Turtle Observation Lesson Plan
Science Lesson Plan: Turtle Observation
Goals / Objectives
1. Students will be able to observe a living creature carefully and describe it accurately with detail.
2. Students will be able to think about the ways in which a living creature’s form affects its function.
Standards
CC.1.5.1.D: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Standard - 3.1.1.A1: Categorize living and nonliving things by external characteristics.
Materials and preparation
Observation sheets
Pencils
Turtle and carrying case
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. To the best of my knowledge, the students have not observed or even had a living creature in their classroom. This, I expect, will be very exciting. I will mitigate the excitement by explaining very clearly ahead of time the expectations (calm, safe movements; keeping hands to self; inside voices; taking turns; etc), by having small groups approach the turtle, and by making sure each child knows they will get a turn to see the turtle up close. The students have done careful observations of minerals, and they have used the type of worksheet I will give them before. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Hook (7 minutes max.):
1. We are going to have a special visitor in class today. His name is Alex, and he is a turtle. How many of you have seen turtles before? (pause, wait for students to calm down, remind students to listen while I am speaking). Before we bring Alex out to observe him, we have to make sure we set some expectations. (explain expectations, routine for observing turtle). We will be observing Alex for any special characteristics, and we will be writing those observations down on our worksheets after we look at him carefully.
2. Pass out worksheets, explain general sections.
3. Review again expectations for observing turtle, asking for any suggestions I might have missed.
Body (35-40 minutes):
1. Place Alex in carrying case on table in front of classroom. Remind students of expectations.
2. Call up first 3 students, keeping in mind those students should be able to be in proximity to each other peacefully and should be students who have demonstrated responsible behavior during introduction.
3. Repeat calling up 3 students at a time every 3 minutes.
4. As students are observing turtle, continue asking students currently observing questions they may need to answer for their worksheet. Write example observations on board.
5. Ensure that all students have written something on their sheets.
6. Take 5 minutes to fill in missing blanks with students, asking for whole class input.
Closure (3-4 minutes):
1. Have 2 or 3 students present their worksheets to the class.
Assessment of the goals/objectives listed above
The majority of my assessment of student achievement will rely upon the observation worksheets I will collect after the lesson. I will be looking for detailed and accurate representations of the turtle including color, form, and behavior. Acceptable work should include accurate, complete responses to most, if not all, questions.
Anticipating students’ responses and your possible responses
I anticipate that students will be extremely excited to see a turtle in their classroom. I will attempt to keep that excitement productive by setting up expectations for behavior early and enforcing those expectations firmly. The expectations will include: small groups approaching the turtle, keeping hands to oneself, quiet voices/ speaking one at a time, walking rather than running, and sharing.
I do not expect students will have trouble with the worksheet as it is a format they have seen from me before (handwritten, clear questions, illustration section, and read aloud together).
Accommodations
The worksheet is built in such a way as to allow students both to draw and to write, giving students the opportunity to represent their observations in multiple ways.
Once every student has observed the turtle, students who are having trouble remembering certain details will be allowed to see the turtle up close in small groups, given that they have a specific question in mind.
The format of observing the turtle is chosen intentionally to mitigate concerns about students who may have trouble controlling their physical body, especially in times of great excitement. Children who are especially having trouble controlling their body may see the turtle individually, with my presence as a calming factor.
Goals / Objectives
1. Students will be able to observe a living creature carefully and describe it accurately with detail.
2. Students will be able to think about the ways in which a living creature’s form affects its function.
Standards
CC.1.5.1.D: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Standard - 3.1.1.A1: Categorize living and nonliving things by external characteristics.
Materials and preparation
Observation sheets
Pencils
Turtle and carrying case
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. To the best of my knowledge, the students have not observed or even had a living creature in their classroom. This, I expect, will be very exciting. I will mitigate the excitement by explaining very clearly ahead of time the expectations (calm, safe movements; keeping hands to self; inside voices; taking turns; etc), by having small groups approach the turtle, and by making sure each child knows they will get a turn to see the turtle up close. The students have done careful observations of minerals, and they have used the type of worksheet I will give them before. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Hook (7 minutes max.):
1. We are going to have a special visitor in class today. His name is Alex, and he is a turtle. How many of you have seen turtles before? (pause, wait for students to calm down, remind students to listen while I am speaking). Before we bring Alex out to observe him, we have to make sure we set some expectations. (explain expectations, routine for observing turtle). We will be observing Alex for any special characteristics, and we will be writing those observations down on our worksheets after we look at him carefully.
2. Pass out worksheets, explain general sections.
3. Review again expectations for observing turtle, asking for any suggestions I might have missed.
Body (35-40 minutes):
1. Place Alex in carrying case on table in front of classroom. Remind students of expectations.
2. Call up first 3 students, keeping in mind those students should be able to be in proximity to each other peacefully and should be students who have demonstrated responsible behavior during introduction.
3. Repeat calling up 3 students at a time every 3 minutes.
4. As students are observing turtle, continue asking students currently observing questions they may need to answer for their worksheet. Write example observations on board.
5. Ensure that all students have written something on their sheets.
6. Take 5 minutes to fill in missing blanks with students, asking for whole class input.
Closure (3-4 minutes):
1. Have 2 or 3 students present their worksheets to the class.
Assessment of the goals/objectives listed above
The majority of my assessment of student achievement will rely upon the observation worksheets I will collect after the lesson. I will be looking for detailed and accurate representations of the turtle including color, form, and behavior. Acceptable work should include accurate, complete responses to most, if not all, questions.
Anticipating students’ responses and your possible responses
I anticipate that students will be extremely excited to see a turtle in their classroom. I will attempt to keep that excitement productive by setting up expectations for behavior early and enforcing those expectations firmly. The expectations will include: small groups approaching the turtle, keeping hands to oneself, quiet voices/ speaking one at a time, walking rather than running, and sharing.
I do not expect students will have trouble with the worksheet as it is a format they have seen from me before (handwritten, clear questions, illustration section, and read aloud together).
Accommodations
The worksheet is built in such a way as to allow students both to draw and to write, giving students the opportunity to represent their observations in multiple ways.
Once every student has observed the turtle, students who are having trouble remembering certain details will be allowed to see the turtle up close in small groups, given that they have a specific question in mind.
The format of observing the turtle is chosen intentionally to mitigate concerns about students who may have trouble controlling their physical body, especially in times of great excitement. Children who are especially having trouble controlling their body may see the turtle individually, with my presence as a calming factor.