Class period: _________________ Date: _______________________ Waynesburg University Lesson Planning Documents Part Two: Writing the lesson

plan Translating thoughts into a plan of action ______________________________________ Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 4.1.3. C Identify sources of energy. 3.1.3. A 1 Describe characteristics of living things that help to identify and classify them. 3.1.3. A 2 Describe the basic needs of living things and their dependence on light, food, air, water, and shelter. 3.1.3. A 3 Illustrate how plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. 3.1.3. A 5 Identify the structures in plants that are responsible for food production, support, water transport, reproduction, growth, and protection. Lesson Objective(s) (Stated in observable and measurable terms) In this lesson, students will identify and describe similarities and difference of living things and their processes. Students will: identify and describe the functions of basic structures of animals, classify living things based on their similarities, know the five main animal groups, identify warm- and cold-blooded animals, describe basic needs of animals, describe how animals go through life cycles. Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will take a teacher made assessment and will develop a glogster poster. Students will work in pairs to develop a glogster poster. They will have to display the five main animal groups and identify the basic needs of animals and describe how animals go through life cycles. Materials: Animal Classification Cards (S-3-2-3_Animal Classification Cards.doc)

Thermometer and covers Warm- or Cold-blooded Activity Sheet (S-3-2-3_Warm- or Cold-blooded Activity Sheet.doc) Ant Life Cycle Picture (S-3-2-3_Ant Life Cycle Picture.doc) Hey, Little Ant by Phillip Hoose and Hannah Hoose Computers

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson) and Inclusion Techniques for Students with Special Needs: To include students with disabilities I will allow students to give oral responses if using the computer is too difficult. I will give extended time to complete the assignment and if needed, students can draw their poster. Students who might need an opportunity for additional learning can name and write the five animal groups. Have students write examples of animals from each group. Enrichment Techniques: Students who are going beyond the standards can research and report about a cold-blooded or warm-blooded animal or can experiment, watch, and keep a journal of the ants actions. Students can experiment with different foods to see what the ant prefers to eat. _____________________________________ Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: Detailed Teaching Sequence including teacher presentation, student practice, and assessment: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) How do we use classification to make our everyday lives easier? For example, how would you use classification to do the following: organize your desk, organize your drawers or closet, plan a meal, or decide what clothes to take on a trip? Have students identify things that they classify. Have students think about food, subjects like math and science, and things they classify at home.

Why do we classify things? Lets see if we can classify students by who likes or does not like to eat carrots (or another vegetable). How would we do this? Have students give ideas how to classify the class by who like to eat a certain vegetable, and then have students observe the findings. Just as we formed groups, scientists have grouped animals into classes to make it easier to study them. An animal class is made up of animals that are all alike in important ways. There are many different animal classes and every animal in the world belongs to one of them. The five most well known classes of vertebrates (animals with backbones) are: Mammals Birds Fish Reptiles Amphibians They are all part of the phylum class. A phylum is a group of classes. I will remember chordata by thinking of spinal cord. There are also a lot of animals without backbones. These are called invertebrates and are part of the phylum arthropoda (arthropods). Two of the most common classes of anthropods are arachnids (spiders) and insects. More information about animal classes can be found at http://www.kidzone.ws/animals/animal_classes.htm We are going to look at the five main animal classes of vertebrates. Im going to introduce you to Mr. Fab. Write Mr. Fab on the board. Mr. Fab is here to help you remember the five main animal classes. Each of the letters in Mr. Fabs name stands for an animal class. Use the animal classification cards to explain the five main animal classes: mammals, reptiles, fish, amphibians, and birds (S-3-2-3_Animal Classification Cards.doc). Have students share what they know about each class of animals.

We are going to play the game called Go Fish. You should prepare cards before the lesson begins. Print two copies of each set of cards and cut them out. Pairs work best. Each player gets four cards. Students have to ask two questions. First, they have to ask for the specific animal class and then the animal. Model in front of the class before students begin to play. For example, Student A: Do you have a reptile? Student B: Yes, I do; or, No, go fish, and the player collects a card. If yes, Student A might say: Is it a cobra? Student B will say yes, and give him/her the card, or say no and the student collects a new card. Give a set amount of time for students to play. All living things need air, water, and food to stay alive and grow. They meet these needs in different ways. Most animals move from place to place to find food and water. Animals get air, food, and water in different ways. Some animals are cold-blooded and some are warm-blooded. I am going to try to turn you into a cold-blooded animal. Examples of cold-blooded animals are amphibians and reptiles. You are now lizards. What do you know about lizards? Have students share what they know. Give students background about lizards. Information about lizards can be found at http://www.kidskonnect.com/subject-index/13-animals/41-lizards.html. Lizards have to move from place to place, warming and cooling themselves, to keep their bodies at the right temperature. What if you the lizard lived outside of our schoolhow would you adapt? What do lizards need in their environment to keep their bodies at the right temperature?Some answers may be places to warm up and cool down, such as shelter in extreme cold or extreme heat. Do you know any reptiles that live in Pennsylvania? There are over 30 species of reptiles in Pennsylvania. For information about reptiles in Pennsylvania visit: http://www.fish.state.pa.us/amp_rep.htm. Some other cold-blooded animals include: snakes, alligators, frogs, lizards, salamanders, skinks, toads, turtles, crocodiles, geckos, spiders, sharks, chameleons, fish, scorpions, and insects. Humans are warm-blooded animals, as are all other mammals, and to a certain extent, birds. However, warm blood is not really the question. Many reptiles have blood far warmer than ours,

but only on hot days. The important thing about mammals and birds is that they maintain a constant internal temperature. Lets get some volunteers to have their temperatures taken. Explain to students what a normal range for a temperature reading is. Brainstorm with students types of warm blooded animals and cold-blooded animals. Place their answers on a chart. Refer back to the Animal Classification Cards (S-3-2-3_Animal Classification Cards.doc). I want you to pick one cold-blooded animal and one warm-blooded animal, and complete this activity. You can come up with your own animal if you dont want to use the animals that I have shown you. Have students name and draw a picture of a warm- and a cold-blooded animal. Then students answer, in their own words, the difference between warmand cold-blooded animals. Students could answer the question by stating that warm-blooded animals have an internal temperature, while cold-blooded animals like the lizard have to move from place to place to keep the right temperature. See the Warm- or Cold-blooded Activity Sheet (S-3-2-3_Warm- or Cold-blooded Activity Sheet.doc). Revisit the chart to make corrections or adjustments.

Closure: Explain glogster and provide examples, pair students up and remind them of their due dates. Explain the next lesson will be an experiment with ants and their basic needs of living.