FRANKLIN COLLEGE
Education Department
Lesson Plan
Student Name: Emily Grant
Cooperating Teacher: Mrs. Annette Conlon
Lesson Plan No.: #1
Subject Area: Science and Math
Grade Level: Kindergarten
Signature for Approval (Cooperating Teacher)
Date Prepared: 10-11-09
Date Taught: 10-14-09
Related Standard (Number): K.3.1 (Mathematics), K.3.2 (Science)
Description: K.3 (Science)- Students investigate, describe, and discuss their natural
surroundings. They begin to question why things move. K.3 (Mathematics)- Students sort and
classify objects; K.1.6- Find the number that is one more than or one less than any whole number
up to 10.
TOPIC (key point; concept; skill):
Animal characteristics and how they move.
OBJECTIVE (TSWBAT+ performance, conditions, criteria):
In order to learn characteristics of animals and how they move, TSWBAT draw an animal on
construction paper with provided crayons using the number they pulled out of a brown paper bag
to determine how many legs their drawn animal should have and then sort their animal by
number of legs onto a “How Animals Move” graph already provided by the teacher after
discussing the story of the week, Armadillo’s Orange, looking at a “How Animals Move” poster,
counting the number of legs each animal possesses, and acting out each animal’s movements
from the poster.
MATERIALS:
Construction paper; crayons; scissors; pencil; “How Animals Move” poster and graph provided
by intern teacher, extra picture cards of a human, turtle, ant, snail, and octopus; paper bag
provided by intern teacher; slips of paper numbered 0, 2, 4, 6,8 provided by intern teacher.
I. PROCEDURES (teacher and student tasks):
A. Beginning of lesson
1. Classroom management two-part step (to have students ready to learn, in listening
position, where they need to be): Before the students walk into the room from
lunch, I will have placed a piece of construction paper on each desk and hung up
both the “How Animals Move” poster and graph either on or near the movable
white board to intrigue them. I will then start my lesson off by asking the students
to take a seat on a square in the carpet area. Once they have done so I will move
onto Classroom Management Step 2.
2. Statements to initiate or set the stage for the lesson; overview; or establish an
atmosphere: I will praise two to three students who are quietly doing what they
have been asked to do.
B. Instruction Steps:
*Modifications (strategies to meet individual special needs at a particular step)
1. While sitting in front of the class I will ask initial questions: By raising your hand,
how do you think animals move? What are some of the animals you’ve seen in
the story Armadillo’s Orange? Do they all move the same or does each animal
move differently? I will be holding up the book and flip through the different
pages and call on the quiet students raising their hands patiently.
2. Once we discuss the initial questions, I will ask the students: Do all animals have
legs? Answer is no. Can we sort/categorize the animals by how they move or the
number of legs they have? Answer is yes. Students will answer what they think
after being called upon.
3. I am going to then point out the animals on the “How Animals Move” poster and
picture card. We will all say their names and count how many legs each animals
has. I will ask the students: Do all animals have legs? Answer is no. I will have
the students help me point out which ones do not have legs on the poster or
picture cards.
4. I will ask the students to quietly stand up and act each animal movement out as I
point to one.
*I will give an example of a frog.
5. The students will then be informed that they are going to pull a piece of paper out
of my brown paper bag. The piece of paper should have a number 0, 2, 4, 6, or 8.
I will give an example: Joe pulls the number 4 out of the brown paper bag. He can
draw a turtle, a frog, a rabbit, etc.
*I will also draw the number of dots on the paper to represent the number in case
the students do not recognize the written out number.
6. The students will be instructed to go to their desk and draw an animal on their
construction paper with crayons using the number on the paper as the number of
legs their animal should have.
*I will give an example of a frog.
7. Once they are finished with their drawing they will label their animal with its
correct name.
8. To further the lesson, the students will cut around their animal with provided
scissors and glue it onto the “How Animals Move” graph, provided by the intern
teacher.
9. The students will glue their animal picture under the numbers of legs their
animals has, which will be labeled on the “How Animals Move” graph.
*Dots will be drawn for each individual number on the graph for those students
who cannot recognize their number.
Closure: Once all the students are finished gluing their animal onto the “How
Animals Move” graph we will discuss the graph’s results. Which animals do not
have legs? How do they move? Which animals have only 2 legs? How do they
move? Which animals have 4 legs? How do they move? Which animals have 6
legs? How do they move? This is to review the lesson as a whole.
Closure statement (brief lesson review, summary; doesn’t have to be the last step if
something is going to be made or an activity will follow): Once all the students are
finished gluing their animal onto the “How Animals Move” graph, the class and I will
discuss the graph’s results. These questions will be asked to the students: Which animals
do not have legs? How do they move? Which animals have only 2 legs? How do they
move? Which animals have 4 legs? How do they move? Which animals have 6 legs?
How do they move? This is to review the lesson as a whole.
II. ASSESSMENT (how is the objective met by students: observation, written work,
presentation, quiz, etc.):
All of the students will draw and label an animal on the provided construction paper. Each
individual student will draw their own picture. The animal the student draws and number of legs
it will have will be determined by each student pulling out a piece of paper with a number on it.
The pieces of paper will have the numbers 0, 2, 4, 6, or 8 representing animals with those
numbers of legs. Before drawing their animal pictures, I will discuss with the students about how
animals move. The book Armadillo’s Orange, a “How Animals Move” poster, and picture cards
will all be used as visual aids. These visual aids will be used to help the students point out how
many legs each animal has, if they have any. Once the students and I act out how each animal
moves, they will be sent to their desks to draw an animal. The students can refer back to the
“How Animals Move” poster and picture cards to decide what animal to draw. I will walk
around the classroom to visually check each individual student’s animal drawing to see if they
are drawing an animal with the correct number of legs. If an animal is not drawn with the correct
number of legs I will ask the student if that animal normally has that many legs (Example: Does
a human have more than 2 legs?). The student will then be given a new piece of construction
paper to start over his or her drawing. I will then hint to that student that he or she should choose
an animal with the number of legs he or she pulled out of the paper bag. No grades or marks will
be recorded by the teacher. The objective will be met by the student’s drawings. Did the student
draw an animal using the correct number of legs?
III. EXTENSION (what will be done beyond lesson):
For the individual student who has a high level of cognition, I will ask him/her to come up with
four more animals that have not been displayed or discussed that have 0, 2, 4, 6, or 8 legs. This
student will write or draw these animals onto provided construction paper.
For the entire class, I will have them look through books in the classroom library that relate to
animals or how they move. The students will pick out animals and tell how many legs that
animal has and how it moves.
*For students who need more focus, I will tell them to find animals with 4 legs.
IV. REMEDIATION (strategies for those who need further instruction, assistance):
For the individual student who didn’t understand the lesson the first time around, I will point out
the animals with the number of legs they pulled out of the brown paper bag.
For the entire class, I will choose random students to go through each animal, how many legs it
has, and how it moves. I will also demonstrate/act out to the students how each animal moves.
As I do so, I will ask the students to then act out the same motions. Once we act out how the
animals move, the students will go to their desk and draw an animal. I will pull out a number
from the brown paper bag and say a list of animals that student is allowed to draw. This would be
done for each individual student.
V. HOMEWORK ASSIGNMENT(S):
Bring in a stuffed animal or cut out a magazine picture of an animal that has 6 legs. This has to
be a new animal that was not discussed in class.