Lesson 33 - Animal Classification Amphibians
CCSS.ELA
W. K. 2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.7 Participate in shared research and writing projects. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SCI.K.3.3.D There is heritable variation within every species of organism D) Identify that living things have offspring based on the organisms' physical similarities and differences. ISTE Standard: 3. Research and information fluency Students apply digital tools to gather, evaluate, and use information. Objective:
Instructional Strategies: Cooperative Learning – Project based Materials:
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Lesson - 15 - 20 min
1. To introduce the next animal classification, read the book The Trouble with Tadpoles by Sara Godwin. This book will introduce the students to the life cycle of a frog which can then be used to make connections with the paper book they read earlier in the unit.
2.Explain to the class that today we will be learning about a new Animal Classification group.
3. The group we will be learning about today are amphibians.
4. Have the students think of some features they believe amphibians must have to be an amphibians.
4. Either as the video is playing or after, write the amphibians “must have” on the Animal Classification Anchor Chart.
1. To introduce the next animal classification, read the book The Trouble with Tadpoles by Sara Godwin. This book will introduce the students to the life cycle of a frog which can then be used to make connections with the paper book they read earlier in the unit.
2.Explain to the class that today we will be learning about a new Animal Classification group.
3. The group we will be learning about today are amphibians.
4. Have the students think of some features they believe amphibians must have to be an amphibians.
- Brain Pop has a free video about animal classification. You can watch the beginning about vertebrates and invertebrates and then fast forward to (3:44) the section you are learning about for the day. (Brain Pop Animal Classification Video)
- Discovery channel offers a 3-4min video on reptiles and how they use their unique skin helps them to move and not dry out in hot weather. Bill Nye The Science Guy & Amphibians 23:05 min
- Animal Atlas has a video Going Amphibian Again! It is 22:15 min, but the first 7 minutes give all the information needed for the anchor chart. Students may access the rest of the video under Student Activities Week 7.
- Also visit the following webpage, which provide a colorful poster of reptiles Must Haves. It also has a great page with labeled parts of the animal: Sheppard Software's Kid's Corner
4. Either as the video is playing or after, write the amphibians “must have” on the Animal Classification Anchor Chart.
- The lesson can also be supplemented with reading an informational text about amphibians.
- (Optional) Re-read together the paper book of Life Cycle of a Frog
Student Activity – 20 – 30 min
1. Model for the class writing down the 1 of the 4 main things an amphibian must have to be classified as an amphibian. Students should be able to complete the other three on their own.
2. All of these facts should be bulleted on the chart paper and students will just need to write it into a complete sentence.
3. Student will complete page 11 of their Animal Group Book. 4. At the end of page 11 students are to pick one type of Amphibian that is their favorite. This will be their topic for the next page. 5. When student work is complete, student should have a friend check their work using the Fab 5 Checklist. 6. Then students can meet with the teacher to complete a Fab 5 Checklist. This checklist will be taped to the back of the graded page. |