Lesson 2 - Animal Coverings

LONG FORM LESSON PLAN TEMPLATE
Name: Amber Kordes Date:10/16/14

Content Area(s) Science - Animal Coverings Grade(s):K5
Rationale/Context
(What do I know about the students in this
class that will help me plan the lesson?)
In the development of this lesson the curriculum pacing guide was consulted
to decide on the new unit to begin in the science curriculum. The unit that has
been decided upon will be Animals. In result of the previous lesson on What
is an Animal modifications have been made to involve more hands on
sensory activities and movement to keep students engaged. Most students
through observation have demonstrated they have a rich background about
animals and thus deeper questioning is required to keep their learning active.
Lesson Domain(s)
WMELS, Kostelnick
Cognitive
Learning Goal(s)/
Standard(s)
(WMELS)
WEMLS:
I. Health and Physical Development
C. Sensory Organization
C.EL.1 Uses senses to take in, experience, integrate and
regulate responses to the environment.
IV. Approaches to Learning
A. Curiosity, Engagement, and Persistence
A.EL.1 Displays curiosity, risk-taking and willingness to engage
in new experiences.
Next Generation Science Standard
K- LS1-1 Use observations to describe patterns of what plants and
animals (include humans) need to survive.
Instructional Objectives
(observable behaviors
(WMELS)

Students will observe a variety of animals and what covers their bodies
Students will draw conclusions about the purpose of different animal body
coverings through observations.
Students will apply body covering concepts to identify images to body
covering terms.
Assessment
(Criteria/Look Fors)
(WMELS)
Students use their observational skills to describe animal body coverings.
Student drawn conclusions about the purpose of different animal body
coverings.
Students identify correct body covering term when identifying animal images.
Content
( Concepts & Academic
Language Focus)
WMELS, Curricular Resource)
Students will participate in a group discussion using the language fur,
feathers, skin and scales in their thinking.

Students will participate in discussion about the uses of body coverings in
different animals.
Questions
(Kostelnick, Based on lesson, goals,
knowledge of students)

What kinds of animals have fur?
What kinds of animals have feathers?
What kinds of animals have skin?
What kinds of animals have scales?
How would you classify (example of animal)?
What would tell you that animal has fur?
How does the body covering help the animals?
What are the parts of the animal that tell you it has that body covering?
What are the function of the feathers/skin/ scales/ or fur?
What would happen if (example of animal) had a different body covering?
Instructional Strategies Sensory Engagement
(Kostelnick May include but are not limited
to: Task Analysis, Scaffolding, Behavior
Reflections, Paraphrase, Modeling,
Effective Praise, Telling, Explaining,
Questioning, and Turn &Talk/Pair Share.)
Questioning
Environmental Clues
Telling, Explaining
Materials
DAP
Feathers,
Plush Toy or fur
Turtle shell or snake skin shedding
Rain boots

Instruction Procedures
(w/Time - Total & by section Kostelnick)
Introduction
Demonstration
Participation
Practice
Title: Animal Coverings

Introduction 3 Minutes
Have students sit in a circle on the carpet.
(Dress in rain boots)
Ask students if I wore the right shoes for school today? Allow students
to discuss why I might have worn rain boots. Guide them through
questioning to the idea that boots protect my feet from the rain?
(Stay warm, dry ect) What other things do we wear to protect
ourselves from the weather?
Demonstration 3 Minutes
So you tell me I need these things to keep me warm and to protect
myself from the weather. I know that animals need body coverings to
help protect and keep them the weather too.
As we have been learning about animals, today we will observe more
about animal body coverings.
Animals have 4 different types of body coverings: fur, scales, skin and
feather. Write them in a list on the board.
Participation 10 minutes
I have brought some to show you
o Pass around the feather , plush toy, turtle shell , our own
skin( One at a time)
o Invite students to make observations on the materials and
compare how they look and feel.
o Ask children to name the kinds of animals that would have
those body coverings and why they might have them.
Fur- Keeps animals warm
Feather Keeps animals dry and warm, fly
Scales Protection
Skin stays moist to keep animals warm or cold
(sweat)
Continue to deepen students thinking with continued questioning
based on student observations.
Practice 5 minutes
After all the items have been passed have students stand up. Explain
the rules of the game Walk on the Wild Side. Remind students to walk
when playing the game.
Walk on the Wild Side Before lesson set up signs of: Skin, Fur, Skin,
and Feathers in parts of the room (Include pictures of the body
covering on the sign, place examples of the body coverings near the
signs). Show pictures of animals and have students move to the type
of skin they think that animal has. Ask a student at the correct sign to

discuss their thinking.
Closure
(Summarize the lessons learning, connect
to objectives, foreshadow next day)
5 minutes
Bring students back to the carpet. Make statements on their
observations they made today. Connect learning to the next lesson
about what animals need.

Student Accommodations
(Modifications to support students who are
challenged to understand the content or
have an advanced understanding)
Call up small groups of students to play the game at one time if the group is
too large for the space.

If students have special needs that dont allow for their movement
participation have that student play with a runner.

Add pictures to signs used in game. Introduce lesson vocabulary in other
lessons before science lesson to ensure understanding of language.
Self-Reflection
(How well did my lesson support students
understanding relative to the objectives?
What worked, did not work? What
adjustments might be made in the future?)

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LONG FORM LESSON PLAN TEMPLATE

Name: Amber Kordes Date:10/16/14

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