Academic Knowledge & Skills Instructional Plan

Notes:

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eCLASS:
A Administrator T Teacher
S Students
P Parent
See accompanying documents for eCLASS input

*Topic (A, T, S, P)
Describing Animals

*Instructional Plan Title (A, T, S, P)

Animal Planet
*Duration (Minutes or Days) (A, T, S, P)
5 days/30 min sessions
*Grade(s) (see Keywords list)
(A, T, S, P)

Kindergarten
*AKS #
KSC_D2
007-12
KSC_D2
007-13

*Subject(s) (see Keywords list)

(A, T, S, P)

Science

*Course

(A, T, S, P)

Science

Description (AKS associated with Instructional Plan) (A, T, S, P)

Distinguish living things from non-living things based on physical attributes
compare and contrast groups of organisms

*Summary (Include Duration and Term for Term see Keywords list) (A, T, S, P)
Students will explore characteristics of animals through inquiry lessons.
*Materials/Links/Text References (A, T, S, P)
Attach a file or insert an existing resource here (optional):

What Am I? by Iza Trapani

What Do You Do With a Tail Like This? by Steve Jenkins
Mystery Animal Predictions
Animal Card for Head Bandz Game
Wonder Boards
Chart Paper
Markers
Crayons
Riddle Cards made by teacher

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Essential Questions (A, T, S, P)

What should students know when unit or lesson is completed? (including language objectives for
ELL students)

What are some characteristics of animals?

How do we describe animals?

Essential Vocabulary (note academic language for ELL students) (A, T, S, P)

Skin Coverings (feathers, scales, fur, and skin), Parts of the animal (hooves, feet, paws, claws,
tails, ears, fins, whiskers, etc.)

Teacher Lesson Prep Suggestions (A, T)

Attach a file or insert an existing resource here (optional):

Collect books, make copies of Mystery Animal Predictions, Animal picture cards, Wonder Board

Required Background Knowledge for Students (A, T, S, P)

Attach a file or insert an existing resource here (optional):

Students should have basic knowledge of animals. For example, be able to name types of
animals. They should be able to form a yes or no question.

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*Quality + Teaching Strategies (Select (X) up to four of the prevalent strategies used
in the instructional plan. Secondary or additional strategies may be noted in Additional
Information field if required.)
(A, T, S, P)
Assessment:
Frequently assess students and give specific
feedback
Comparison & Contrast:
Students compare/contrast knowledge,
concepts, content

Background Knowledge:
Teacher builds connections & students learn to
build their own
Collaboration:
Provide collaborative learning opportunities

Literacy:
Skills taught and students use effectively and
often

Modeling & Practice:

Multiple opportunities for guided & independent
practice

Non-Verbal Representation:
Teacher/students use a variety to illustrate
content

Problem Solving:
Inquiry based learning strategies in all subjects

Questioning:
Student Goal Setting:
Use and teach questioning and
Students are taught and practice academic goal
cuing/prompting techniques
setting
Summarizing:
Vocabulary:
Explicitly taught and student summarize in
Content related vocabulary taught and used
multiple ways
correctly by students
Technology:
Students use technology to access content, to collaborate

Activating Strategy/Mini-Lesson/Warm-Up (A, T, S, P)

Attach a file or insert an existing resource here (optional):

Day 1 Mini Lesson- Students will sit in a group on the carpet to discuss animals using the Wonder
Board. Teacher will write I wonder about animals. on the Wonder Board. Students will turn and
talk with a partner and discuss what they want to know about animals. Teacher will write down
questions that students give on the Wonder Board.
Day 2 Mini Lesson- Review the Wonder Board from day one and ask students to keep in mind the
questions they had while teacher reads What Do You Do With a Tail Like This? Teacher will stop
throughout the story and ask for predictions of what animal the picture might be.
Day 3 Mini Lesson- Teacher will review the story What Do You Do With a Tail Like This using p.
Ask students, How did you know what this animal was? (I looked at the picture. I used clues.
Etc.) What were you thinking when you were deciding what the animal was? (Parts of the
animal, What I know about animals, etc.)
Day 4 Mini Lesson- Make an anchor chart about ways to describe an animal. For example, skin
coverings, paws, claws, beaks, tails, colors, etc. Teacher will have a student volunteer place an
animal picture card on forehead. Students will describe animal with teacher guidance to until the
student correctly guesses their animal.
Day 5 Mini Lesson- Review anchor chart from the day before. Teacher will write a riddle on the
board for students (I am green, I like to eat flies, and I hop. What am I?) Teacher will help guide
students to try to figure out the answer.

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*Instructional Activities (A, T, S, P) including Creativity/ Critical Thinking Strategy

Attach a file or insert an existing resource here (optional):

Days 1 and 2 will be teacher led activities to help learn and review what students know about
animals, so that they are able to complete the instructional activities throughout the week.
Day 3: Give each student an Animal Prediction activity sheet. Students have to decide which
animal is behind the box by looking at the animal bank the teacher provided. Students will
then draw two of their own to switch with a partner and see if they can figure out which animals
are behind the boxes.
Day 4: Teacher will split students up into partners and give them an animal picture card for their
forehead. Students will ask questions to try and guess the animal that is on their forehead, and
then students will switch roles.
Day 5: Teacher will split students up into partners and give them an animal to write a riddle
about. Each pair will write a riddle on an index card and share with the class.

*Assessment Strategies (A, T)

Attach a file or insert an existing resource here (optional):

Teacher Observation
Riddles students create
Animal Prediction Sheet
Turn and Talk conversations

Differentiation (A, T)
Scaffolds/Language/ELL Interventions/Extensions/Enrichment/Other

Summarizing Strategies (A, T, S, P)

Additional Information (A, T, S, P)

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*District Materials (Multiple selections possible see Keywords list) (A, T, S, P)

*Copyright (Other than District Materials) Y/N (see Keywords list) (A, T, S, P)

Citation of Sources (A, T, S, P)

Jenkins, S., & Page, R. (2003). What do you do with a tail like this?. New York,
New York: Sandpiper.
HedBanz Game. Spin Master Games.
*Author(s) (Cite Department Office see Keywords list for samples) (A, T)
Claudia Trillo

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