Lesson Makeover Assignment

Alaina Hill
Click on File/Make a Copy and save this document with the title FirstName LastName Lesson Makeover
Select a lesson from the provided Teacher Edition Lesson Plans. Transform your chosen lesson thoroughly into one that effectively
integrates technology, engages students, and differentiates for all types of learners. The bolded percentages indicate the weight of how
that portion will be graded. Use this Assessment Rubric to help guide your lesson makeover.
Grade/Subject/Title of Lesson:
3rd Grade, Science, What are Amphibians, Fish, and Reptiles?

Why does this lesson need a makeover? 10 points

The original lesson is completely focused on reading through a worksheet,
observing an experiment instead of participating in it, and answering questions
that follow the reading portion of the worksheet. There are 10 pages that
students are required to read in order to complete the lesson which causes there
to be little time for classroom interaction or group work on the assignment.
Technology is not present at all in the original lesson as it only requires students
to record their observations and answers down on the worksheet. Since it is
already a pre-made lesson and all of the students are completing the exact same
tasks, examples as to how the it would be differentiated in the classroom are not
provided. Overall it is an extremely boring lesson and doesnt introduce any new
tool for the students to utilize to better understand the material that is being
discussed.

Objectives 15 points

Assessment 15 points

Resources 10 points

Instructional Plan 25 points

Clearly articulate exactly what

students will know and be able to
do because of participating in this
lesson. List the appropriate OAS
and ISTE standards associated
with the lesson as you plan to
teach it.

List and explain the formative &

summative evidence they will
show you to demonstrate mastery
of the concept/knowledge/skill.
Use Rubistar (or any other tool) to
create your rubric and copy and
paste to the bottom of this
document.

List all resources you will need to

make this lesson happen.
(list specific websites, apps,
books, technology tools, etc.)

http://rubistar.4teachers.org
Once this lesson is complete,
students will be able to better
differentiate reptiles, amphibians,
and fish from one another. This
lesson will build on prior
knowledge and allows students to
better understand the creatures
they may have grown up knowing.
Students will also be able to better
understand the ecosystems these
animals prefer and how each of
their anatomies compare and differ
from one another.

As the class discovers information

about reptiles and amphibians
throughout the first day, I will have
them use that information for the
summative assessments I hold. As
we learn about the different types
of amphibians and reptiles, I will
talk to each student about their
favorite animal so far and why.
Once the students have
determined their favorite animal,
or favorite fact they learned about I
will have each student create their
own infographic about the reptile
The OAS standard met is
or amphibian of their choice.
analyzing data and animals
Students will decide the most
presented to better understand
important information about their
how their characteristics help them chosen animal and determine how
to survive. Students also will learn they want to present their animal
how to ask questions while
to their group. Once all the
observing and begin to formulate
infographics are complete, I will
possible hypotheses.
split the students into groups so
they can share what they have
The ISTE T Standards met will be: created with one another. The
1a-b) Students are allowed to use formative assessment will take
their creativity to create a sea
place on the end of the 3rd day of
creature that solves the problem
my lesson and the groups will
posed as well as using their
present to the class the sea
creativity to present facts about
creature they created with the app
their chosen animal.
Biobots, and will see if the features

https://www.youtube.com/watch?
v=ti0HDtRY8u4&list=PL271F4CD
C89D8950D : Amphibians

Describe in great detail what the

students and teachers will be
doing in the time frame for the
lesson. A substitute teacher should
have all the details they need to
pick up this instructional plan and
teach the lesson for you. Be sure
to describe how the students will
be using technology throughout
the lesson.

Day 1: To introduce the lesson,

teacher will show the amphibians
and reptiles video to the class to
gain their attention. Once we have
https://www.youtube.com/watch?
watched the video, we will have a
v=6Fb1Xv9mZl4 : Fish
small class discussion in which the
students reveal what they already
https://www.youtube.com/watch?
know about amphibians and
v=Rh9SITaAF8Y : Reptiles
reptiles. If there are not enough
We will watch all of these videos
devices for each student to have
before researching and diving into their own computer or iPad, the
the lesson. Each video introduces class will go down to the computer
the different types of amphibians,
lab. The teacher will then show the
reptiles, and fish and will be an
class the custom google search
easy way to gain the attention of
and students will search and
the class.
discover as much as possible
about an amphibian or reptile of
https://cse.google.com/cse/publicu their choice. Once students have
rl?
decided on the animal they wish to
cx=002450293912104481930:gtyy create an infographic over, they
72yk30w : This custom google
will then begin to create their
search has websites I have
infographic. The teacher will
already looked over that offer
monitor student progress and
information about each of the
show her own infographic to the
animals we are studying. This will
class as an example.
help students sort through all the
information and have a better idea Day 2: If needed, students will
of the facts they will want to use in start off the lesson in the computer
their projects.
lab and will finish up their
infographics. Once all of the

2d) Students will be introduced to

the custom Google search engine,
Piktochart, and the app Biobots
which will give them a chance to
explore and utilize the technology.
These tools will help them to better
organize the information
presented to them during the
lesson and may help them better
remember the material.

they selected work well together to

save the visitors. Students will
then explain why they selected
certain parts for their creature and
explain where these parts can be
found in certain sea animals and
what they have learned about the
sea animal that inspired their robot
design.

Biobots Under Sea Rescue app.: A

large portion of the lesson will be
spent on this app as students work
together in small groups of 2-3 to
design a sea creature that has
similar features and characteristics
to an actual sea animal. This app
allows the groups to learn about
the anatomy of different sea
animals and what characteristics
sets each of the species apart
from one another. As the groups
discover more information about
the animals, they will build a robot
with the systems that are found in
each animals and will navigate
through the app to try to save the
visitors. In order to save the day,
students will have to determine
which systems work together and
which do not, they also will learn
about which system belongs to
which animal.
Piktochart: While learning about
amphibians and reptiles, students
will choose their favorite animal
and will create an infographic that
highlights their animal. Students
will then share their infographics
with one another in small groups.

infographics have been

completed, students will be paired
up (preferably one reptile and one
amphibian infographic per group)
and will share their animal with
one another. After completing the
infographic share time, the teacher
will show the fish video to the
students and have them research
the different animals found in the
sea. After having thoroughly
researching the types of fish,
students will be placed into groups
to work on the app Biobots for the
next day.
Day 3: Teacher will walk the
students through the objective of
the app Biobots and will explain
how each group will use the app to
create a robot inspired by some of
the animals they have been
researching. Students will work
together in groups and the teacher
will work from group ti group to
help answer any questions of
confusion that may be found.
Once all of the robots are created,
each group will present their robot
to the class and will explain what
animal they modeled their creation
off of. Each group will also work
their robot through the maze to
save the visitors. After each group
has had a chance to complete the
app, the class will come together
and discuss which systems
worked better for which types of
animals and which animal had the
best chance of rescuing the
visitors.

RUBRIC:
Teacher Name: Ms. Hill

Student Name:

________________________________________

CATEGORY

Research

Students carefully
researched all of
the listed sea
animals and
determined which
characteristics
were the most
important for
survival.

Students
researched the
sea animals but
did not look deep
enough to discover
important
characteristics that
help the creatures
survive.

Students
researched the
sea animals by
only looking at
their visible
features.

Students did not

research the sea
animals.

Infographic

Students put
together an
appealing and
informative
infographic to
demonstrate the
characteristics of
their favorite
reptile or
amphibian.

Student\'s
infographic is
appealing and
informative but too
broad, they did not
focus on one
particular animal.

Infographic is
somewhat
appealing missing
key details about
chosen amphibian
or reptile, few
graphics are used
in presentation.

Infographic is not
appealing and
does not provide
information to the
class about a
particular
amphibian or
reptile.

New Rubric Row

Students work in

Students work

Students worked

Students created a

groups to decide
which
characteristics
their creation
needs to have in
order to create the
best possible robot
with sea creature
features.

together and
create a robot
modeled after a
sea creature but
leave out a few
key parts.

together and
created a robot but
misplaced parts
and were not able
to save the
visitors.

robot that did not

follow any of the
sea creatures they
had studied. Were
not able to save
the visitors.

Date Created: Mar 23, 2015 02:19 pm (CDT)

Look back at the TIM model and explain where this lesson fits based on the level of technology integration and characteristics of the learning
environment. Explain how your makeover plan is a more innovative, differentiated lesson that integrates technology and thoroughly engages
your students? 25 points
I believe this lesson will best fit in the Active:Infusion level of the TIM model as students are combining the technology with the information
presented in the lesson and are using that information to create a product of their own. Throughout this lesson, students have a chance to both
work alone as well as work in a group so that they are not just sitting alone during the lesson. Since there is time for class collaboration, the class
is constantly engaged as they either describe the animal that stood out to them the most with their infographic or save visitors from an underwater
museum with their sea animal inspired robot. Since the first lesson did not integrate technology, I wanted to ensure many different types of
technology could be used so the students would be able to choose which one they prefer and what they believe they learn best with.

When completed, share this document with your instructor; be sure to give them the ability to edit the document.