YGES Weekly Lesson Plan Template
Name: 2nd Grade ScienceDate: October 26th – October 30th / Monday / Tuesday / Wednesday / Thursday / Friday
Standard / S2L1. Students will investigate the life cycles of different living organisms.
a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly
S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes.
a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people. / S2L1. Students will investigate the life cycles of different living organisms.
a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly
S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes.
a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people. / S2L1. Students will investigate the life cycles of different living organisms.
a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly
S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes.
a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people. / S2L1. Students will investigate the life cycles of different living organisms.
a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly
S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes.
a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people. / S2L1. Students will investigate the life cycles of different living organisms.
a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly
S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes.
a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people.
Essential Question/
Key Question / What are the characteristics that make a mammal?
What characteristics do bats have that make them a mammal? / What are the characteristics that make a mammal?
What characteristics do bats have that make them a mammal? / What are the characteristics that make a mammal?
What characteristics do bats have that make them a mammal? / What are the characteristics that make a mammal?
What characteristics do bats have that make them a mammal? / What are the characteristics that make a mammal?
What characteristics do bats have that make them a mammal?
Lesson Opener / Review the characteristics and examples of mammals.
Introduce another example a mammal - bats.
View the video clip:
https://youtu.be/b3w9ZbRQIek / Review the characteristics of mammals.
Review why bats are included as the only flying mammal.
View the video clip:
https://youtu.be/HSCAZvrAREk / Review the characteristics and examples of mammals.
Discuss the definition of nocturnal and animals that fall into this category.
View the video clip:
https://youtu.be/o6rYJMddEzg / Review the characteristics of mammals. Review bat facts learned from this unit.
.
View the video clip:
https://youtu.be/HSCAZvrAREk / Review the characteristics of mammals. Review bat facts learned from this unit.
View the video clip:
https://youtu.be/o6rYJMddEzg
Procedures/Strategies
Include sufficient detail for parents and administration to understand what will be happening in your class. / Discuss the layout of informational texts and things to look for when reading.
Assign “Off The Bat” reading assignment based on student’s Lexile levels. Have students highlight facts with a partner. / Revisit the text “Off the Bat”. Have students review the highlighted facts from the passage. Students will complete a graphic organizer using the passage as a reference. / Revisit the text “Off the Bat”. Have students review the highlighted facts from the passage.
Students will complete discussion questions using the passage as a reference. They will focus on writing the facts in a complete sentence, using correct punctuation. / Construct a Bat Facts book – reading and highlighting the
Important facts. Illustrate each page. / Students will use their bat facts book that they made the day before to construct a five sentence or more
Report on what they learned from this unit.
Lesson Summary / Students will review the diagram of a bat’s body. / Students will summarize a bat’s life cycle and share with their partner. / Students will discuss questions with their table checking and correcting any misconceptions. They will also add details from others ideas. / Students will think pair and share with a partner 3 facts that they learned from making this book. / Think pair and share writing with their group.
Differentiation Strategies / Students will be pulled back to the back table as needed for extra support with reading comprehension. / Students will be pulled back to the back table as needed for extra support with directions and expectations on the writing assignment. / Students will be pulled back to the back table as needed for extra support with directions and expectations on the writing assignment. / Students will be pulled back to the back table as needed for extra support with directions and expectations on the writing assignment. / Students will be pulled back to the back table as needed for extra support with directions and expectations on the writing assignment.
Assessment Type/
Evaluation and Assessment Uses / Exit ticket:
Students fill in the main parts of a bat’s body. / Exit ticket:
Students will write 2 facts about bats that you learned from the lesson. / Exit Ticket:
Students will write 3 sentences explaining three things that you learned about bats from our lesson today. / Exit Ticket:
Students will answer the ‘how well did you read” questions at the end of the book. / Exit Ticket:
Students will write a fact that they found thought was the most interesting in this unit.
Materials Needed / “Off The Bat” reading passages
Bats Diagram
Exit ticket / “Off The Bat” reading passages
Graphic organizer
Exit ticket / “Off The Bat” reading passages
Discussion questions page
Exit ticket / Bat Facts book
Exit ticket / Bat Facts book
Writing paper
Exit ticket
Please make sure that you address TKES standard four (differentiated instruction), standard 6 (assessment uses) [Type text]