What’s the Animal? Grade 5

Name: Melissa Morgan

Date: 07/14/09

Lesson Plan Overview
Title / What’s the Animal?
Lesson Plan URL
(when applicable)
Grade and Subject(s) / Grade 5, Science
Lesson Plan Summary / The students will determine what a vertebrate and invertebrate is and will classify the vertebrates into the 5 groups.
Learning Objectives

Students will be able to determine the difference between vertebrates and invertebrates. The students will also be able to classify a vertebrate into on e of the 5 groups (fish, amphibian, reptile, bird, or mammal).

Assessment Instrument

A rubric will be provided to grade the concept map that will be created by the students at the end of the lesson. The students will also be given an extra credit opportunity to bring in examples from a magazine of vertebrates and invertebrates.

Also the students can be given a quiz/test on the material that was taught during the lesson, but that is not the form of assessment that I prefer for this assignment.

Georgia Performance Standards

Georgia Performance Standards (GPS) and Elements

S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.

a.) demonstrate how animals are sorted into groups (vertebrates and invertebrates) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).

National Educational Technology Standards (for teachers & students)

National Educational Technology Standards for Teachers (NETS for Teachers)

2. Design and Develop Digital-Age Learning Experiences and Assessments

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

National Educational Technology Standards for Students (NETS for Students)

3. Research and Information Fluency

a. plan strategies to guide inquiry

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks

Prerequisite Skills

Students must know some about animals and how to create a simple concept map.

Procedures
Hook/Anticipatory Set: My big animal book By: Roger Priddy
1. Open by reading the book My big animal book by: Roger Priddy
2. Ask students what some of the similarities and differences are between the animals in the book.
3. Discuss with the students that sometimes there are things under the skin (that cannot be seen on the outside of the body) that might help tell the difference between animals other that how many legs that have, do they have fur, feathers, or scales, etc..
4. Explain to the students that some animals have a backbone (spine) and some do not. Throw in some examples for each.
5. Tell students that classifying animals into vertebrates and invertebrates is important when scientists are studying animals.
6. Explain that after you classify an animal into vertebrate or invertebrate, if it was classified as a vertebrate it can also go into another sub-group.
7. Introduce the 5 vertebrate groups (fish, amphibian, reptile, bird, and mammal) and explain the different characteristics that each group has. For example: What does an animal have in order to fit into the amphibian category? Explain that for all 5 groups.
8. Have the students go KidsClick to and find and list some examples from each group. Work in groups.
9. Create a concept map that explains vertebrates and invertebrates and the 5 vertebrate groups. Include at least two animals in each of the 5 subgroups.
Closure: The students will take a short quiz/test to make sure the topic that is taught is understood by the students.
Accommodation Options
ELL / Special Needs Students / Joshua: ADHD, Dyslexia: will be placed with a partner that is a stronger reader. Joshua can control the mouse and find the animals and the other student can read the on-screen text.
Highly-Capable Students / Students that know what they are doing and need more can list a few animals into the subgroups on their concept map.
Physical Contexts
Arrangement / Rationale
One-computer classroom
Multiple computers / Students can work on creating their concept maps as they get done.
Computer lab / Students can research the material together and all be done at the same time.
Flotilla
Other
Materials and Resources Required for Lesson
Technology – Hardware
Computer(s) / Television / DVD Player
Interactive Whiteboard (Smart, Promethean, etc.) / VCR / Projection System
Printer / Video Camera / Camera
Digital Camera / Scanner / Video Conferencing
digital recorder / Laserdisc / Headphones/speakers
Microphone Headset / Microphone / storage media (e.g., keydrives, CDs, DVDs, networked drives)
Other / Other / Other
Technology – Software
GoogleDocs / NVU / TuxPaint
Excel / Internet Explorer / Mozilla Firefox
PowerPoint / SchoolKiT / Clicker 4
Publisher / Encarta / Image Blender/Photo Editor
Nettrekker / Audacity / Garage Band
Windows MovieMaker / iMovie / Image Blender/Photo Editor
2-way Video software (e.g., Skype) / KidPix / Inspiration
wiki software / blog software / Microsoft Word
Other / Other / Other
Websites

Other
Integrating the Learning Goals from Egbert’s SLwT
Learning Goal / How this Lesson Addresses this Goal
Critical Thinking
(Ch 4) / Students are able to think critically by defining terms like vertebrate and invertebrate that is appropriate to the context. Students are also using a reliable source for looking up different animals to become well-informed. Students are also deciding what group of vertebrate the animals will fit in.
Problem-solving
(Ch 6) / Students are looking at the different characteristics of animals and deciding what group of vertebrates the animal belongs to. The students are also involved in the inquiry process when they are researching the different types or animals and learning about all the characteristics.