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A Science Lesson Plan on Mammals

How to Make Differentiation Work in an Inclusion Classroom

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A Science Lesson Plan on Mammals

All kids love learning about animals!

Laurie Ramsdale/Roba Family Farm

What does inclusion look like in a full inclusion classroom?

This science lesson plan is designed to give you a sense of what works well with a diverse group of children, from the learning disabled to the gifted. I will be using this lesson plan with my mixed group of multiply handicapped and autistic teens. We will be building vocabulary as well as building "intraverbal" skills.

Lesson Plan: What is a Mammal?

Student Level: Grades 1-2

Objectives:

  • Students will identify animals that are mammals and that are not mammals by the characteristic of
  1. Live births
  2. Warm blooded
  3. Hair or fur body cover.
  • Students will collaborate on the classroom activity.

Standards: This lesson meets Pennsylvania Science Standard 3.3.4A: Know the similarities and differences of living things. You need to check your state's standards. This lesson expects a child to function at the level of "Application" on Blooms Taxonomy.

Timeline: One 45-minute period.
This lesson is designed to be part of unit on Mammals that will include Habitat, Mammal Babies, Reptiles, Amphibians, Fish, Insects Birds, Food Chain, and Protecting Endangered Species.

Materials:

  • Chart: Get a picture of a dog: Your pet or a child's pet is best. Print and place it on a large piece of chart paper.
  • 20 animals cards, 10 mammals, 10 non-mammals for each group of 3. You can make these with Microsoft Word, inserting digital pictures. Laminate them for future groups. Each card will have the picture of an animal (I love Google Images as source) with its name on the front. On the back, you will write the three categories: Does it have live babies or lay eggs? Is it warm or cold blooded? What kind of body covering?
  • A record sheet with Mammals at the top of one column, non-mammals on the other, and 10 lines under each.
  • Assessment worksheets for general ed students. It will have two circles labeled "Mammal" and "Not a Mammal" and a word bank with all the animals you have on the animal cards.

Procedure:

  • Assess prior knowledge: See how many of the animals your children can name independently from the cards.
  • Introduce the concept "Mammal" using the picture of the dog: "This is my Dog Spot" He is a mammal. Was he born? Did his mother lay and egg? What else do you know about him? Elicit information about his body covering, what he eats, whether his body feels warm or cold to the touch. Write the three criteria on the chart. Mammals are: Warm blooded, Born alive, Have hair or fur for body coverings.
  • Are you a mammal? Discuss whether humans conform to the three criteria.
  • Collaborative Activity: Give a set of cards to each group. Have enough to split your class into groups of three. One member should be high functioning and a reader, a second member should be able to copy from an example, and the third person will only need to put the cards in two groups.
  • Discuss the collaborative process: Each group will have a reader, a recorder and a card sorter. They will read the back of the card and decide whether it the animal is a mammal or not a mammal. The sorter will place the card on the desk with the mammals or with the non mammals. The recorder will put the animal's name on the record sheet. Give the class 15 minutes to complete.

  • Regroup: Write the results from the groups on a chart, ask each group as they report out, why the animal is or is not a mammal.

Assessment:

  • Readers: They will complete the assessment sheet described above.
  • Non-readers: They will sort the cards for the teacher in a one to one setting.
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