KEERAN SCHOOL OF EDUCATION LESSON PLAN

ACTIONS
Goals, Objectives, & Essential Questions

Teacher: Ross, Meghan L ID: 187170

School: Cannonsburg Elementary Date of May 21, 2010
Observation:
Subject Math District: Boyd County
area:
Ages of 7 Type of Traditional
students: classroom
Grade level: 3rd # of IEP N/A
# of 504 N/A
Total # of GSSP N/A
number 30
of students: # of ELL N/A
Title of The Rainbow Fish
Lesson
Plan:
Title of Unit: The Rainbow Fish

A. Broad Goal:
• Students will be able to explain what underwater life is like.

A. Objectives:
1. Given the book The Rainbow Fish, students will be able to
give you a summary of the book and the lesson learned in
the book with 100% accuracy.
2. Given 5 different websites, students will be able to explain
what life is like in the ocean from different animals
prospective with proficiency.
3. Given a song, students will remember the unit on the
underwater life and be able to sing a song when reminded
of it with proficiency.

A. Essential Questions:
1. What was the name of the fish in the book, and what was
the other fish wanting from him?
2. What happens when an Octopus loses an arm?
3. What was the song about, and what animals were in the
video?
Student Assessment:

Procedure Objective Type of Description Depth of Adaptations

Number Number Assessment of Knowledge and/or
Assessment Accommodations
3 1,2,3 Formative The 1,2,3 Extended Time to
Rainbow complete journal if
Fish Web necessary
Quest
4 1,2,3 Formative Class 1,2,3 N/A
Discussion/
Anecdotal
Notes

Connections

A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

1.1 Students use reference tools such as dictionaries, almanacs,

encyclopedias, and computer reference programs and research
tools.
1.2 Students make sense of the variety of materials they read.
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they
listen.
2.3 Students identify and analyze systems and the ways their
components work together or affect each other.

Program of Studies:

• SC-P-UD-U-2
Students will understand that plants and animals have
features that help them live in different environments.

• SC-P-UD-S-4
Students will analyze structures of plants and animals to
make inferences about the types of environments for which
they are suited

• EL-P-DIU-S-6
Students will make inferences based on what is read; make
and check predictions
 • EL-P-IT-S-7
Students will discuss the message of the text
• EL-P-RRT-S-1
Students will use comprehension strategies (e.g., using
prior knowledge, predicting, generating clarifying and
literal questions, constructing sensory images, locating and
using text features) while reading, listening to, or viewing
literary and informational texts

Core Content for Assessment:

• RD-EP-2.0.7
Students will make inferences or draw conclusions based
on what is read.

A. National Standards:

B. Other Disciplinary Standards:

C. Statement Connecting the Standards to Your Objectives:

• Students will need to know how to read and will need some
background in music theory from a previous lesson.

Context

1. Unit
a. Lesson 1 of 5
b. 1 hour 40 minutes
2. Students
A.
• Students should be able to read proficiently.
• Students should be able to use a computer.
• Students should be able to
Differentiation:
A. Accommodations:

Student Plan/Need Describe the type of plan for this student and the specific
needs that they need.
Identifier Accommodation Describe exactly how you are going to meet the needs of this
particular student.
Plan/Need

Accommodation

B. Individual Learning Styles:

Variations for: Description of Variation

Visual learners will read through the PowerPoint Slides,
Visual Learners view several videos, and see different examples of
underwater life.

Auditory learners will listen to the song, and to the videos

Auditory presented in the quest.
Learners

Kinesthetic Kinesthetic learners will interact with the PowerPoint and

Learners will write the answers in the journal.

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

Knowledge,
3 Comprehension,
Application
Knowledge,
4 Comprehension

Real-Life Connections:
• Learning about underwater life is important because .

Resources
• PowerPoint
• Web Quest Journal and Website
• Computer
• Internet Connection
 ○ http://www.kidinfo.com/science/aquatic_life.html
○ http://www.calstatela.edu/faculty/eviau/edit557/oceans/linda/locea
ns.htm
○ http://www.animalweb.com/an-fish.asp
○ http://animal.discovery.com/invertebrates/octopus/
○ http://disney.go.com/disneynature/oceans/
○ http://www.youtube.com/watch?v=F2gUQP-1C7A&feature=fvsr
○ http://www.stlyrics.com/lyrics/classicdisney/underthesea.htm

Technology
• PowerPoint
• Computer
• Internet Connection (Websites)

Procedures (1 hours 40 minutes total)

1. On Monday explain what this week’s activities are going to be during

Science time. (5 mins)

• This week we will be learning about fish, better yet we will be

learning about several different underwater animals. Each one
of you will be on a computer at some point during science going
through a Web Quest that I created using the book The
Rainbow Fish. You will be reading the book, researching on web
sites, and filling out a journal daily to prove that you are
learning. Be sure to pay close attention to everything you learn
so you can answer the questions correctly. Does anyone have
any questions for me?

1. Demonstrate an example Web Quest (10 minutes)

• I’m going to show you an example of a Web Quest today and

how it works, it’s not the same Web Quest you will be doing, but
it is just like it. Pay close attention so you will not be asking
questions later.

1. Students will start going around to learning centers. (60 minutes)

• I will be walking around answering questions and helping.

• There are 3 learning centers, you will be at each one for 20
minutes.
• The last group on the computer which is the 3rd group be sure to
go to the top of the page on the website, and push in your chairs
for the next class.
 1. Class Discussion (25 minutes)

• Now that everyone is finished for today we are going to review

the questions that were in your journal. I should have
everyone’s journal on my desk now, and I do not want answers
changed when you get them back tomorrow. I want to see how
much you learned today, and see if the Web Quest is helping us
learn about underwater animals.

1. What is the name of the fish discussed in the book?

2. What is the name of the fish discussed in the book?
3. If you were the rainbow fish, would you give up one of
your shiny fins to the little blue fish?

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up