Geneva College

Beaver Falls, PA

Science Lesson Plan

Name: Kelsey McFarland Date: 9/3/21

Subject: Science Grade Level: 4th

I. Topic
Animal Classification: Vertebrates and Invertebrates
II. PA or Common Core Standards
3.1.4.A1 Classify plants and animals according to the physical characteristics that they share.
III. Learning Objectives: Objectives must be written using observable verbs
TSWBAT distinguish the difference between vertebrates and invertebrates.
TSWBAT classify animals into different groups (mammals, reptiles, amphibians, mollusks, arthropods)
TSWBAT identify at least one characteristic from each different classification group.
IV. Materials
 Construction paper
 pencils
 iPads- Schoology & Google slides
 Science books
 Science notebook
 4 corners google slide
 Classification google slide
 Animal classification worksheet
 Projector- project different animals onto the screen
V. Lesson Development
A. Introduction
Display bellringer #4 on the projector. Students will begin writing today’s bellringer in their green
science notebook. Review the question: What is the word that describes the set of rules scientists use to
classify living things? Answer: Classification. Discuss the question and answer as a class. Remind students
the word is on their science vocabulary list. Tell students they will be learning how to classify animals
into two groups: vertebrates and invertebrates. Ask students to say what these words mean (animals
that have a backbone or do not have a backbone).
B. Lesson development (activities, procedures)
Ask students to put away their green science notebook and take out their science book and iPad. Pass
out the animal classification chart. Tell students they will be reading about vertebrates and
invertebrates and will fill in the chart as they read. Begin reading on page A12. Pause after reading the
portion about mammals. Ask students whether mammals are vertebrates or invertebrates. Ask students
to circle vertebrate or invertebrate. Ask students for the characteristics that were read about mammals
from the science book (hair, produce milk). Ask students if mammals give birth or lay eggs (give birth).
Ask whether they are warm or cold-blooded (warm-blooded). Have students write these characteristics
under the characteristics section of their chart. Call on a few students to give a few different kinds of
mammals. Ask students to write two of these examples on their chart. Repeat this for every group of
vertebrates (reptiles, amphibians, birds, and fish).
 mammals- hair, give birth and produce milk, warm-blooded
reptiles- scaly skin, lay eggs, cold-blooded
Amphibians- moist skin, lay eggs, cold-blooded
birds- feathers, lay eggs, warm-blooded
fish- scales, gills, and fins, lay eggs, cold-blooded
Continue reading on page A13 about invertebrates. Begin with Arthropods and guide students through
writing the characteristics and examples.
arthropods- legs with several joints, sometimes shells, bodies have two or more parts
mollusks- may have a shell, soft bodies
4 corners activity- Five areas of the room will be labeled with each type of vertebrate and invertebrate
group. Students will stand up and push in their chairs. Tell students they will look at the picture of an
animal on the board and walk to the correct colored paper in the classroom that has the group the
animal belongs in. Project an animal and state the name of the animal. Ask students to consider the
characteristics of the animal and whether it has a backbone or not. Then ask them to look further and
see what group that animal will fall under. Students will walk to the part of the room that classifies that
animal. Call on a few students to explain their thinking. Repeat this process through each picture.
Observe where students walk and their answers for their decision. After students have completed the
activity, ask them to sit down and open Schoology on their iPads.
C. Evidence of differentiated instruction (content, process, product, or learning environment)
Learning Environment- Students will be able to move around the room during the 4 corners activity.
Students with ADHD will be able to get up and move during the lesson.
D. Closure (summary)
Students will complete an individual classification activity on Schoology. Students will open a google
slide and drag the pictures of animals under the correct group. They will classify between vertebrates
and invertebrates, reptiles and amphibians, and mollusks and arthropods. They will submit their google
slide document onto Schoology once they are finished. The google slides will be checked to see if
students can distinguish between vertebrates and invertebrates as well as other groups.
VI. Assessment/evaluation
I will check whole class understanding where to classify animals through observing the four corners activity. I will
also observe if students are able to list characteristics of the group based on the animal they are classifying. I
will check individual student understanding of classifying between vertebrates and invertebrates through the
classification activity on google slides through Schoology.
VII. Modifications or accommodations
Classes 1 & 3: An adapted version of the classification chart will be provided for students who struggle with
writing, spelling, and the speed at which they write. This will prevent them from missing important information
or content as well as keep the lesson moving. The adapted version has key words missing that students will fill
in.
VIII. Self-evaluation
Class 1: For this class, I had two virtual students. I set the iPad up on the moveable cart and screen shared the
bellringer with them. Majority of the students answered the bellringer correctly. I began reading the chapter
before I passed out the chart. After we read about mammals then I paused and passed out the chart. We
completed the chart as we read the chapter. The chart took majority of the class time because we moved slowly.
I should have picked up the pace. One of the virtual students was struggling to follow along so I had to repeat
multiple times. The adapted version helped the few students who needed it. I used the adapted version to make
sure we were on the right track. The adapted chart guided those students to answer questions with the rest of
the class. It kept them up to pace since they did not have to write every word. The activity went well, and the
 students enjoyed it. I should have stated at the beginning that they will walk quietly because they started to get
a little noisy. The students were able to classify every animal except the jellyfish. There was little time at the end
of the class to complete the google slide on Schoology. The students were able to understand the assignment
quickly. I had to guide them on how to submit the assignment. I told students it was not homework because it
was a Friday and a long weekend. Several students completed the assignment. Those that did not complete
were able to finish it during MTSS in the afternoon. Overall, the lesson went well.

Class 2: This lesson for this class was even better. After teaching it the first time, I handed out the chart before
reading the chapter. I explained what we were about to do and that there would be an activity after. Filling out
this chart went quicker because I walked around the room and used proximity to keep students on task. I
prompted students to refer to their text to fill in the chart. Again, I did not instruct students to move in the
activity quietly. I had to remind them throughout the remain quiet. They understood the activity and correctly
classified majority of the animals. I stumped them with the jellyfish because it is an arthropod not a fish. The
transition between activities was smooth and they quickly opened the assignment on Schoology. There were a
few students who had internet troubles, but I had them look at their neighbors iPad or they were able to get on
quickly. Next time, I would have a backup plan for those students who had iPad issues. This class had more time
to complete the assignment and time to fill out planners and pack up.

Class 3: The third class was my best lesson. This class struggles to stay on task and remain quiet. After taking
them to the bathroom, I did not allow them to do the space walk on the way back to the room because they
were not quiet. This set the tone for the rest of the class. The students were quiet walking into the room and
immediately began their bellringer. This class struggled with the bellringer, so I reviewed that the genus and
species were the scientific names used to talk about specific animals. Classification is the set of rules used to
group living things. I asked a student to pass out the charts and I handed the adapted chart to the students who
needed it. I read the chapter and paused after each group to fill out the chart. Only a few students volunteered
to answer questions so I prompted them on where in the reading they could find the answer. This resulted in
more hands raised to answer. I used proximity throughout the reading because several students were talking
with their table partner. This helped me see who was on task and who was behind. Before transitioning to the
activity, I asked students to close their books and quietly stand up and push their chair in. I instructed students
that they were going to participate in this activity by quietly walking around. There would be no pushing or
running. The students did well at first but started getting noisy. I gave them a warning that if they continued to
talk while someone was answering then we would end the activity. They continued talking so I ended the
activity early and told them they were going to work independently. They began working on their google slide
assignment silently. Again, not every student finished the assignment due to internet issues. With this class, I
need to be firmer and stop any extra noise or talking that occurs because it causes distractions with the other
students. Also, I would put the signs for the 4 corners activity higher on the walls so when students are standing
in front of it, they can still read what group it is.

Cooperating Teacher Approval ________________________________________ Date ___________________