles: Steps 5 and 7

Varying Process:

Instructional Grouping: Step 25

Varying Product:Step 22

Technology:YouTube to show videos about vertebrate and invertebrate. The projector screen
was used to play videos and to show slideshow presentation.