Amanda Pierce – [email protected] Lesson Plan #5 Fish Facts Grade Level: 2 Subject/Content Area(s): Science; English/Language Arts Science Competency Goal 1: The learner will conduct investigations and build an understanding of animal life cycles. - Objective 1.01 Describe the life cycle of animals including: o Birth. o Developing into an adult. o Reproducing. o Aging and death. - Objective 1.02 Observe that insects need food, air and space to grow. - Objective 1.03 Observe the different stages of an insect life cycle. - Objective 1.04 Compare and contrast life cycles of other animals such as mealworms, ladybugs, crickets, guppies or frogs. English Language Arts Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. - Objective 2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: • • • • • • • • •

determining purpose (reader's and author's). making predictions. asking questions. locating information for specific reasons/purposes. recognizing and applying text structure. comprehending and examining author's decisions and word choice. determining fact and opinion. recognizing and comprehending figurative language. making inferences and draw conclusions.

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Objective 2.02 Use text for a variety of functions, including literary, informational, and practical. Objective 2.03 Read expository materials for answers to specific questions. Objective 2.04 Pose possible how, why, and what if questions to understand and/or interpret text. Objective 2.06 Recall main idea, facts and details from a text. Objective 2.08 Interpret information from diagrams, charts, and maps.

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Lesson Objective: When given photos of 5 fish, and 5 non-fish, the learner will correctly sort the animals into the correct categories with an accuracy of 80% or better. AND

When provided with the photos of fish life cycle stages, the learner will correctly order the stages of a life cycle with an accuracy of 80% or better. List of Materials:
Fish Facts overhead transparency
overhead projector
overhead projector markers
About Fish: A Guide for Children by: Cathryn Sill
Fish Tale worksheet (class set)
Photographs of fish and non-fish
Photographs of shark life cycle stages
Photographs of seahorse life cycle stages (cards in baggie for each student) Visuals Used:
Characteristics of Fish overhead transparency
Photographs of fish and non-fish
Photographs of shark life cycle stages
Photographs of seahorse life cycle stages Multiple Intelligences: This lesson incorporates the math-logic intelligence by having the students classify animals using logic into animal classes. This will be done in the teacher input, guided practice, and independent practice sections of this lesson.

Procedures: 1. Focus and Review: “We have been talking about several different animal groups. Who can remember which group of animals has fur and drinks the mother’s milk?” (Take student responses.) “Great job remembering! Mammals do have fur and drink the mother’s milk. What are some examples of animals that belong to that are mammals?” (Take student responses.) “Who can remember which animal group is breathes with gills and then lungs and is cold blooded?” (Take student responses.) “Great job remembering! Amphibians do breathe with gills and then lungs and are cold blooded. What are some examples of animals that belong to that animal group?” (Take student responses. – Continue until you have reviewed all previously studied animal groups.) 2. Statement of Objective: “Today, we are going to learn about another group of animals and how they grow and change. We will be talking about Fish.”

3. Teacher Input: “On the overhead, I have a table that we are going to fill in together about Fish. The information we are going to fill in will answer the questions you see on the left. We want to find out how fish are born, how fish breathe, what covers the bodies of fish, if they are vertebrates or invertebrates, if they are warm or cold blooded, and where they live. Now, I have a book that I am going to read out loud to you. While I am reading, you are going to be listening for things that we can add to the chart to answer these questions about

Fish. I want green stickers to listen for the answers to number 1 and 2. I want yellow stickers to listen for the answers to number 3 and 4. I want red stickers to listen for the answers to numbers 5 and 6. I want blue stickers to listen for the answers to number 7. Listen carefully.” Before reading, ask students the following questions about the book.



What is the title of the book we are reading? Is this book fiction or nonfiction? How can we tell?

Read the book About Fish. As you read, ask questions to monitor comprehension. 1. How are fish born? (some are spawned as eggs and then hatch, some are born live.) 2. How do the babies of fish look? (like their parents) 3. How do fish breathe? (with gills) 4. What covers the bodies of fish? (scales and fins) 5. Are fish vertebrates or invertebrates? (vertebrates) 6. Are fish warm or cold blooded? (most are cold blooded, a couple are warm blooded) 7. Where do fish live? (in water) 8. What other fish can you think of (besides those illustrated)? (answers vary) 9.What are some things about fish that you still want to know after we have finished reading? (answers vary) (Take time for each group to share their answers. Record their answers on the chart.) “We found some really great ideas in About Fish. We know lots of ways to tell fish from other animals. There is something else that is the same about most fish and that is their life cycle. Let’s look at the life cycle of one fish– the hammerhead shark. The hammerhead shark is born live.” (Display newborn hammerhead shark picture.) “The baby shark grows and is a young shark for a long time.” (Display young hammerhead shark photo.) “The hammerhead shark grows bigger and bigger until it become an adult. Then, it can have babies of its own.” (Display adult hammerhead shark photograph.) “Almost all fish go through these same stages in their life cycle.” 4. Guided Practice: “On the overhead, I have pictures of 6 animals. Three of them are fish and three of them are not fish. Let’s see if you can help me figure out which ones are fish. We need to think about what we have learned about fish and see which animals we can cross off because they can’t be fish. Who has an idea of one that can be crossed off? Why can’t that animal be a fish? That’s right, fish breathe with gills and that animal does not. Who has another idea of an animal we can cross off? Why can’t that animal be a fish? That’s right, fish have gills and fins, but no legs. Who has an idea of the last animal that cannot be a fish? Why can’t that animal be a fish? That’s right, fish have scales covering their bodies and this animal has feathers covering its body.” (guide students to eliminate the duck, the ladybug larvae, and the tadpole) “You have helped me

figure out that the three fish are the moray eel, the angler fish, and the striped benny fish.” “Now, we are going to try to remember the steps of the fish life cycle using a striped benny fish.” (Pass out student baggies with pictures of the striped benny fish life cycle.) .) “Take all of the pictures out of your bags and lay them so you can see them all at one time. Which one of these things is what happens first in the life of a striped benny fish?” (Guide students to select the egg stage) “After we decide what happens first, then we think about what the animal would look like when they have hatched. Which of these would be what come next?” (Continue to guide students to choose the next stage, and the next, until the life cycle is complete) “Now, place your pictures back into the baggie. You are going to do that with another type of fish in just a minute.” 5. Independent Practice: Independently, students must complete “Fish Tale” sort, where they must sort animal pictures into the proper groups (fish, not fish). After sorting, they will glue the pictures into the appropriate categories. Finally, students glue their salmon life cycle in order at the bottom. 6. Closure: “We learned a lot about fish. First we learned how to tell if animals are fish. Who can remind me of a few different ways we can tell if animals are fish? (take student responses) We also talked about the way that fish grow and develop. We call this their life cycle. Who can describe the stages of the fish life cycle? (take student responses) Tomorrow, we will learn about insects and their life cycles! Reflection: I think that the delivery method of the lesson was effective. I liked using the overhead chart. It helped to focus the children on what sort of information we were looking for with regards to fish. They gave much more concise answers and seemed more attentive during the reading. I believe having something specific to listen for helped to encourage more attentiveness. Like the previous lessons I have turned in for this unit, this lesson is an adaptation of a lesson I have taught for the last few years in second grade. Previously, when teaching this, I just talked about the different types of animals and did not provide visuals. Instead of just talking about them this time, I added in hands on picture cards of animals. Students responded well to the lesson – better than in the past. I think that the hands-on picture cards helped to grab the attention of the students and maintain their interest. I can tell that they learned the material because they were able to identify several other fish by thinking about the characteristics we learned. The students were also able to accurately sort the animal pictures into the correct categories. One student needed additional guidance to successfully complete the activity because she got confused with the tadpole and seahorse. With explanation from the teacher, she understood why a tadpole was not a fish and a seahorse is. Just as before, classroom management strategies utilized during the lesson was that we sat at the class rug to read the book. My students have assigned seats and are assigned to “movement” groups. I called each group to move to the rug separately, which meant less chaos. I also had students go straight to their assigned “rug seats.” This also eliminated

confusion. When I began to read aloud, the assigned seats also helped to eliminate many misbehaviors that could have taken place. Additional classroom management strategies used included timing the passing out of materials and direct instructions to not touch until I asked them to. This helped to eliminate playing and inattentiveness.

Fish Facts Overhead

Fish Facts 1. How are they born?

2. How do they breathe? 3. What covers their bodies? 4. Are they warm blooded or cold blooded? 5. Are they vertebrates or invertebrates? 6. Where do they live? 7. Are there any other characteristics?

Spot the Fish Overhead

Name ___________________________ Date ______________ #______ Fish Tale Fish

Not a Fish

glue here

glue here

glue here

glue here

glue here

glue here

glue here

glue here

glue here

glue here

Salmon Life Cycle:

Stage 1 (glue here)

Stage 2 (glue here)

Stage 3 (glue here)

cut here

cat

seahorse

bullfrog tadpole horse

puffer fish

cardinal

hammerhead shark

swordfish

sea turtle

trout

Salmon Life Cycle Stages:

hatchling

eggs (spawned)

adult animal/ reproduction

Salmon Life Cycle Stages:

hatchling

eggs (spawned)

adult animal/ reproduction

Salmon Life Cycle Stages:

hatchling

eggs (spawned)

adult animal/ reproduction

Salmon Life Cycle Stages:

hatchling

eggs (spawned)

adult animal/ reproduction

Salmon Life Cycle Stages:

hatchling

eggs (spawned)

adult animal/ reproduction

Hammerhead Shark Life Cycle

Striped Blenny Fish Life Cycle

Seahorse Life Cycle