ESU ELEMENTARY EDUCATION LESSON PLANNING FORMAT NOTE: Not all lesson plans will include all the components listed below and the components will not always be in the order shown here. If a component is not included, a brief explanation should be inserted at the appropriate point in the plan where that component would normally fit. 1. Context and Learning Environment for this Lesson: Intern s Name: Brooke Schultz School: William Allen White Elementary School Host/Mentor Teacher: Mrs. Kruse Subject: Science Alligators and Crocodiles Grade Level(s): 2 nd Date to be Taught: Tuesday, October 8, 2013 Time: 8:30am 1. The setting A second grade classroom at William Allen White Elementary School taught by Mrs. Kruse. William Allen White is an accredited elementary school located in Emporia, Kansas. The school currently has 268 students enrolled with the student population being 48.27% female and 53.73% male. Within the school 86.94% of students are economically disadvantaged with 13.06% being non-economically disadvantaged. The ethnicity makeup of this school is 5.97% African American, 48.88% Hispanic, 34.33% White and 10.82% contributing to other ethnicities. At William Allen White 43.98% of students are ELL and 53.02% are Non-ELL. 83.33% of students do not have a disability and 16.67% of students do have a disability. In the school 4.56% of students are migrant students and 95.44% of the students are non-migrant students. 1.2. Materials needed for the lesson include... The Book An Alligator Ate My Brother by Mary Olson Croc-O-Gator Activity Sheets Alligator Puppet Template Alligator vs. Crocodile Video Clip Alligator Pictures Crocodile Pictures Description Cards Hula Hoops Laptop Markers Pencils Scissors Gluesticks
2. Lesson Goals, Outcomes, Objectives: 2.1. Instructional Objectives Following reading the story, An Alligator Ate My Brother, the students will make an alligator puppet and will draw at least three accurate pictures of animals that they eat inside the mouth of the puppet. (Cognitive Application Middle) The students will watch a video clip about the differences between alligators and crocodiles and then participate in further discussion of these differences. Once the students have learned about alligators and crocodiles they will place their description cards in the correct spot on the Venn diagram with 80% accuracy. (Cognitive Application High) After the students have learned the similarities and differences of alligators and crocodiles they will be given an activity page where they will be asked to color the crocodiles yellow and the alligators green with accuracy of four out of five colored correctly. (Cognitive Application Middle) 2.2. Relevant Local District Outcomes, State (KSDE.org) and/or National Standards: 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. 3. Assessment: How will you determine the extent to which students have achieved? 3.1. Assessment/Evaluation I will know the students have achieved the lesson objective when they have completed the construction of their puppet and drawn at least three animals that alligators eat inside. I will know the students have achieved the lesson objective when they have correctly placed 80% of their description cards on the Venn diagram. I will know the students have achieved the lesson objective when the color the crocodiles on the page yellow and the alligators green with an accuracy of four out of five correct. 3.2 Strategies and tools/materials A handmade puppet with pictures of animals consumed by alligators on the inside. A Venn diagram developed by all students in the group displaying the similarities and differences of alligators and crocodiles. The completed worksheet with at least 4 out of 5 animals correctly identified.
3.3 Criteria for Mastery and/or Rubric for judging/scoring student success Following reading the story, An Alligator Ate My Brother, the students will make an alligator puppet and will draw at least three accurate pictures of animals that they eat inside the mouth of the puppet. 5/5: The students correctly built their alligator puppet and listed three accurate pictures of animals that alligators eat. 4/5: The students correctly built their alligator puppet and listed two accurate pictures of animals that alligators eat. 3/5: The students correctly built their alligator puppet and listed one accurate picture of an animal that alligators eat. 2/5: The students correctly built their alligator puppet but listed no accurate pictures of animals that alligators eat. 1/5: The students did not build an alligator puppet. The students will watch a video clip about the differences between alligators and crocodiles and then participate in further discussion of these differences. Once the students have learned about alligators and crocodiles they will place their description cards in the correct spot on the Venn diagram with 80% accuracy. 5/5: The student placed all five of their description cards correctly on the Venn diagram. 4/5: The student placed four of their description cards correctly on the Venn diagram. 3/5: The student placed three of their description cards correctly on the Venn diagram. 2/5: The student placed two of their description cards correctly on the Venn diagram. 1/5: The student placed one of their description cards correctly on the Venn diagram. After the students have learned the similarities and differences of alligators and crocodiles they will be given an activity page where they will be asked to color the crocodiles yellow and the alligators green with accuracy of four out of five colored correctly. 5/5: The student identified and colored all five of the reptiles correctly on the page. 4/5: The student identified and colored four of the reptiles correctly on the page. 3/5: The student identified and colored three of the reptiles correctly on the page. 2/5: The student identified and colored two of the reptiles correctly on the page. 1/5: The student identified and colored one of the reptiles correctly on the page. 4. Adaptations: - Describe materials and/or strategies you ll use to gear the lesson up and down to engage students with special needs, including... 1. Gearing down for students who may struggle with the lesson, (e.g., ELL, etc.) might include:
5. Integration: For students who may be struggling with the lesson a word wall, vocabulary chart, and pictures will be incorporated. If needed the pace of the lesson will be slowed to accommodate ELL students. 2. Gearing up for higher achieving students who may need alternate challenges such as: For students who show higher understanding, we will introduce additional vocabulary. During the alligator puppet activity I will ask them to name five animals that alligators eat and I may ask them to build their own Venn diagram following the group Venn diagram activity. Reading will be incorporated into this lesson through the anticipatory set and the reading of the story An Alligator Ate My Brother. 6. References/Resources Used: - List in formal APA bibliographical style; websites in URL format. Aaron, J. (2005). Animals growing up. Northborough, MA: Sundance. Behler, J. L. (1999). First field guide reptiles. New York, NY: Scholastic Inc. Google. (2005). Crocodilians. In S. Larter (Ed.),e.encyclopedia animal (p. 169, 174, 175). New York, NY: DK Publishing, Inc. Ling, M. (1991). Amazing crocodiles and reptiles. New York, NY: Alfred A. Knopf, Inc. Mostow, D. C. (1994). All about reptiles. (p. 16). New York, NY: Scholastic Inc. Olson, M. (2000). An alligator ate my brother. Honesdale, PA: Caroline House. Patent, D. H. (1994). The american alligator. New York, NY: Clarion Books. Simon, S. (1999). Crocodiles and alligators. USA: Harper Collins Publishers. Plans Approved for Teaching (for those professors or mentor teachers requiring prior approval BEFORE you teach the lesson) a. Host or Mentor Classroom Teacher Date:
b. University Professor Date: 7. Instructional Design - Teaching Plan 7.1. Introduction - Describe things you ll do to get the lesson off to an engaging start, including): Anticipatory Set To grab the students attention I will first read the story An Alligator Ate My Brother by Mary Olson. Reading this story will introduce the students to the topic of the lesson as well as hook them. As I read I will ask for students participation in predicting what will happen next and what they would do in the particular situations that take place in the book. a. Communication of Objectives Following the anticipatory set and catching the attention of all of the students I will begin to dive deeper into the subject of alligators and crocodiles by stating Today we will learn more about the differences and similarities of alligators and crocodiles by completing the following tasks : Good morning students, my name is Miss. Schultz. Today I am here to teach you about alligators and crocodiles. We will mainly focus on how they are different and how you can tell them apart. First, we will start off by making a puppet of an alligator. We are going to discuss the types of animals that alligators eat and then draw pictures of some of those animals inside the puppet s mouth. After that we will watch a short video about the differences between alligators and crocodiles. We will talk more about those differences after the video and then we will build a Venn diagram together. Finally, we are going to do a worksheet where you will get to show me how well you can tell alligators and crocodiles apart. *7.2. Input The students will use the information from the following semantic and compare and contrast maps to learn about the similarities and differences between alligators and crocodiles. They will tests their knowledge by building a Venn diagram much like the one shown below.
Crocodiles: Build nests in the ground and cover eggs with sand to keep warm Lays on average 60 eggs at a time. Have a pointed snout that is useful in catching food Teeth can be seen when mouth is closed Small sensory pits cover entire body Similarities: Threatened species Good hunters Have a long powerful tail Can live in water or on land Cold-blooded Thick, scaly skin Hatch from eggs Alligators Build nests out of leaves, branches, and mud above ground. May lay up to 70 eggs at a time. Have a wide, rounded snout that is good for crushing Teeth are hidden when mouth is closed Small sensory pits found around jaw Lay up to 70 eggs at a time Pointed snout that is useful in catching their food Lay about sixty eggs at a time Have three eyelids, one for safe underwater sight Build nest above ground from vegetation and earth Can grow forty to fifty new sets of teeth in its lifetime Crocodiles Crocodilians Alligators Build nests in the ground and cover eggs to keep them warm Small sensory spots cover their bodies Muscular flap closes off mouth and breathing tubes to prevent choking Have a powerful tail that can lift them out of the water Teeth can be seen when mouth is closed Live around seventy years Live for thirty to forty years Rotting vegetation keeps eggs warm in nest Teeth are hidden when mouth is closed Jaw is covered in small sensory pits Snout is wide and rounded; good for crushing American alligators live in swamps and marshes in the SE U.S.
This template will be used to help students internalize the meaning of vocabulary words. Vocabulary Word: Definition: In My Own Words: A Picture to Help Me Remember: Crocodile Any of various large aquatic reptiles, chiefly of the genus Crocodylus, native to tropical and subtropical regions and having thick, amorlike skin and long tapering jaws. http://www.thefreedictionary.com/crocodile A large reptile with thick, leathery skin, short legs, and a tapered jaw. http://www.defenders.org/crocodile/basic-facts Vocabulary Alligator Word: Definition: Either of two large reptiles, Alligator mississipiensis of the southeast United States or A. sinensis of China, having sharp teeth and powerful jaws. http://www.thefreedictionary.com/alligator In My Own Words: A Picture to Help Me Remember: A reptile with short legs, leathery skin, and a broad, short snout. http://upload.wikimedia.org/wikipedia/commons/c/cd/two_american_alligators.jpg Vocabulary Snout
Word: Definition: In My Own Words: A Picture to Help Me Remember: The projecting nose, jaws, or anterior facial part of an animal's head. http://www.thefreedictionary.com/snout The part of an animal s body projecting from their face, similar to a nose. http://www.flickr.com/photos/noceiling/8963957220/ Vocabulary Word: Definition: In My Own Words: Nest A similar structure in which fish, insects, or other animals deposit eggs or keep their young. http://www.thefreedictionary.com/nest Where particular animals lay their eggs and keep them protected.
A Picture to Help Me Remember: http://pickmeyard.files.wordpress.com/2011/08/alligator-nest.jpg *7.3. Modeling The teacher will demonstrate the materials needed to make the alligator puppet. And will show the students how she made her own puppet. *7.4. Guided Practice The students and teacher will discuss aloud the types of animals that alligators may eat. Along with the teacher the students will draw examples of animals that alligators eat inside the mouth of their puppet. Following this activity the teacher will also touch on the kinds of animals that crocodiles eat, and will guide students through discussion. The teacher will demonstrate a video clip of the differences between alligators and crocodiles. Together, the students and teacher will then use pictures to describe more differences between the two reptiles. *7.5. Checks for Understanding The students will each be given five description cards. Each card will have a descriptor that identifies alligators, crocodiles, or both. The students will have the opportunity to place each of their cards on the Venn diagram. If the student is correct we will congratulate them. If they are incorrect we will work as a group to help the student
understand their mistake. Throughout the lesson, I will be checking for understanding by asking questions such as: What are crocodiles? What are alligators? What similarities do crocodiles and alligators share? What is the easiest way to tell crocodiles and alligators apart? 7.6. Independent Practice/Assignment The students will each be given a copy of the Croc-O-Gator activity page. Before starting we will review again one of the main ways you can tell crocodiles and alligators apart, the visibility of their teeth. Then students will be asked to independently color all of the crocodiles yellow and all of the alligators green. I will compare their accuracy to the stated objectives to determine whether or not the concept was grasped. 7.7. Closure, Wrap-up The teacher will conclude the lesson by introducing the animal family crocodilian, which the alligators and crocodiles belong too. She will then explain that there is another type of crocodilian that we did not touch on, the gharial. She will hand each student a picture of the gharial and ask them to research the difference between gharials, alligators, and crocodiles.