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Name of Teacher Candidate: Emily Sutton Date: 4/16/2019

Grade Level: Kindergarten

Lesson Title: Lesson 1

Curriculum Areas Addressed: Science

Time Required: 30 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Whole Group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
SKL2.c: Ask questions and make observations to identify the similarities and differences of
offspring to their parents and to other members of the same species

As a result of this lesson students will…


Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
How do we know the difference between adult animals and their offspring?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
Students will be able to distinguish the difference between adult animals and offspring.

Support for Academic Language


Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.) NAEYC 5b
Species
Offspring

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.) NAEYC 5b
Listening: Listening to information from power-point. Listening to instructions for game
Oral Language: naming animals, communicating with peers during game. Contributing to
information on the graphic organizer.

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
Graphic Organizer

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b
Observation
- Student responses during lesson/ participation
- Success during game

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
90% accuracy in matching game with class
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC 4c

Play video without sound: https://www.youtube.com/watch?v=nc8n4gDH5FE

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
In our last lesson we talked about how we can tell that different animals are in the same
species by they similar characteristics. But in the video we just watched, did that animal look
like a ladybug when it was born? Today, we will be identifying animal offspring and naming
them.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c
Teacher plays song from yesterday and pauses before it says offspring name to ask students if
they remember the names of the offspring.

Yesterday, we read “Are You my Mother?” Let’s look back at our book and see if we can
name the animals that we saw in our book!

Go through book and pull sticks for students to respond.


Bird
Baby Bird (chick)
Kitten
Hen
Dog
Cow

These offspring look like their parents, but that isn’t always the case. Let’s take a look!

Teacher will pull up power-point of animals that have pictures of the adult and offspring
animal and go through names of different animals and talk about the similarities and
differences of the parent/offspring. (Use same Power-point from Introduction lesson all the
way through to the end.) As different animals come up, talk about how the offspring may live
in a different place than the parents.

Remember the game we played yesterday? We are going to use those same popsicle sticks and
play a similar game. I will give you all a popsicle stick, and you will have to find your family
in the class- you will either be an adult, or an offspring and you must find your family!

Now, we will play a slightly different game. I am going to name an animal- adult or offspring,
and if you have it, you must stand up and show everyone your animal.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Today, we went over the similarities and differences of different species and we took a look at
the names of animal offspring and how different they can be from their parents. Tomorrow, we
will continue to look at animals and their offspring.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not
create. Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts,
assignments, slides, and interactive white board images.) NAEYC 5c
Video of ladybug evolution
“Are You my Mother?” by P.D. Eastman
Power point of offspring animals that do not look like their parents.
Popsicle sticks with animals on them

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a

Other Relevant Information


Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b
Constructivism- in this lesson, students are building on the information learned yesterday as
well as their prior knowledge in order to pursue the challenge of offspring that do not look like
their mothers.

Connections to Technology and/or the Arts: NAEYC 4b


Power point

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest
speaker, grade level coordinator, community experts, families, etc.) NAEYC 5a

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