Developmental Lesson Plan

Teacher Candidate: Nikkole Brown Date: October 6-8, 2020 (multiple days)

Group Size: 24 Allotted Time: 55 min. Grade Level: 2nd grade

Subject or Topic: ​Characteristics of Mammals and Their Needs

Common Core/PA Standard(s): Common Characteristics of Life

3.1.3.A1. Describe characteristics of living things that help to identify and classify them.
3.1.3.A2. Describe the basic needs of living things and their dependence on light, food, air, water, and shelter.

Learning Targets/Objectives:
The second grade students will be able to describe characteristics of mammals and their basic needs by doing research
and creating a habitat that will be shared with the class.

Assessment Approaches: Evidence:

1. Observations while students work on their habitat projects
1. Observational-mammal booklet notes and working on and while making notes in their mammal booklets.
projects.
2. Collection of the students’ project reflection sheets.
2. Student’s project reflection sheet.
3.Collection of the students’ “My Favorite Mammal”
3. My Favorite Mammal worksheet worksheet.

4..Performance assessment rubric 4.A rubric will be used for the performance assessment of
creating a habitat for a mammal that will be shared with the
class.
Assessment Scale: For the rubric

20/20 Advance, 18/20 Excellent, 16/20 Completed, 14/20 or less is below standards-reteach with individual instruction
and practice.
Subject Matter/Content:
Prerequisites:
● Students understand how to create a basic 3 dimensional project that involves cutting, drawing, coloring, and
writing.
● Students understand how to use a computer and book resources within the classroom.
● Students understand what animal habitats are.
● Students are familiar with some basic animals and various habitats such as: woodlands, grasslands, deserts,
arctic, and ocean/lakes.
● Students understand how to record notes in a science journal.
​Content:

● Understanding the term mammal/What is a mammal?

A Mammal is an animal that has 4 things/characteristics:

1. Hair (quills, whiskers, skin with small hair)

2. Gives birth to baby animals and feeds babies with mother’s milk.
3. Have vertebrates or back bones (usually have many bones)
4. Are warm blooded-meaning their body temperatures adapt based on the environment.

● Understanding the basic needs of a mammal.​/​What does a mammal need?

Animal needs
Shelter/home, food, water, and air

● Understanding the differences between herbivores, carnivores, and omnivores and how each is defined.

● Learning about various types of mammals.

Key Vocabulary
mammal​- ​a warm-blooded animal with fur or hair on its skin and a skeleton inside its body. Mammal mothers produce
milk to feed their babies. Some examples: Dogs, cows, elephants, mice, whales, and humans are all mammals.
vertebrate-​an animal that has a skeleton with a backbone inside its body.
warm-blooded-​having a body temperature that remains steady and warm, no matter what the outside temperature is.
shelter-​a place or structure that gives protection against weather or danger.
herbivore-​an animal that only feeds on plants.
carnivore-​an animal that eats other animals/meat.
omnivore-​an animal that lives on a diet of both plant and animal/meat food.

All vocabulary definitions are from: https://kids.wordsmyth.net

Introduction​/Activating/Launch Strategies:

Teacher displays four different stuffed mammal animals for the whole class and askes, “What is the same about all of
these animals?”

● Students are encouraged to give oral responses.

● All responses are encouraged and acknowledged.
● (NO WRONG ANSWERS)
Development/Teaching Approaches
Instructing Classifications

Day 1
While still referring to the stuffed animals, the teacher introduces students to the term: mammal and describes
classifications.

A Mammal is an animal that has 4 things:

5. Hair (quills, whiskers, skin with small hair)

6. Gives birth to baby animals and feeds babies with mother’s milk.
7. Have vertebrates or back bones (usually have many bones)
8. Are warm blooded-meaning their body temperature changes in order to adapt to the environment.

The teacher will hold up the various stuffed animals and point out the various parts, such as:
● This walrus has whiskers
● This dolphin has skin with small hair.
● This bear has fur
● This bunny has fur
● They all have backbones
● They all give birth to baby animals and not eggs
● They are fed by their mother’s milk.
● They all have ways to keep their bodies warm or cool when needed-(warm blooded)
● Students will now be instructed to get out their science notebooks and a pencil to “record their findings.”
(Differentiated student will be using a larger notebook in order to accommodate their needs.)

● The teacher will tell students to draw a picture of their favorite stuffed animal and write the name of the animal
underneath the picture.

● While students are drawing pictures in notebooks, the teacher writes the correct spelling for each animal on the
clipboard, so students have it to reference. (walrus, dolphin, bear, bunny)

● The teacher will also write down the 4 characteristics of a mammal on the board.
1. Hair​ (quills, whiskers, skin with small hair)
2. Have ​baby animals ​and feed on mother’s milk.
3. Vertebrates​ or backbones
4. Warm blooded​-keep body temperature.

(Large lettering will be used for all writing on the clipboard in order to accommodate differentiated
learner.​)

● After students complete their drawings, they will be asked to write mammal on their notebook page.
● Next, the students will be instructed to make a list of numbers 1-4 in their notebook.
● After numbers 1-4 are written, the students will be asked to list the 4 characteristics for a mammal in their
notebooks. (just words)
● Hair
● baby animals
● Vertebrates​/backbones
● Warm blooded

● Students will be reminded to use the notes on the board to help them with their journal entry.
● The teacher will make observations while the students make notes in their science notebooks and provide help if
needed. (observational assessment)

The teacher will complete day one by allowing students to share thoughts about other animals that they believe
are mammals.
The teacher will share with the students that humans, bats, and whales are mammals as well.
Question will be, “What is your favorite mammal and what other animals are mammals?”
Day 2
Students will be reminded that they learned about ​mammals and that mammals have 4 classifications.
1.Hair (quills, whiskers, skin with small hair)
2.Gives birth to baby animals and feeds babies with mother’s milk.
3.Have vertebrates or back bones (usually have many bones)
4.Are warm blooded-meaning their body temperatures adapt based on the environment.

After discussions and review, the teacher will start instruction on mammals' needs.

Animal Needs
● Students will be informed that they need to “record more findings” about animals.
● The mammal booklets will be passed out for students to use to take notes. (example below)

Mammals 

   

My Favorite Mammal and their needs. 

 
Animal Needs

1. Shelter/Home  
 

2. Food  

__________________________​eats plants  

__________________________​eats meat  

__________________________​eats both plants and meat  

3. Water and Air    

 
 This is a picture of my favorite mammal 

  
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
● I know this is a mammal because it has 4 things.

1.
2.
3.
4.
 Mammal Booklet Work

The teacher will say, “Okay, are you ready to record more findings about mammals?”

● The teacher will ask the whole class, “What do animals need to live?” (food, water, air, shelter/habitat)
● Students will be encouraged to provide oral answers-the teacher will praise correct answers.
● Students will be reminded that animals have some of the same needs as humans.

● The class will be asked, “What do humans need to live?” Students will be allowed to provide oral responses.
(food, water, air, shelter/home)

● The teacher will explain that a shelter is an animal’s home that provides protection from weather or from
dangerous animals.
● Students will be asked to go to page 2 in their mammal booklet (handout) and notice

#1 shelter.

#2 Food
● Students will be asked, “What do animals eat?” Students will provide oral responses.
● The teacher will explain that some animals eat plants, some animals eat meat (fish, or smaller animals), and some
animals eat both.
Herbivore
● Students will be told that a herbivore is an animal that eats plants, berries, vegetables, or grass, but no meat.
● The teacher will write on the clipboard the words herbivore and draw a picture of a plant.
● The students will be instructed to write the word, “herbivore” in their mammal booklets on the blank line next to
the picture of a plant.
.
Carnivore
● Next, the teacher will draw a picture of a bone or piece of meat on the clipboard and write the words, “carnivore”
next to the picture.
● The teacher will tell the students that a carnivore is a name for an animal that only eats meat/other animals.
● Students will be instructed to write the word, “carnivore” in their mammal booklets on the blank line next to the
picture of the meat.

Omnivore
● After both herbivore and carnivore are written and talked about, the word omnivore will be written on the
clipboard and the teacher will ask, “What do you think an omnivore eats?”
● After students provide their responses, the teacher will tell the students that an omnivore is the word for animals
that eat both plants and animals.
● It will be mentioned that most humans are omnivores. (eat both plants and animals)
● Students will be instructed to write the word, “omnivore” in their mammal booklets on the blank line next to the
pictures of both meat and plants.
 Air and Water
● Finally, air and water will be written on the clipboard and students will be informed that animals and humans
need to drink water and breathe air.
● Students will be instructed to look at #3 in their mammal booklet.

Part 4
Review
● When the students are done making notes in their mammal booklets, the teacher will review the new content with
the entire class.

● The teacher will ask the students, “Okay everyone, what did we learn about mammals?” “What are the 4 things
that an animal needs to be considered a mammal?” The teacher will allow students to provide oral responses or
may ask students to raise their hands if too many students answer at one time.
● Students will be told that they ​may​ use their science notebooks to help them answer the teacher’s questions.
(students should provide oral responses)
● Students will be instructed to go to page #3 of their mammal booklets and fill in the questions at the bottom of
the page, numbers 1-4.

(The teacher will hold up stuffed animals again in order to reference the mammal classifications)

Mammals Have the following

1. Hair (quills, whiskers, skin with small hair)
2. Give birth to baby animals and feed babies with milk.
3. Have vertebrates or back bones (usually have many bones)
4. Are warm blooded-meaning their body temperature changes.

● While students are making notes on their mammal booklets, the teacher will perform observations and help
where needed.
● Students will again be reminded of mammal needs.

● The teacher will ask the students about animal needs by asking, “Okay, tell me what an animal needs?”
(students should answer with food, water, air, and shelter/home or habitat)

● After animal needs are identified, the teacher will ask the students what a herbivore, carnivore, and omnivore are.

● If students seem confused the teacher will point to the drawings and information that was written on the board or
ask the students to look at page #2 of the mammal booklet.

● Students will be encouraged to provide an oral response for all questions.

 ● Students will be asked to provide choral responses for the following questions:

Teacher asks the students

What is a herbivore? (animal that eats plants)
Everyone say, “herbivore.”
What is a carnivore? (animal that eats meat)
Everyone say, “carnivore.”
What is an omnivore? (eats both plants and meat)
Everyone say, “omnivore.”

● Finally, students will be asked to draw a picture of their favorite mammal in the “mammal booklet.”
● Students will keep this booklet as a reference for the next day.

Part 5
Working with peers
● Next, while walking around and making observations, the teacher will tell the class to find a partner.(work with
the person next to you)
● The teacher will tell the students to exchange their mammal booklets with their classmates.
● Students will be asked to go to the page in their friend’s booklet that lists what a mammal is and make sure they
have all 4 classifications.
● Teacher will say to the class, “Does everyone have all 4 classifications listed?”
“Does anyone need help?” If someone needs help, classmates will work together to make sure all classifications
are listed by using the teacher’s notes from the clipboard.

● Next, the students will be asked to make sure the booklets have all of the animal needs listed.
Stating, “Does your friend’s booklet have all sections of their booklets filled out.

If anyone needs help, classmates will work together to make sure all of the terms are listed by using the teacher’s
notes from the clipboard.

The teacher will praise the students for the work that they have completed and tell them that it’s time to start
projects. If any student still needs help, please put your booklet on the teacher’s desk and he/she will work with
the students at a later time. Reminding the students to put their name on their work.

Habitat Project/Inquiry

Students will be learning through inquiry during this part of the lesson.

The teacher will now inform students that they will be creating a habitat for their favorite mammal.

The students will be asked to put away their work and clear off their desks.
● Students will be informed that they will be creating a habitat or home for their favorite mammal.
● They may pick any animal that they want, but it must be a mammal.
● The teacher will remind students to ask for help if they are not sure if their animal is a mammal or if they have
questions about the project.
● The students will be informed that they may pick an animal from any of the mammal books, the Encyclopedia
website, or from one of the stuffed animals. (they do not have to use the animal that they drew in their booklets)

Example Project ​(created and illustrated by: Nikkole Brown)

● The teacher will show students the example project in order to explain instructions and provide engagement.

● While holding the example project, the teacher will mention that students will create a habitat for their favorite
animal. In order to do this, students may use one cereal box piece for the base, draw their favorite mammal on
paper, and put their habitat together using various materials.
● Projects need to include the list of 4 characteristics for mammals, the name of their mammal, and label all
examples of the animal's needs.
Students will be told the following steps.
Step 1
Pick your favorite mammal

Step 2
Do research on your mammal

Step 3
Fill out, “My Favorite Mammal” handout while doing research.
 Habitat Project Cont.
● Students may use their mammal booklets and the handout called, “My Favorite Mammal” to help them with the
project.
● Students will be informed that they need to make a habitat, not draw one.

Projects must include​:

○ The name of favorite animal

○ A shelter/home with a label
○ Food with a label
○ A label that states whether the animal is a herbivore, carnivore, or omnivore
○ A water source with label
○ What makes the animal a mammal is labeled on the project.-example fur, warm-blooded,
vertebrate, and has babies. (need to list 4)
○ A name of who made the project
○ Today’s date is on the project

● The teacher informs the students that they may use any of the materials from the materials table. (cardboard,
paper, glue, pencils, scissors, markers, string, cereal boxes, shredded paper, and tissue paper.
.
● Student’s are instructed to get materials and have fun researching and creating!
Day 3
● Students will continue with the project part of the mammal lesson.

● Students will be instructed to continue filling out their, “My Favorite Mammal” handout while doing research.

● After all research has been completed, the students need to have the teacher check their “My Favorite Mammal”
handout before starting the construction part of their project.

● The rest of the day will be spent working on creating projects.

● The teacher will make observations and help students where needed.

10 minutes for the end of the class

Closure/Summarizing Strategies:
At this time each student will receive a copy of the “​Student’s Project Reflection Sheet.​”

Reflection sheets will be handed out by a volunteer student (teacher will pick)

After each student receives a copy of the “student’s project reflection sheet,” the teacher will go over the
reflection sheet with the entire class.

The teacher needs to read the sheet to the students and ask questions while reading, such as: “What are the 4
ways we know an animal is a mammal?” “What does the animal need?”

The teacher will explain to the students that they need to circle the parts on this sheet that their project still needs
or put a checkmark by each portion that is complete.

It will be explained that this paper will help students to make, “their best work.”

When students have completed their reflection sheet and project, they will give the teacher their reflection
handout sheet and display their project.

Projects will be displayed in the classroom for the entire class to view.

Accommodations/Differentiation:
A student in our class needs accommodations/differentiated instruction.
In order to accommodate the following will be done:

https://www.maxiaids.com/scanmarker-air-wireless-digital-highlighter
 ● The teacher will allow the student to use their scanmarker highlighter with any handouts. (Student uses a
scanmarker air wireless digital highlighter in order to have text read to them that they have difficulty reading.)

● The student will be allowed to use a magnifying glass at any time in class.
● The teacher will touch base with the student and let them know that they are available to help, if needed.
● Student will be working in a larger science notebook than their peers.
● Large pictures and lettering will be used on the clipboard/during instruction..
● The teacher will leave notes if this student has not received correct accommodations for this lesson.

Materials/Resources:

4 stuffed animals
one walrus, one dolphin, one bear, and one bunny
24 Science Notebooks-with one notebook being a larger size for the differentiated learner.
24 pencils
24 My Favorite Mammal handout
24 Student Project Reflection Sheets
24 Project rubric sheets

One clipboard and markers for teachers instructional notes or promethium board with electronic pens.
One example habitat project

Materials Table with at least 24:

cardboard cereal boxes, glue sticks, scissors, boxes of markers, boxes of crayons, pencils, pens, black sharpies, various
colored strings, various colored shredded paper, various colored tissue paper, and numerous sizes of colored and white
paper.
Mammal research tools
Books
About Mammals: A Guide for Children by Cathryn Sill
Marvelous Mammals: Science Vocabulary Readers by Lydia Carlin
Mammals: Animal Classifications by Angela Royston
Bats by Gail Gibbons
Mammals: Animal Kingdom by Sally Morgan
Whales and Dolphins: The Best Book of by Christiane Gunzi
Mammals: Science Nature Guides by John Burton

At least one computer with internet access for the website: National Geographic Kids.
Differentiated materials
One scanmarker highlighter.
One magnifying glass

Resources:
Burton, J. (1995). ​Mammals: Science Nature Guides Book​. Thunder Bay Press. 1995.

Carlin, L. (2009). ​Marvelous Mammals: Science Vocabulary Readers.​ Scholastic, Inc. 2009.

Gibbons, G. (1999). ​Bats​. Holiday House/New York. 1999.

Gunzi, C. (2001). ​Whales and Dolphins: The Best Book of.​ Kingfisher Publications. 2001.

Morgan, S. (2005). ​Mammals: Animal Kingdom.​ Raintree. 2005.

National Geographic Kids. (2015-2020). ​Lion.​ National Geographic Kids. ​https://kids.nationalgeographic.com

Royston, A. (2015).​ Mammals: Animal Classifications.​ Heinemann Raintree. 2015.

Sill, C. (2014). ​About Mammals: A Guide for Children.​ Peachtree Publishers. 2014.

Wordsmyth Organization. (2020-current). ​Kids Wordsmyth​. Kids Wordsmyth-Children’s Dictionary.

​https://kids.wordsmyth.net

Youtube. (2019, August 30). ​How to Draw A Cartoon Lion​. YouTube.

https://www.youtube.com/watch?v=RXGGFnpy4mE

Analytical rubric-specific performances and values for each criterion with numerical values

Rubric for Creating a Mammal Habitat

Name: Advanced Excellent Completed Below

Date: 5pts 4.5pts. 4pts. 3.5pts. or lower

Characteristics of Student provides Student provides Student provides Student provides

mammals the 4 main 3 of the 4 main only 1 or 2 minimal
characteristics characteristics examples of the information
for mammals in for mammals in mammal about mammal
their project. . their project. . characteristics in characteristics
1. ​Mammals May provide their project. in their project.
 have hair, quills, multiple
whiskers, and/or examples from (3.5 points for 2
skin. 2. Give number 1 and examples,
birth to baby not include 2points for 1
animals and/or examples from example or
2-4. multiple of the
get feed from
same.
mothers milk, 3. Zero points for
warm blooded no
4. Has vertebrate characteristics)
or back bone.
(At least one (3-0 points)
description
needs to be
included from
the 1-4
numbers)

Environment/shelter Student’s project Student’s project Student’s project Student’s project

displays a displays a displays a attempts to
proper proper proper display an
environment for environment for environment for environment
their animal with their animal with their animal with (worth 1-3.5 pts.
lots of details some details little detail or depending on
and accuracy. and no errors. with some error. the amount of
detail)
Student’s project
does not have
an environment
at all. (zero-pts.)

Animal Needs Student’s project Student’s project Student’s project Student’s project
displays an displays an displays displays one
excellent understanding of available resource for
understanding of their animal’s resources that their animal.
their animal’s needs by having may be (worth 2 point)
needs by having some details for confusing, (Two resources
details that food, water, and inaccurate, or will be worth 3.5
display ways for shelter. has limited points)
the animal to get resources for Student’s project
food, water, and food, water, and does not have
shelter. shelter. any resources
available to
meet their
animal’s
needs.(zero
points)

Following directions Student’s project Student’s project Student’s project Student’s project
and appearance follows all follows most of follows some of follows some of
 directions. the directions. the directions. the directions
and has an
Appearance- Student may Appearance- appearance with
displays lots of have forgotten a displays details, some
detail and few details. but may be details.(1-3.5pts)
information limited and/or Limited or
proving the Appearance- does not seem inaccurate
student took displays details to understand information is
time to and provides an their animals apparent. (worth
understand and understanding needs. 1 point)
research their about their Student’s project
animal. animal. does not follow
directions.
Appearance
does not display
detail or have
any information
about the
animal. (zero
points.)

Extra credit for name

and date of 1pt.

Total Score 20pts.

Teacher comments

Student’s Project Reflection Sheet

Do you have all of this?
(circle what you need)

Name:
Date:

4 Characteristics of 1. At least one: 2.​ ​At least one: 3. 4.

mammals
Hair, quills, Moms have Warm Blooded Vertebrate
whiskers, baby animals Or Has back
or bone.
 and/or skin. Moms feed milk
to babies.

Environment/shelter Do you have an

environment for
your animal?

Animal Needs Do you have Food Water Shelter or home

what the animal
needs?

Following directions Did you include Did you follow Did you tell us Did you take
and appearance your name and directions? some fun your time and do
date? information your best?
about your
animal?

Student How did you do?

comments/reflection
Created by: Nikkole Brown
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

18/24 students scored at an Advanced or Excellent level on their performance assessment of

“mammal habitat project.”

Remediation Plan
I will go over the content information individually with the student and ask them about their
project. (did they need more time, did they not understand the project, or was it the content
area) this way I can understand why the student struggled.

If a student fails on their performance assessment project because they did not understand the
content, I will contact the student’s parents and let them know that their child struggled in this
lesson. I will inform the family that I will be sending home some books/reading materials for
their children to work on at home. It will also be explained that this content is important in
order for the child to do well on the unit test.

Personal Reflection Questions

How was my pacing?

Did the students have enough time to work on their projects?

Did the students seem to enjoy making their habitat?

Were the students engaged with my lesson?

Additional reflection/thoughts

What can I do better?