miss renee remi’s - marist college · work with the ais reading/math teacher to receive the...

MISS RENEE REMI’S

ANIMAL UNIT

MARIST COLLEGE 2012

Context and Objectives

Introduction

I am teaching in Mr. Brain Beck‟s 1st grade classroom at Milton Elementary School.

There are two kindergarten, two first grade and two second grade classes in Milton Elementary.

Milton is one of three elementary schools in the Marlboro School District. Thus, there is a real

community feel to the school. All of the teachers know all of the students whether it be that they

taught them or through community ties.

A facet of Milton Elementary School that was different for me as a pre-service special

education and elementary education teacher Milton‟s special education program is unique. In,

Marlboro, all of the special education students in first grade go to Marlboro Elementary School

so there are no students with Individualized Education Plans in Mr. Beck‟s classroom. There is

one boy that is hard of hearing so he wears hearing aids and when I teach I use the FM system to

communicate to him. There are Academic Intervention Services (AIS) that some students

receive. About six students receive these services and they get pulled out of the classroom to

work with the AIS Reading/Math teacher to receive the services. This is the first time that I have

been made aware of a district with multiple elementary schools that place all of the special

education students in one of the schools based on budget needs and resources.

Instruction is taught in whole group format. The layout of the room is that the desks are

set up in clusters around the carpet, which is at the center of the room. Instruction typically takes

place while the students are on the carpet and then they work independently at their seats. I have

not seen any activities where students work in groups but Mr. Beck does encourage students to

work together to help with any questions they may have.

I have been impressed with the community of Milton and how involved every teacher is

in the process of helping the students succeed. This is a unique learning experience that I have

been provided and I am grateful for it.

Unit Topic

This unit is being done on animals. Students will learn what the definition of trait is, how to

compare animals (a fox and a stork), classify animals into one of the six main animal families

(mammal, bird, reptile, insect, amphibian and fish) and do a hands-on activity where students

feel the coverings of some animals to learn about observing traits through the sense of touch and

They will also learn what a habitat is as well as four examples of habitats (polar, ocean, forest

and wetland) and then learn about the animals that live in each habitat and why based on the

animals‟ traits.

Standards Addressed

The Common Core Standards being addressed are:

STANDARD 1—Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as

appropriate, to pose questions, seek answers, and develop solutions

Key Idea 1:

The central purpose of scientific inquiry is to develop explanations of natural phenomena

in a continuing, creative process.

S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects

and events they have observed and heard about.

S1.1a Observe and discuss objects and events and record observations

Key Idea 3:

The observations made while testing proposed explanations, when analyzed using

conventional and invented methods, provide new insights into phenomena.

S3.1 Organize observations and measurements of objects and events through

classification and the preparation of simple charts and tables.

S3.1a Accurately transfer data from a science journal or notes to appropriate

graphic organizer

STANDARD 4: The Living Environment

Key Idea 2:

Organisms inherit genetic information in a variety of ways that result in continuity of

structure and function

between parents and offspring.

Recognize that traits of living things are both inherited and acquired or learned.

Major Understandings:

2.1a Some traits of living things have been inherited (e.g., color of flowers and number

of limbs of animals).

Objectives Addressed

Students will be able to

a. define the word trait.

b. describe traits of different animals (such as if they fur or feathers, have dry skin or scales)

based on their sense of sight.

c. match identifying traits to the appropriate animal.

d. compare the traits of a fox (mammal) and a stork (bird) using a Venn Diagram.

e. classify animals into the six main animal families: mammals, insects, amphibians, birds,

reptiles and fish based on their traits.

f. describe, using words that apply to their sense of touch, their observations based on their

sense of touch.

g. feel/touch different simulated animal coverings and based on their observations correctly

identify the animal that would have that coating.

h. distinguish the differences between four difference habitats: ocean, wetland, forest and

polar.

i. identify the habitat that animals live in based on their traits. For example(s), a turtle

cannot live in the polar habitat because it does not have a coating to keep warm; a fish

lives in the ocean habitat because it has fins to swim and gills to breathe under water.

Pre Assessment

These are the questions that I asked on the pre-assessment:

Animals

Directions: Circle the answer.

1. Does a horse have hair? (Objective b)

a. No

b. Yes

2. Which of these animals is born in water but can live on land? (Objectives b and c)

a. cat

b. fish

c. frog

d. turtle

3. A dolphin is (Objective e)

a. an amphibian.

b. a fish.

c. an insect.

d. a mammal.

4. What kind of skin does a snake have? (Objectives b, c and f)

a. feathers

b. fur

c. scales

d. smooth

***Note: This question has two correct answers smooth AND scales. The answer was

intended to be c. scales based on the objective I wanted to assess but smooth is also

another correct answer to the question. Therefore both answers were accepted as being

correct but in the charts below you will see the data assessed when the answer c was

chosen and when d was chosen.

5. Which choice below is NOT a habitat? ( Objective h)

a. house

b. forest

c. ocean

d. pond

See Attached Graph: Pre Assessment Results

Summary of Pre-Assessment Data:

Question 1: Based on the data gathered, no one got question 1 wrong and I attribute that to the

familiarity that most children have with horses. Thus, I used the fact that horses have hair as an

example when I first introduced what traits are at a later point in the lesson. The strategy of

doing so was to build a new concept on a fact that everyone was familiar with.

Question 2 I expected more people to get this wrong but after I administered this test I was told

by my cooperating teacher that they have studied frogs and toads before and while they may not

know exactly what makes frogs and toads amphibians, the students are familiar with the word in

the context of talking about frogs. The objectives addressed in this question were addressed

starting in Lesson 3.

Question 3: My goal was for this question to be hard because dolphins have fins and live in water

so many people think that they are a member of the fish family but those characteristics are not

what defines a fish to be a fish. Learning that a dolphin is a mammal was addressed in Lesson 3

as one of the examples that we discussed and wrote down on the pad paper as a mammal as well

as in Lesson 5 as an animal that belongs in the ocean habitat.

Question 4: *** Due to the mistake I made in the wording of this question, I accepted both c and

d as correct answers. Therefore 0 students got the question wrong. But, as one can see in the last

column I assessed how many students chose d. smooth-an answer I planned to be one of the

distracters and 16 of them chose d. But, that information is just information and not something

that suggests that students do not know that snakes have scaly skin because if the choice of

smooth was not there the students may or may not have chosen scales. Thus, I cannot make any

conclusions based on this data. Either way in Lesson 3 we discussed what reptiles feel like and

then in Lesson 4 they felt a scaly object.

Question 5: 7 students got this question wrong. This objective was addressed in Lesson 5 when

we discussed the ocean habitat and forest habitat as well as the polar and wetland habitats. I

realize now that the choice pond should have been written as wetland as to serve for a better pre-

assessment for my lesson on habitats.

Lesson Plans

Describing Traits of Animals-Lesson 1

A. Overview of Lesson: This is the first lesson of the unit on Animals. This is my first week

of student teaching and science is the first subject that I am taking on. I have been

informed that the students are familiar with some types of animals: insects and tadpoles.

In the pre-assessment I will assess what their knowledge of animal families, what traits

are, if they know what the outside covering of certain animals feel like and what habitats

are-the different objectives that I plan to cover in the rest of the week. The pre-

assessment will help me gauge the pace and topics of my lesson.

a. The lesson will have students describe the traits of animals based on their sense of

sight and touch. Once the students understand the definition of traits and what

they are then they will have a matching activity to match the trait with the

appropriate animal.

B. Standards Addressed:

C. STANDARD 4: The Living Environment

Key Idea 2:








D. Objectives:

Students will be able to

a. define the word trait.

b. describe traits of different animals (such as if they fur or feathers, have dry skin or

scales) based on their sense of sight.


E. Strategies:

a. Read aloud Baby Bear, Baby Bear, What Do You See? By: Eric Carle to engage

the students in the lesson.

b. Model using one‟s sense of touch and sight to describe animals traits.

c. Model how to complete the activity sheet.

F. Learning Styles/Intelligences:

a. Visual Learner: writing the character traits on the front board.

b. Auditory Learner: reading the story by Eric Carle aloud as well as discussing the

different traits of animals together as a class.

G. Materials:

a. Pre-Assessment

b. Large white pad paper

c. Markers

d. Baby Bear, Baby Bear, What Do You See? By: Eric Carle

e. Matching Activity Sheet

f. Science: Inventive Exercises to Sharpen Skills and Raise Acheivement: The Basic

Not Boring Series, Grades K-1. Exercises by Marjorie Frank, Page 18: “Animals

On the Move”

H. Procedure:

a. Introduction: Administer the Pre-Assessment (15 minutes): discuss with the

students that this is just a way for me to get to know what they know about

animals. I do not want the students feeling like they are being tested because they

are not supposed to know the information that is on this assessment.

b. Introduction & Development:

i. Read Baby Bear, Baby Bear, What Do You See? by Eric Carle and discuss

the different animals in the story. Then ask “when we see, smell or hear

them what do we observe.” We will list the five senses and then discuss

sight and touch to understanding animals traits.

ii. We will create our definition of trait based on our observations of the

animals in the book. The definition aimed for is “what is on the outside of

animals that make them who they are.”

c. Development: “We can use our sense of touch and sight to help us.” “Let us pick

another animal that we can describe.” Describe said animal (10 minutes)

i. Students will continue to look through the animals in the book and

describe them based on what they look like, if they have claws, do they

smell and do they make any distinct noises.

ii. After discussing the different traits of the animals, I will introduce the

objectives. I will talk to the students about our unit this week and what

they will be able to do at the end of the unit. “That is what that pre-test

was for-to help me find out what you already know so that I can help you

learn more facts and different facts.” (5 minutes)

iii. We will go through the animals on the Matching Activity Sheet and the

traits that they could be matched with so that the students understand their

task to complete independently.

d. Closure: The students will complete the Matching Activity Sheet and if they

finish early they can work on the back of it- “Animals on the Move.” (If time runs

out today, we can complete this activity tomorrow) (10 minutes front, 10 minutes

back)

We will close the lesson by discussing their answers to the Matching

Activity and reviewing traits and how we can use our senses to describe

characteristics.

I. Modifications: Wear the FM device so that the student is hard of hearing can hear me.

J. Assessment:

a. The students will have to repeat for me a few times what trait means to show an

understanding of objective a. Also by participating in the discussions and activity

sheet they will show an understanding of what trait means.

b. The chart completed in the Introduction discussing the traits of the animals in the

story, Baby Bear, Baby Bear, What Do You See? by Eric Carle , will show an

understanding of objective b.

c. The Matching Activity Sheet will show an understanding of objective c.

K. Formative Assessment Analysis: Based on the information I gained from these

formative assessments I realized that I needed to clearly define trait for the students in

tomorrow‟s lesson. I quickly explained the definition and based on their numerous

questions and completion of the Matching Activity Sheet it was clear that I needed to

spend more time defining traits explicitly with examples. Therefore in Lesson 2 I spent

time defining traits and providing examples of traits of animals.

a. I also saw that I had two options for traits that were not clear. One was “scales”

and another choice was “scaly skin and lives on land”. This second option came

before “scales” on the list so as soon as the students saw the picture of the fish

they went and connected “scaly skin and lives on land” to the fish. I spent time

clarifying this for the students but it was too confusing. This showed me that the

students did not have a firm grasp on what traits or as well as the fact that I

needed to write better options. With this information I edited the matching sheet

and we did it as a class on the SmartBoard to start Lesson 2.

Comparing a Fox and a Stork Using a Venn Diagram-Lesson 2

A. Overview of Lesson: This is the second lesson of the unit on animals. Yesterday we

discussed traits of animals and how to use our senses to describe their characteristics.

Today, we are going to review what trait means as well as discuss the traits of a fox and a

stork and then compare them using a Venn Diagram. The students are reading The Fox

and The Stork this week so this activity will build on the familiarity with these animals.

B. Standard Addressed:




Key Idea 3:





S3.1a Accurately transfer data from a science journal or notes to appropriate

graphic organizer

C. Objectives: Students will be able to


d. compare the traits of a fox (mammal) and a stork (bird) using a Venn Diagram.

D. Strategies:

a. Review yesterday‟s content by reviewing the Matching Activity Sheet.

b. Model how to correctly fill in a Venn Diagram

c. Work in small groups to help students gain a more thorough understanding of

Venn Diagrams and traits of animals

d. Discuss the finalized Venn Diagrams to check for understanding

E. Learning Styles:

a. Visual: example of the Venn Diagram on the SmartBoard; filling out the Venn

Diagram on paper

b. Auditory: talking about the model example together; discussing each group‟s

comparisons

c. Interpersonal: students working in pairs/ groups to complete the independent work

F. Materials:

a. Venn Diagram on the SmartBoard

b. Matching Activity Sheet

c. About 23 Venn Diagrams for students to complete independently from The Big

Book of Reproducible Graphic Organizers by Jennifer Jacobson and Dottie

Raymer from Scholastic.

d. Markers

G. Procedure:

a. Introduction:

The students and I will define “trait” again. Then the students will complete the edited Activity

Sheet (which is only on the SmartBoard so it will be completed as a class) based on necessary

changes as observed in the first lesson. After the activity is complete, we will discuss traits of

foxes and storks in a list format. I will then model comparing animals using a Venn Diagram

-“remember the traits of the animals that we talked about on the

Matching Activity Sheet as well as the traits that we discussed about the

Fox and the Stork yesterday. We used our senses to help us write

descriptions.”

b. Development:

The students will now work on their Venn Diagrams; the students will be

describing traits and I will be writing them in the correct areas on the Venn Diagram as

the students do so at their seat. This is a first grade class so continuing to foster the

discussion as well as model how to use a Venn Diagram is appropriate in helping the

students to gain a deep understanding of the topic as well as how to use a graphic

organizer

c. Closure:

After we finish the Venn Diagram, we will discuss the comparisons we

have made as well as discuss any questions the students may have regarding a Venn Diagram or

the traits of these two animals.

I. Modifications:

a.I will wear an FM Modifications: Wear the FM device so that the student who is hard of

hearing can hear me.

J. Assessment:

a. The Matching Activity Sheet completed on the SmartBoard will be used to assess if

the students have met objective c.

b. The Venn Diagrams that the students complete will be used to assess objective d.

K. Formative Assessment Analysis: When the students described the traits of the fox and then

the stork it was clear that they had developed a better understanding of what traits are. Then we

worked together on creating a Venn Diagram comparing the two animals. The students‟ Venn

Diagrams were well done and showed an understanding of how to complete a Venn Diagram as

well as the differences in traits between animals. I learned while modeling the Venn Diagram

that I should have stuck with discussing one animal at a time and then writing their similarities in

the middle of the graphic organizer because I kept going back and forth between the traits of a

fox, stork and their similarities. By staying on one idea at a time I think the students would have

benefitted more from the use of the graphic organizer. The students did show a firm grasp of

distinguishing traits of specific animals and then finding their similarities so this is good level of

understanding to build on in tomorrow‟s lesson when we classify animals into families based on

their traits.

The Six Animal Families- Lesson 3

A. Overview of Lesson: This is the third lesson in the unit on animals. In the first and second

lessons we discussed what the word „trait‟ means and what examples of animal traits are.

This lesson is to classify animals into their correct “family”: mammal, amphibian, reptile,

fish, bird and insect.




appropriate, to pose questions, seek answers, and develop solutions.

Key Idea 3:





C. Objective(s): Students will be able to

e. classify animals into the six main animal families: mammals, insects,

amphibians, birds, reptiles and fish based on their traits.

D. Strategies:

a. Activate prior knowledge of understanding the word “trait”.

b. Link the animal families to the idea of fact families that they have been working

with; that families have common traits.

c. Develop prior knowledge of insects and birds.

d. Model examples of traits of each of the different animal families.

e. Provide examples to support the definitions.

E. Learning Styles/Intelligences:

a. Visual Learner: writing the traits of each of the different animal families on the

large pad paper.

b. Auditory Learner; discussing the different traits of animals together as a class;

classifying the different animal families through discussion

F. Materials:

a. Large white pad paper

b. Amazing Eggs by Fran Hodgkins pages12, 20, 21 and 24

c. Markers

G. Procedure:

a. Introduction:

i. The students will give me their own definition of “trait” based on what we

discussed in Lesson 2

ii. Students will tell me what they know about insects and birds based on

their prior knowledge and I will write the traits and examples on large

white pad paper. Each animal family will get their own page so that we

can hang the posters up around the classroom.

1. Insects: have 6 legs; have 3 parts: head, abdomen and thorax; born

in eggs

a. Beadles

2. Birds: have wings, have feathers, born in eggs

a. Eagles, stork, duck

b. Development:

i. I will read page 12 in Amazing Eggs to the students to give the students

information about reptiles and they will point out the information that they

learned about reptiles as well as give examples of reptiles and all of the

information will be written on the chart paper.

1. Reptiles: Born on land and live on land breathing air; Scaly, dry

skin; Cold blooded; born in an egg

a. Snakes, lizards, turtles and alligators

ii. I will read pages 20 and 21 to teach the students about amphibians

1. Amphibians: born in water, live on land, born in an egg

a. Frogs, toads and salamanders

iii. I will read page 24 to teach the students about fish and they will tell me

what they learned about fish

1. Fish: born in water, live in water, born in eggs

c. Closure:

i. We will discuss the last family which is the mammals. I will tell them the

traits of mammals and examples of mammals.

1. Mammals: have hair, in their mom‟s belly until they are born and

then they are miniature versions of themselves-not eggs and their

parents take care of them

ii. Use trivia questions to explain to the students that humans are animals.

knowing what we know about the different families what family do

humans belong to?

iii. Students can go home to find the exception to the mammal rule which is to

find an example of an animal that is considered a mammal but does lay

eggs

H. Modifications: Wear the FM device so that the student is hard of hearing can hear me.

I. Assessment: the lists that the students and I compile on the large pad paper will be used

to assess if the students are learning the traits of the different animal families to meet

objective e of this unit.

J. Formative Assessment Analysis: The charts that we made discussing each animal

family were really effective. Each animal family was written on a different page of large

pad paper. I only wrote what the students said so this was to give ownership to the

development of these descriptions of each animal family. Each animal family paper was

hung up around the room so that for the future lessons the students could reference the

examples and traits of each family for the future lessons.

Mystery Animal Textures-Lesson 4

A. Overview of the Lesson: This is the fourth lesson of the animal unit. Lesson three was to

explain and describe the traits of the six main animal families (reptiles, amphibians,

mammals, fish, birds and insects). One of the traits we discussed was how the animal

feels when we touch it. Today‟s lesson is focused on having students feel different animal

textures and then based on the clues figure out which animal is “hiding” in the box.

B. Standard(s) Addressed:




Key Idea 1:

The central purpose of scientific inquiry is to develop explanations of natural phenomena

in a continuing, creative process.

S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects

and events they have observed and heard about.

S1.1a Observe and discuss objects and events and record observations.


e. classify animals into the six main animal families: mammals, insects,

amphibians, birds, reptiles and fish based on their traits.

f.describe, using words that apply to their sense of touch, their observations based

on their sense of touch.

g.observe the feelings of different animal coverings and based on their

observations correctly identify the animal that would have that coating.

D. Strategies:

i. Activate prior knowledge by having the students tape pictures of animals that are

examples of the animal family on the corresponding chart that it belongs to.

ii. Allow students to use scientific inquiry to gain an understanding of what animals feel

like. Students will make observations based on how the material feels and using their

observations to decide which animal is “hiding” in the box.

iii. Check for understanding by discussing what the students observed and why did they

choose the animal they did-using the clues on the index card to help them and their descriptive

feeling words.

E. Learning Styles/Intelligences:

a. Visual Learner: seeing the descriptions of each animal family on the board; filling

in the Mystery Detective Activity Sheet. Also, at the end of the activity students

will see what the materials were in the box.

b. Auditory Learner: discussing the different traits of animals together as a class;

classifying the different animal families through discussion.

c. Tactile/Kinesthetic Learner: students will feel the material and make observations

based on their sense of touch.

d. Interpersonal: students will be working in groups to do their activity.

F. Materials:

a. Completed list of traits of each of the six animal families to be posted at the front

of the room.

b. 4 shoe boxes/brown bags

c. 1 set of feathers

d. 1 crocodile action figure

e. 1 piece of leather

f. 1 ball of yarn

g. What Do Animals Wear Activity Sheet from Science: Inventive Exercises to

Sharpen Skills and Raise Acheivement: The Basic Not Boring Series, Grades K-1.

Exercises by Marjorie Frank, Page 17

G. Procedure:

a. Introduction: To build on yesterday‟s activities of classifying animals into

families based on traits, today the students will share their extra credit animal

pictures that they brought in and attach them to correct animal list at the front of

the room. Then I will explain the task of the day which will be to be an Animal

Detective! The animal detective has to use their sense of touch to write down

scientific feeling (touch) words. Then they will read the clues that are on each box

to figure out which “animal” is “hiding” in the box! I will have to make it clear to

them that there are not real animals hiding in the box.

b. Development: There will be four shoe boxes/brown bags that each has one

material in it to represent an animal. One box will have a ball of yarn that

represents the fur of a bear (mammal), a piece of fake leather to represent a horse

(mammal), a toy crocodile (reptile) and feathers to represent birds. The boxes will

rotate between clusters of students. Each box will stay at each desk cluster for an

average of 5 minutes. The students will write down their observations on their

Follow the Clues graphic organizer from The Big Book of Reproducible Graphic

Organizers by Jennifer Jacobson and Dottie Raymer from Scholastic. There will

be a labeled index card on each box describing traits of the animal that is “in the

box”. Based on their observations of the materials and the clues on the boxes the

students will have to make an educated guess for what the animal is.

c. Closure: The students will gather on the rug to share which animal was “hiding‟

in each box and they will have to describe how they knew which animal it was by

defending their answers with the traits of the different animal families and their

clues from the index cards.


I. Assessment:

a. When students accurately place the picture of the animal that they brought in on

the correct family trait page then I will know that they have an understanding of

the different traits of the six main animal families.

b. The packet of Follow the Clues graphic organizers will show that students have

an understanding of the classification of animals into their correct families

because one of the clues on the boxes will be the animal family that the animal

belongs to.

c. The packet of Follow the Clues graphic organizers will also show me the

scientific words that they are using to describe their observations and how the

covering or outside of the animal is unique to the family it comes from.

J. Formative Assessment Analysis: The completed “Mystery Detective” Packet served as

the assessment for this lesson. It was clear when they first started filling in the paper for

each box that the students were a little confused. Thus, I explained to them that a feeling

word goes into each foot print and then the animal that you think is inside the box gets

written in the door. I should have done an example of my own to show the students

because for first graders, well any grade, new activities should be explicitly modeled. I

also realized as the students were filling in the shoes that they were having a hard time

with coming up with feeling words so Mr. Beck suggested making a list on the board so

that they have ideas to work with to serve as a spelling resource for the students to refer

to. This really did help calm the confusion. Learning how important it is to model the

activity for the students made me create slides on the SmartBoard for my next lesson

modeling the tasks of Lesson 5.

Where do Animals Live?-Lesson 5

A. Overview of Lesson: This is the last lesson of the unit. This lesson will be focused on

teaching students the understanding of what a habitat is as well as understanding which

animals live in which habitat. This activity will also serve as the culminating lesson.

a. The students have learned what a “trait” is and how we use our senses to make

observations about an animal‟s traits. We then classified the animals into the

families (insects, amphibians, reptiles, fish, birds and mammals) of animals that

they belong to based on their traits. We also did a “Mystery of the Hiding

Animal” where the students had to make observations based on their sense of

touch and then try to decide, based on clues and the feelings that they observed,

which animal was “hiding” in the box. Today we are going to close the lesson by

gaining an understanding of habitats and which animals live in certain habitats

and why.


STANDARD 4: The Living Environment

Key Idea 2:









h.distinguish the differences between four difference habitats: ocean, wetland,

forest and polar.

i.identify the habitat that animals live in based on their traits. For example(s), a

turtle cannot live in the polar habitat because it does not have a coating to keep

warm; a fish lives in the ocean habitat because it has fins to swim and gills to

breathe under water.

D. Strategies:

a. Model examples of habitats.

b. Model which habitat the animal lives in based on its traits.

c. Activate prior knowledge about animal‟s coverings/coats and based on those traits

why animals live in certain climates/habitats.

E. Learning Styles:

a. Visual: students will be coloring and pasting images of animals and putting them

in their correct habitat as well as have examples to look at.

b. Auditory: there will be an open discussion about the definition of habitat as well

as the fact that students will be working in groups to complete the activity.

c. Tactile/ Kinesthetic: students will be cutting, coloring and pasting the correct

images of animals into their correct habitat.

d. Interpersonal: students can work with people at their table to do their activity.

F. Materials:

a. Construction paper

b. Markers

c. Crayons

d. Packet of animals: images of animals with necessary blanks where the students

have to write the necessary information (animal family and one trait about the

animal).

e. SmartBoard examples of habitats and examples of the animals that live in them

G. Procedure:

a. Introduction: (15 minutes) I will start off by linking the idea of habitat to the

setting in their story of the week, The Fox and The Stork. I will then show the

students the example that I made of the fox and the habitat a fox lives in as well as

a picture of the habitat the stork lives in. Based on these pictures and what they

may already know about habitats I will ask the students to help me define what a

habitat is. Then I will show the students pictures of the four different habitats that

we will be working with today (polar, wetland, ocean and forest). We will discuss

the characteristics of these habitats as well as choose from three animals which

one of the animals does not belong in the habitat that is on the screen and why.

We will do this for each habitat. The students and I will label each of the habitats

and then go through the packet of animals and decide together which animals live

in which habitat.

i. I will explain to the students that I want them to work in pairs to draw the

habitat that they are given using colored pencils and crayons and then put

the animals that belong in that habitat. The students will also have to fill in

the animal with information (which animal family it belongs to and list

one traits) asked on it as well as color it in based on its traits.

b. Procedure: (20 minutes) The students will then go back to their seats to work .I

will hand out a piece of construction paper to each team as well as one packet of

animals. Based on the color of paper the team gets will tell them which habitat

they will be working to create (blue=ocean; brown=wetland; green=forest;

white=tundra). The students will follow the directions to place the animals into

their correct habitat.

c. Closure: (5 minutes) I will put the projects at the front of the room and ask the

students to explain how they knew which animal went where and review the

information that they put on the animal.


I. Assessment:

a. Based on the drawings that the students make to depict their habitat they will

show an understanding of the differences between habitats.

b. Putting the correct animals in the correct habitat they will show an understanding

of which habitats the animals live in.

J. Formative Assessment Analysis: The habitats that the students created as well as the

information that they had to write about each animal served as my post assessment. The

students really understood the four habitats that we discussed and used the books and

pictures I provided to include details of each habitat in their pictures. We also discussed

why animals live in the habitats they do in the introduction activity and I felt that the

students understood that animals live in habitats based on their traits. The information

that was asked on each animal picture assessed the objectives addressed in the previous

lessons. Therefore, the picture of the habitat and the information that was asked on each

animal picture assessed all of the objectives from the unit.

Post-Assessment Analysis

Objectives b, e, and f are assessed in the information on each animal card. The way the students

color in the pictures will also address objective b.

Objectives h, and i are assessed in the details the students put in their pictures of the habitat they

chose and when the students put the animals in their correct habitat.

Pre-Assessment Results vs. Post Assessment Results

Due to the fact that the post assessment is an alternative assessment to the test format I

administered in the pre-assessment a graph comparing the two would not be able to show the

results.

Question 2 of the pre-assessment asked the students to choose the amphibian from the

list. In the post assessment the frog and toad animal cards required the students label the animal

family those animals belonged to. The students looked at the lists of traits of each animal family

that we made hanging in the front of the room to help them but they were all successful in

accurately classifying the frog and toad as amphibians.

Question 3 asked the students to choose what animal family a dolphin belongs to. We

discussed throughout the week that while a dolphin lives in the ocean, it gives live birth. The

students knew that giving live birth is a trait of a mammal. Their understanding that a dolphin is

a mammal was shown when students classified the dolphin as a mammal on the dolphin animal

card in the post assessment.

Question 4 asked students to choose what type of skin a snake has. The two answers that

were accepted (see pre-assessment analysis) were smooth and scales. In the post assessment one

of the wetland animals was a crocodile and students had to write a word that described its skin

and students used words like scaly, smooth, dry, hard, etc. This showed an understanding of the

objectives initially assessed in question 4 of the pre-assessment. The post assessment was a more

effective way to assess the objective because the post assessment allowed for multiple answers to

be given that are all correct, thus allowing for students to find the answer based on their

observations from lesson 4 instead of just memorizing a definition of the traits of reptiles.

Question 5 asked students to choose from the list which choice was not a habitat. In the

post assessment students worked with four habitats and understood that they were outside

environments where animals live. That is why none of the environments was a house with

humans (answer to question 5 in the pre-assessment). The students also had to draw the habitat

using pictures and details as well as accurately place the animals that live in the habitat. Thus,

the post assessment asked for a complete understanding of habitats opposed to just picking an

example of what a habitat is not (pre-assessment).

The post assessment showed a real understanding of animals‟ traits, animal families and habitats.

That is a significant amount of information for first graders to learn in one week but this post

assessment shows that students truly developed an awareness and understanding of this topic of

animals as seen in the student work.

Analysis of student work for post assessment

Student A the student who learned an average amount, they answered question number 5

incorrectly on the pre-assessment. She thought a pond was not a habitat. In her post assessment

she draws a pond in the wetland habitat and shows an understanding that a wetland is an example

of a habitat.

Student B the student who learned a great deal got three wrong on the pre-assessment but

accurately filled in all of the information in the animal cards in the post assessment and drew an

accurate depiction of a habitat.

Student C, the student who is still struggling, filled in all of the information on the animal cards

accurately but with a lot of assistance from me and his peers. He also just finished filling in the

animal cards in the allotted time and only colored one but did not draw the habitat.

Based on all of the assessments these three students showed growth in their

understanding of animal traits, animal families and animal habitats. The main focus for the week

was the different animal families and it is clear in the assessments that the students mastered this

topic. They all were also able to internalize the feelings of the coverings of animals really well in

the hands-on activity in lesson 4. Therefore, I want to do more hands-on activities with them.

Reflection

My first lesson felt chaotic. I gave confusing directions, faulty pre-assessment questions,

and incomplete descriptions of traits for the activity sheet. My first lesson made me go home

feeling overwhelmed and unable. My fifth lesson was challenging, clear and well developed.

That was my growth in one week. I went from having no faith in myself to holding my head high

and being proud of myself.

I taught first graders about animals. I got to work with 23 young, curious minds, teach

them about creatures of the earth and allow them to be creative while doing so. That is what I

have wanted since I can remember. I wanted to teach. This week that is exactly what I got to do

and it was the most challenging and exhilarating feeling.

I get a bit apprehensive while I am planning the lesson but once I start talking I have to

engage twenty three six year olds for forty minutes. My cooperating teacher told me that if you

add three minutes to a child‟s age that is their attention span. I cannot be boring. The kids got to

talk about their pets, feel different materials and be an animal detective, and color and draw a bit

this week. They also had to hear me lecture and talk for probably too long. My lessons were not

always thrilling for the students and that is when behavior issues started to arise. What I have

learned though is small changes in my body movements and inflections in my voice can engage

students when they start to lose focus. That is one of the big lessons that I learned this week. I

got better as the days progressed at engaging the students but that is an area where improvement

and growth is essential in order to be an effective teacher.

Having assessments along the way helped me guide where I went with the day‟s lesson. I

could see where students were confused and what concepts they totally understood. I learned this

week that assessment is a form of communication between teachers and students. Today we are

so hung up on assessments being used to prove adequacy of instruction. The point is heard and a

valid one but assessment could be more if we did not try to squeeze it into a tiny box in the form

of standardized tests. Yes, I spent countless hours making those animal card sheets trying to

navigate Microsoft Word with putting text boxes in just right, to send text in front or how to

resize pictures to fit in the square about 12 times but in doing so I have projects that showed me

exactly what the students learned this week.

The assessments all week showed me where I needed to start the next day‟s lesson and

what ideas I needed to clarify for the students. The assessments showed me that I needed to use

different language when I defined the word trait, that having one faulty question can really

hinder the ability to gauge a student‟s understanding, and that showing the students how to

complete the assessment will make the assessment valid because they will not be getting

questions wrong because they did not know how to fill in the information in the format the sheet

asked for. These lessons learned here will start me off on a better foot for Monday‟s lesson and

each day I will learn how to ask students to show me what they know for their sake and for mine.

I am getting more confident as the days progress and with that I am improving my behavior

management skills as well as my instruction methods.

miss renee remi’s - marist college · work with the ais reading/math teacher to receive the...

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