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Lander University Teacher Education Lesson Plan 2

10/24/13

Teacher Candidate: Jordan Suber Subject/Grade: 3rd grade Learning Objective:

Lesson # ___2___ Date and Time of Lesson: 10/24/13 @ 9:00 am

Students will be able to explain plants and animals adaptations for survival after given a lesson on surviving in their habitat according to their physical and behavioral characteristics.

Alignment with Standards:


-Science Standard: 3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including Hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants).

Developmental Appropriateness or Cross-curricular connections:


Students should know and understand the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats. With the prior knowledge the students should have on this topic, they should be able to perform at a good meaningful pace.

Assessment(s) of the Objectives:


Lesson Objective(s) Students will be able to explain plants and animals adaptations for survival after given a lesson on surviving in their habitat according to their physical and behavioral characteristics. Assessment(s) of the Objective(s) Students will show ways in which plants and animals adapt to their habitats so their needs can be met by participating in a classroom chart activity and by creating their own flip book.

Pre-Assessment: Have a class discussion and make a T-Chart as a class to see what types of things they already know about the upcoming lesson or what they need and want to know about the information we will be studying. Ask students what Adaptation means. During Assessment: I will assess my students during the lesson by walking around and taking anecdotal notes on each student to see if they are making the flip book correctly with the right information on each flap. Post-Assessment: Once my students have created their flip book they will post it into their science journal. I will take home the journals and review each childs flip book to see how they performed and what they understood and took from the lesson.

Lander University Teacher Education Lesson Plan 2

10/24/13

Accommodations:
I have a student in my classroom that has to wear glasses. I will accommodate her by printing in large print when making the Class Chart and I will have her sit at the front of the room during instruction. Early finishers will have sustained silent reading if they are completed with their flip book before the others in the class. If they complete the book they choose to read, I will ask them to complete a writing entry on who their favorite character is in the story they read.

Materials:
Copy of lesson plan Book: Animal Homes (By: Colin Threadgall) Glue Science Journal Scissors Construction paper Chart paper (Adaptations chart) Markers Crayons Pencils Internet- BrainPop Jr.Plant Adaptations video/game

Procedures:
1) Ask students what adaptation means? Give good details about what adaptation means and give examples. Read the book, Animal Homes (By: Colin Threadgall). After reading the book, we will have a classroom discussion and talk about how the animals in the book adapted to their environment in order to survive. What things were discussed in the book? What animals did you notice in the book while I read? How did the animals survive in their habitat? We will then make a class chart to organize our thoughts on to a big piece of chart paper that will eventually be placed in the Science Center for the students to refer to and look back at. 2) As a class we will talk about the hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants. We will arrange and organize the information we gather as a class into our chart. We will then watch a small animated segmented video on Plant adaptations on Brain Pop Jr. This video will give the students more information and insight on plant adaptations and we will play the game that follows the video for they can have more practice. We will be doing the flip book based off of animal adaptations, so the plant adaptations video and game will be very helpful as well. 3) As students are working at their tables on their flip book, the teacher will interact with the students to ensure the students are on the right track. Students will explain to the teacher why they decided to use the animal they did as the center of their flip book. Students will refer back to our class chart to fully fill in their flip book. 4) After all the students have completed their flip book on the animal of their choice; we will display them in the science center for all to look at during center time. We will come back together as class and elaborate on what animals

Lander University Teacher Education Lesson Plan 2

10/24/13

the students choose and talk about why those were good choices and what information did they gather to show the ways their animal adapts to its environment. 5) As a class, we will play a game on Brain Pop Jr. that will give extra practice with plant adaptations. I will keep anecdotal records as the students play the game to see if they learned about the plant adaptations. At the end of the day I will have the students gather their flip books they made from the science center and paste them into their science notebooks. I will look through each notebook to evaluate their ability to name and chart an animals physical and behavioral characteristics based off of what they wrote in their flip book.

Activity Analysis:
The students will be completing three different activities throughout this lesson. The first one will be by working together as a class we will make an adaptation and behavioral chart to post in the science center. We will base what we put in our chart from the information we gather in the read aloud. The second activity the students will perform is the making of their own individual flip books. This activity will be their own flip book of the animal of their choice that they found most interesting form the read aloud and they will use our chart to help them along the way. The third activity the students will perform will be playing the Brain Pop game on Plant Adaptations. This will help me assess them at the end to see what they have or have not learned. I will be using the smart board while implementing technology into the lesson by accessing Brain Pop Jr. and allowing the students to take turns playing the Plant Adaptation game after watching the video.

References:
Book: Animal Homes Threadgall, C. (1996). Animal Homes. Crown Publishers, INC. Internet: BrainPOP and BrainPOP's Licensees. (Producer). (1999-2013). BrainPop Jr.-Plant Adaptations [WebVideo]. Retrieved video from http://www.brainpopjr.com/science/plants/plantadaptations/preview.weml