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Snail Unit Plan Lesson 1

1) The lesson plan is for a kindergarten science lesson on land and water snails. 2) Students will observe live snails, compare pond and ramshorn snails, and learn about the parts of a snail. 3) Assessment will include verbal explanations of similarities and differences between the snails from student observations and a journal entry completing the sentence "A water snail _____."

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191 views3 pages

Snail Unit Plan Lesson 1

1) The lesson plan is for a kindergarten science lesson on land and water snails. 2) Students will observe live snails, compare pond and ramshorn snails, and learn about the parts of a snail. 3) Assessment will include verbal explanations of similarities and differences between the snails from student observations and a journal entry completing the sentence "A water snail _____."

Uploaded by

api-464689903
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Daily Lesson Plan (Template)

Name: Kirstin Alley Date: 4/20/20

Subject: Science/Reading Topic: Land and Water Snails

Grade: Kindergarten Length of Lesson: 30 minutes

The Big Idea: What are the parts of a water snail?


Domain: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Cluster: N/A

Standard: S.K.GS.3 Students will use observations to describe patterns of what plants and
animals (including humans) need to survive.

S.K.GS.4 Students will construct an argument supported by evidence for how plants and animals
(including humans) can change the environment to meet their needs.

S.K.GS.5 Students will use a model to represent the relationship between the needs of different
plants or animals (including humans) and the places they live.

S.K.GS.6 Students will communicate solutions that will reduce the impact of humans on the
land, water, air, and/or other living things in the local environment.

Specific Objective: At the end of the unit, students will be able to verbally explain the
similarities and differences in land and water snails, with 90% accuracy.

Daily Accommodations: (see attached list)

Zevin: 3,4,5,6,12,13,14,15,16,17(behavior plan)


Lanti: 1,2,3,4,5,6,15,16

Introduction:

 Begin by letting students observe the snails in the aquarium. Ask them what they notice.

Method(s):

Whole group, individual work, partner work, white board activity, critical thinking, technology

1
Materials/Equipment/Technology/Community Resources:

 Smart Board/Elmo Cam


 Snails, and Aquarium
 Spoons, Paper Towels, Vials
 PowerPoint Presentation
 Interactive Whiteboard Activity

Depth of Knowledge:

There are four levels in depth of knowledge. From level 1, the teacher will zone in on identifying and will have
students identify the animal they will be working with. From level 2, the teacher will zone in on making
observations will have students observe the snails and make observations about them. From level 3, the teacher
will zone in on comparing and will have students compare the different kinds of snails. From level 4, the
teacher will zone in on connecting and will have students connect how the snails are alike and all the parts of a
snail.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

 Model how to hold a snail vial. Then let each student take a closer look at a snail in a vial. Have them
observe closely. Ask them if they see a shell, their tentacles, and their foot? What else do they notice?
Have students switch snails with someone that has a different snail (we will have pond snails and
ramshorn snails) and observe them. Ask what is different and what is similar?
 After a few minutes, ask students what they think will happen if you put two of the snails back in the
aquarium together. Will they sink? Will they float? Will they attach to the side?
Guided Practice:

 Pull up the PowerPoint presentation. Discuss the parts of a snail, then compare and contrast the pond
snail and ramshorn snail.

Snail Lesson 1
PowerPoint.pptx

 Introduce the new vocabulary (snail, float, vial, shell, foot, tentacle, water snail).
 Have students return to their seats for their journal entry.

Independent Practice:

 Pass out the journal entry sheet. Have students complete the sentence. “A water snail _____.” Students
may draw pictures, or sound out the words they want to write, and spell them the best they can.

Differentiation:(You need to address in your differentiation of the lesson how you will meet the needs of
the 3 Tiers. Be sure you are specific)

Tier 1 Learners: Grade level materials will be read aloud.


Tier 2 Learners: Adjust length of assignments, adjust times for completion of assignments, extended
time to complete work, oral testing (student response).
2
Tier 3 Learners: Tier 3 students will receive extra help from the aide when needed.

Evaluation/Assessment:

 Students will be assessed verbally, through observation and written response. They will be able to
explain the similarities and differences in the snails they have been observing. Oral evaluation will take
place at the end of each lesson.

Wrap-Up (Lesson Closure) / Concluding Activity:

 Wrap up by discussing what they learned about the snails today. Ask where snails live, what they need
to live, etc.

water snail
journal.pdf

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