Practicum 2 Lesson Plan 3

Name: Megan Coultas

Cooperating Teacher: Mrs. Ayson

Subject & Grade Level: First Grade Science

Lesson Topic: Sharp Structures for Eating

Date: October 17, 2023 Estimated Time: 45 minutes

1. State Standard(s):

- LS1.A- Structure and Function: All organisms have external parts. Different animals use
their body parts in different ways to see, hear, grasp objects, protect themselves, move
from place to place, and seek, find, and take in food, water and air. Plants also have
different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
(1-LS1-1)
- LS1.D- Information Processing: Animals have body parts that capture and convey
different kinds of information needed for growth and survival. Animals respond to these
inputs with behaviors that help them survive. Plants also respond to some external inputs.
(1-LS1-1)
- RI.1.1 - Ask and answer questions about key details in a text.
- RI.1.7 - Use the illustrations and details in a text to describe its key ideas.
- SL.1.2- Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
- L.1.6- Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using frequently occurring conjunctions to signal
simple relationships (e.g., because).

2. Teaching Model(s):

- Inquiry-based learning- the teacher presents a problem or a puzzle that the students must
solve based on the prior information that they have learned. In this method, which can be
used with individual students or with students working in groups, learners create a
hypothesis using the data they have been given.
- Direct instruction- the teacher is the person in charge of presenting the lesson objectives
and information to students through a lecture or by multimedia presentation.
- Kinesthetic learning-is the notion of learning through movement

3. Objective(s):
 - S.W.B.A.T understand how many animals use their sharp structures to make plants and
animals easier to eat.

4. Materials and Technology Resources:

- Students
- 6 sticky notes each group
- “Whose Lunch is This” book
- Pencil
- Teacher
- Structure-Function Language frame cards
- Projector
- Big Book version of “Whose Lunch is This”
- Investigation Question
- Amplify Science Slides

5. Instructional Procedures:

a. Motivation/Engagement:
- I will remind students how a couple weeks ago we visualized how we use our structures
to break a carrot apart into smaller pieces
- Today we will talk about how animals break their food into small pieces
- I will call on 6 students to help demonstrate how animals break down food
- 2 students will stand a foot apart and make a bridge to show the animals mouth
- The other 4 students will hold hands and make a circle, to show a piece of food
- The students will try and move through the mouth
- I will then ask students to tell me what they noticed ( the food does not fit in the mouth)
- I will ask students “what does the animal need to do so that the food will not get stuck?”
(break the food into smaller pieces)
- The students will try again to move through the mouth but this time they will go through
individually
- I will ask the students what they noticed this time (it was smaller so it could go in the
mouth)
- Remind students many animals have to break their food into smaller pieces just like us so
they can swallow it
b. Developmental Activities or Learning Experiences:
- Remind students they have learned that animal have structures that help them do what
they need to survive
- We are going to look in the “Whose Lunch is This” book. I will read aloud page 5 and 6
and tell students to visualize what is happening.
 - Then I will draw the structure that is being talked about on a sticky note and then write
what it is underneath
- After modeling what is expected I will pass materials out to each pair of students
- Each pair of students will look through the book and on the sticky notes write/draw the
structures they visualized
- I will walk around and observe pairs of students to make sure they are
understanding.
- After allowing 5 minutes for students to look through the book we will all come back to
the rug in front of the screen to discuss
- Students will use a sentence frame ( The__ uses its __ to ___.) when they are sharing
what they observed
- I will show an example using the animals we talked about from page 6
- Then as a whole class we will read the sentence all together
- Then we will do the same with the other animals we observed while looking through the
book
- Then I will tell students that the key concept to remember is “ Many animals use their
sharp structures to make animals and plants easier to eat”
c. Closure:
- Now we are going to do a think and walk activity, I will display a photo of an animal
structure
- I will tell students to visualize how the animal may use the structure
- As I show each photo I will ask students, “Do you think this structure is used to get
food?”
- Students then will think if the structure is “used to get food” or “not used to get food”
- Students will then walk to the side of the room that corresponds to their response
- After going through all the photos, I will ask students to think about an idea that they
know now but didn’t know before, then students will share with a partner
- Then I will invite students to share with the whole class
d. Extension:
- If we have time, we will brainstorm more animals and the kind of structures they use

6. Accommodations, Modifications and Differentiations for Diverse Learners:

- Throughout the lesson I will have the corresponding slides up that have pictures
- This lesson also allows for students to get to work with one another

7. Assessment and Evaluation of Learning:

a. Formative: This will be me listening to them as they work in their pairs. As well as
when I ask them questions and listen to their responses to make sure they understand
b. Summative: This would be their end if unit test
8. Homework Assignment:

- No homework because students will have time to finish assignments in class, and
homework is not necessary because lesson objectives were met during class time.

9. Reflection:

- After teaching my lesson my expectations were met, my students hit their objective goals.
When it came to teaching my lesson some strengths I had were assessing students prior
knowledge. Another strength I would say I had was making sure I explained my
expectations on parts of my lessons, for example the think and walk activity. I would say
one of main strengths was keeping my students engaged. Some concerns or weaknesses
were needing to be better about giving specific directions or being more specific, when
students were working with their partners and looking through the book, some were
confused on what to do with the sticky notes. I explained that the six sticky notes were
for both partners, but I forgot to mention how the book has more than six examples and
they were to pick six examples. Another weakness I would say I had was my time
management. I wanted to allow students a chance to explore the book, but I think I let
them work on that part too long, so then I got behind. So the ending of my lesson I had to
rush it a little bit, because the counselor then came in. My classroom management still
needs some work, I'm not sure if it's me or if it's because my students are just chatty, and
don't like to listen sometimes.