Lesson Plan Template c368 PDF

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Summary

Lesson Plan...

Description

Nicole Butler

Instructional Planning and Presentation

General Information Lesson Title: Biological Evolution / Unity and Diversity Subject(s): Science Grade/Level/Setting: 3rd grade Prerequisite Skills/Prior Knowledge: My students will need to be able to spot the differences in animals and ecosystems. Before this lesson I went over the different types of habitats and what animals live there. The students will also need to be able to work cooperatively in groups.

Standards and Objectives State/National Academic Standard(s): 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

Learning Objective(s): Given the short video and research opportunities, students will be able to write a short paragraph determining whether an animal could survive in a habitat different from its own based on its given traits, and be able to create habitats which are or are not compatible and explain why or why not, with 85% accuracy.

Materials

Technology

Pencils, crayons, paper, and student laptops

I will be showing the different types of animals and their habitats on the computer for students to see the differences, and the students can use their own computers to research the different characteristics of animals and their habitats.

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s): The students will be able to identify the differences in animals and their habitats, and what traits make the animals able to survive in their habitat. The students will create drawings of their chosen animals in their habitats and other habitats that they could survive in.

Vocabulary: Habitat, survive, traits, ecosystem

Discourse and/or Syntax: Students will be able to share their opinions within their groups about why or why not a specified animal could or could not survive in the given habitat and then the students will write these ideas down to share with the class.

Planned Language Supports: The teacher will provide a music video about animals and their habitats from YouTube. Habitats of the World. https://www.youtube.com/watch?v=G9gdRvUgXXs to support the vocabulary and help them understand the words.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

The teacher will play the YouTube video Habitats of the World to draw the students’ attention and prepare them to learn. Then I will randomly choose students to answer questions about what they saw.(Random selection)

Student Actions

Students will watch the video at their assigned seats to familiarize themselves with the vocab and what is expected of them and answer the given questions.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

Student Actions

The teacher will introduce the lesson of animals in their specific habitats and explain why they survive well in them because of their certain traits and explain the given vocabulary words they will be using. Then the teacher will place the students in heterogeneous groups of mixed skill ability so that the students who need support will have help from classmates as well as the teacher.

Students will gather in their groups, pick their animals and see what traits they have that better helps them survive in their habitat. The students will then take the different names of habitats out of their given envelope and determine if their animal’s traits will allow them to survive in these other habitats and explain why or why not.

Guided Practice: Activity Description/Teacher

The teacher will demonstrate how to draw a habitat using pencil, paper and crayons.

Student Actions

The students will draw their given habitats from the envelope and pick their animals that they intend to explain if they would survive well or not at all in the habitat.

Independent Student Practice: Activity Description/Teacher

The teacher will observe and monitor students progress.

Student Actions

The students will create a graphic organizer labeling what animals could survive in what habitats and why.

Culminating or Closing Procedure/Activity: Activity Description/Teacher The teacher will go over all the vocabulary

Student Actions

The students will ask for any

learned, and the different types of habitats. Then will proceed to see if the students have any questions about the material.

clarification and tell their definition of the vocabulary they learned.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented: To add a little bit of a challenge I would have them pick multiple animals and explain their similarities and differences and how to survive in different ecosystems. EL: I will modify the speech for accommodation, clear up any misunderstandings, give them more time on the assignment, allow them to pick familiar animals and habitats.

Students with Other Special Needs: I will keep my classroom organized with minimal distractions, I will break down instructions into smaller, manageable task and use multi-sensory strategies.

Assessment Formative I will be checking for understanding and correct use of vocabulary terms in the written part of the activity. Also determining if the students are grasping the concepts of whether or not different traits allow for some species to survive well or not at all in certain habitats.

Summative I will randomly ask the students open-ended questions about the lesson to check for clarification and check over their written paragraph to see if they were able to comprehend what the objective was.

A1. a. Active Participation I will include my students in the learning process by calling on random students instead of only ones with their hands raised so that all students are included in the lesson.

b.

Grouping strategy My grouping strategy will be that my students will be placed in heterogenous groups to complete their habitats.

c. Student centered technology The students will have time to research animals and habitats on their computers during the activity. d. Assessment Strategy For an assessment strategy I would use open-ended questions that would get my students writing, talking and getting their brain thinking.

B. For my active participation I will be using random selection when I ask questions to keep my students from becoming bored and disengaged. I want to make my classroom an environment that encourages everyone of my students to strive for success. (Burden & Byrd, 2018) For my grouping strategy I will be implying cooperative learning. My students will be placed in small groups with mixed learning abilities so they can support each other to solve the task of building the habitats. (Burden & Byrd, 2018) I will be using Jigsaw Groups as my student-centered technology. The students will be using their computers to research habitats and traits of different animals. Then they will brainstorm within their groups for how to present which traits will allow the animal to survive and which ones won’t allow them to survive or survive well. (American Psychological Association,2007) Last but not least, is my assessment strategy which I would use open-ended questioning so that my students will use their higher order of thinking skills. This type of assessment will assess the students’ comprehension, writing, and their ability to analyze, solve problems, and evaluate information. (Burden & Byrd, 2018)

References

Burden, P. R., & Byrd, D. M. (2013). Methods for effective teaching: Meeting the needs of all students (6th ed.). Boston, MA: Allyn & Bacon. ISBN: 9780132901703 Burden, P. R., & Byrd, D. M. (2013). Methods for effective teaching: Meeting the needs of all

students (6th ed.). Boston, MA: Allyn & Bacon. ISBN: 9780132901703 Burden, P. R., & Byrd, D. M. (2013). Methods for effective teaching: Meeting the needs of all students (6th ed.). Boston, MA: Allyn & Bacon. ISBN: 978-0132901703

Chapter 2: Using Technology to Differentiate by Interest (2007). In Differentiating Instruction with Technology in K-5 Classrooms (pp 17-47). Retrieved from https://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=fbaf24e6-f971-4d85-95f3de4d6bbf8476%40pdc-v-sessmgr04...