CEC STANDARD 7 // INSTRUCTIONAL PLANNING

As a component of one of my courses, LRC 516 “Introduction to Structured English Immersion,” I was asked to create and present a sheltered lesson plan to my cohort. I chose to present a lesson on the classification of organisms, which was designed to be taught to a 7th grade Biology class. This artifact includes the lesson plan itself, several teacher-made graphic organizers and other visuals and manipulatives for use in different in-class activities, and a copy of the completed grading rubric from Dr. Combs, the professor responsible for teaching this class.

Jennifer Stansel

18 April 2013

Sheltered Lesson Plan - Classification of Animals

Objectives: -Students will understand reasons for classifying organisms.

Jennifer Stansel Jessica Stansel

LRC 516, 12/4/12

-Students will be able to classify an animal using the scientific classification system. -Students will understand that all organisms can be classified using this system.

Language Objectives: -Students will use a KWL chart to write down what they Know, what they Want to know, and what they Learned, and then discuss their answers with their group.

-Students will use the lesson vocabulary to discuss and write a description of an animal. -Students will fill in blanks on a graphic organizer to represent the categories of animal classification.

~ v-e u~~ M-~ ~ (_~ J Materials: Pictures of various organisms with different characteristics:

Lion, Tiger, Crab, Lobster, Owl, Penguin KWL Chart for each student

Graphic organizer of classification system for each student Visuals of classification system to use with an ELMO and projector

Picture or diagram of each vocabulary word: Fur, Feathers, Shell, Spinal cord, Carnivore, Exoskeleton, Aquatic, Coast/Coastal,

Native, Bill, Crest, Mane

Classroom: Students will be arranged in small groups of 3-4 students. Each group will have an image of an animal. The image will include more detailed information necessary for that organism's classification. Each student will have a KWL chart and a graphic organizer worksheet.

Warm-up activity: KWL Chart: Hand out KWL charts and ask students to write down what they Know and what they Want to know. When they are finished writing, the students will discuss what they wrote

with their group. After 3 minutes of working individually discussing with small groups, the teacher will ask the class if anyone wants to share something they know. This will continue for

two to three minutes. The Learned column will be completed at the end of class.

Lesson: Discussion Teacher will lead a class discussion about why we classifY organisms. If any students shared an idea during the warm-up activity, the teacher should repeat the idea. Teacher can also ask how we organize other items into groups (i.e. shoes. For this category, the teacher can ask questions such as "how many different types of shoes are there?" and "what are some words we use to describe specific types of shoes?").

Learning the classification groups Next, the teacher will use a visual aide on the ELMO to show the progression of different groups. This will first be done using a simple graphic organizer that shows the vertical progression of Kingdom, Phylum, and so on until Species. The teacher will explain that, as you move down the line, each group' becomes more specific. The teacher can demonstrate this by continuing the shoe example: "Kingdom could be all types of shoes, then Phylum could be women's shoes, and Class could be sneakers." Then the teacher will show another visual, ~ this time listing the actual classification of an animal (in our lesson, a leopard) . Each level t should include both the level of classification and the name of that specific kingdom (so for a leopard, "Kingdom Animalia"). The graphic should also have a picture of the animal being classified to add visual interest. Students will fill out the first column of blanks in the graphic organizer while teacher explains the classification groups. Let the class know that there are 6 different Kingdoms: Animalia, Archaebacteria, Eubacteria, Protista, Fungi, Plantae. Today, we will only be working with one Kingdom (Animalia).

Mnemonic device Tell the class that you are going to teach a strategy for remembering the names of the classification groups. The strategy is called a mnemonic device. On the first ELMO visual, write down each word of the mnemonic ("King Philip Came Over From Great Spain") next to the corresponding classification group (one word per group beginning with "King"), while reciting each word of the mnemonic aloud. This models the creation of a mnemonic device. After each word is written, repeat the mnemonic in its entirety. Then point out that the first letter of each word in the mnemonic matches the first letter of the classification group the word corresponds to. Have the class recite the mnemonic as a group. Lastly, tell them to write the mnemonic they learned on their sheet. Alternatively, they can create their own.

Vocabulary Next, go over the vocabulary from the lesson. Explain that these are words that the class will be using to describe the animals they are classifYing. Write each word on the dry erase board and ask students if they are familiar with that word. Then use a simple definition to define each word and draw a picture next to it. If students know a vocabulary word, let a student draw the picture. There can be more than one picture for each word. Fur: animal hair Feathers: covers the skin of birds Carnivore: an animal that eats meat (can use Ll support by showing that "came" means "meat" in Spanish) Shell: a hard covering of an animal Spinal cord: an internal backbone that helps an organism move Exoskeleton: an external skeleton that supports and protects an animal's body

Aquatic: an animal that lives in water Coast/Coastal: area where land meets a large body of water Native: location of an animal's origin Bill : like a beak

Crest: a growth, usually feathers or skin, on an animal's head Mane: long hair that grows on or around the neck of some animals

Practice: In groups:

Each group has a picture of a specific animal. Depending on the animal, there may be hints on the back to help them. In their small groups, they will use their vocabulary to write down a description ofthe animal on the classification chart (only one per group). They will write this on the top portion of the chart worksheet.

Next, each group will use the biological classification chart to determine the species of their animal. While they are figuring out each group, they will write down the correct classification on the graphic organizer worksheet. After each group is done, they will be given a new animal by switching with another group and will repeat the process. The groups will have 5 minutes per animal.

As a class:

Teacher asks if anyone knows of other animals that they could share with the class, for example from their country/region. They will use the lesson vocabulary as much as possible to describe the animal.

The students will invent their own animal as a class. The teacher will say, "we are going to make

up our own animal and use our vocabulary to describe it. Who wants to tell me what shape the body of the animal is? Suzy, what covers the skin of the animal?" Students can come up to the

dry erase board and contribute to the animal ' s creation by drawing a part of the animal.

To wrap up the lesson, each student will discuss in their groups what they learned, and then

individually write this in the remaining spaces on their KWL chart.

How do we describe animals?

How do we know what makes certain animals different from others?

How are animals organized into groups?

Know

JI[Wl]I~ Want to Know Learned

Classification of Organisms On the left side, fill in the blanks with the classification groups. These will be presented in class. On the middle and right side, fill in the names of the classification groups for each of your animals.

K

p

c

0

F

G

s

A mnemonic device can help you remember the words by using other words that start with the same letter. Write down the mnemonic device that you learned in class:

Mnemonic:

Vocabulary: Write down a word or phrase or draw a picture to help you remember these words:

Fur Spinal Cord

Feathers Herbivore

Shell Carnivore

~\

Animal Description:

Kingdom

Phylum

Class

Order

Family

Genus

Species

Classification Chart

Animalia

NemiKia ' chfr~ Parasitic round worms with long Animals that possess backbones

~~ I .------- - 1,. ~lm ~es

Air-breathing animals that possess hair

I ... + Carnivora Chiroptera Primarily a

Capable of flight me~eater ..-, J;

Canifonnta Felidae Possess non- Possess retractable claws retractable \

claws J. + • Uncia Leptailurus Panthera

Native to Medium-sized, mountain ranges of

Central Asia

measuring 23 to 36 inches

P. tigris "Bengal Tiger"

Pattern of dark vertical stripes

Is able to roar

P.leo "Lion" Males

possess a mane

Classified by feathers and wings. 1 .nn '+

Spheniscifonnes Strigifonnes Aquatic, flightless birds

~ Spheniscidae

Dark and white plumage

l Eudyptes

Has both red bills and red eyes

.--J E.

chrysolophus "Macaroni Penguin"

Has a distinctive yellow crest

+ G.

"Eurasian Pygmy Ov

Reddis-'

Females r

Name of Species and Common Name;

le

LRC 416/516: Foundations of Structured English Immersion (Fall2012) Tuesday, November 27, 2012

Final Sheltered Lessons

Tentative Schedule Presenters Grades

J anessa Aranda PJ Gonzalez

Language Arts, I Kindergarten Science

f

; Readin st a Peer Evaluations and Transitio

4:45 -- 4:55 p.m. Amanda Caracciolo Jemille De La Cruz Gaby Hernandez Chelsea Connell

Language Arts I

1st

Peer Evaluations and Transition JonHussman

5:00--5:10 p.m. Monique Quiroz Michelle A ilera

5:15

Kimber Silva-Munsey

Reading, Science, and Music from the

5:25 --5:35p.m. Nicole Faries Reading Caitlin Woodrow

5:40 ,.-5:50p.m. Jen Stansel J essy Stansel Biology

aile Hart

Sarah Batie 5:55 -- 6:05p.m. Angelica Rudow Geography

I I 7th I

Peer Evaluations and Transitio 6:10 --6:20p.m. Alex Elliott

Ed Heffernan

Katherine Ampong

t

Latin

6:25 -- 6:35 p.m. Stefan A vramis Science Lyndsey Hi ·nbotham

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r

_,. I

Presenter(s): Grade Level: r;rj-~~~:adffr ~~~:~:£:

T 1'1. , \rvb tn ttLVt-. l(ered Instruction Observation Protocol

•

• Defines the lesson's language

• Selects appropriate concepts for content

• Uses supplementary materials effectively

• Adapts the lesson's content

• Provides students with meaningful activities

• Links lesson's concepts to students'

• Links new concepts to concepts

• Emphasizes the lesson's key

• Controls own speech appropriately for students' levels

• Explains the students' academic tasks

• Varies the use of instructional

•

•

•

•

Reviews the lesson's key vocabulary with students

• Reviews the lesson's key concepts

• Uses graphic organizers and/or technolo

• Varies the level of questions to include skills

with students

4- highly evident; 3- definitely evident; 2- somewhat evident; 1- barely evident; 0-not evident; NA- not applicabfe

Things to work on

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