SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Maranda Paola
Science: Living and Nonliving Things
3rd grade

Animals, plants, and cells are living things because they

grow, reproduce, change, and adapt to their
environments.
How can animals survive in different environments?
How do plants survive in different environments?
What is alive?
What is not alive?
What is a habitat?
Academic Standards for Science and Technology and Engineering Education
3.1.3.A1.Describe characteristics of living things that help to identify and
classify them.
3.1.3.A2.Describe the basic needs of living things and their dependence on
light, food, air, water, and shelter.

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century
Learning

3.1.3.A5.Identify the structures in plants that are responsible for food

production, support, water transport, reproduction, growth, and protection.
While documenting the findings of experiments, the
students will be able to understand how animals, plants
and cells adapt and change in their environments with
100% accuracy.

Formative Lab sheets for the science activities

Documentation of questions and answers given by
students during discussions
Think Creatively
Use a wide range of idea creation techniques (such as brainstorming)
Work Creatively with others
Develop, implement and communicate new ideas to others effectively
Demonstrate originality and inventiveness in work and understand the
real world limits to adopting new ideas
Solve Problems
Solve different kinds of non-familiar problems in both conventional
and innovative ways
Communicate Clearly
Articulate thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts

CK

Accommodation
s, Modifications

Listen effectively to decipher meaning, including knowledge, values,

attitudes and intentions
Use communication for a range of purposes (e.g. to inform, instruct,
motivate and persuade)
Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact
Communicate effectively in diverse environments (including multilingual)
Collaborate with Others
Demonstrate ability to work effectively and respectfully with diverse
teams
Exercise flexibility and willingness to be helpful in making necessary
compromises to accomplish a common goal
Assume shared responsibility for collaborative work, and value the
individual contributions made by each team member
Student with a visual impairmentDue to the fact that Ben has low vison abilities, he requires
copies of all lab sheets and handouts in a larger font, placed
on the slant board at his desk. When there is writing on the
board, it needs to be written largely, and in contrasting
colors. When he is given a book with small print, he will have
assistive technology, such as a video magnifier to place the
work under, and easily be able to zoom in. Ben also uses a
screen reader to convert text on a computer screen to
audible speech. When moving around the room, he uses a
cane to prevent him from running into anything that he may
be unable to see. Ben is placed in the back of the room with
the light.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
What are some ways that humans adapt and survive in
your environment?
Hook/Lead-In/Anticipatory Set
Show the students the animal adaptation video:
https://www.youtube.com/watch?v=Dw7z8Fo5ijk
Big Idea Statement
Animals, plants, and cells are living things because that
grow, reproduce, change, and adapt to their
environments.
Essential Questions Statement
How do plants and animals survive in different

Lesson
Procedure

environments?
Objective Statement
While documenting the findings of experiments, the
students will be able to understand how animals, plants
and cells adapt and change in their environments with
100% accuracy.
Key Vocabulary
Living
Nonliving
Habitat
Environment
Adapt
Change
Reproduce
PreAssessment of Students
Make a K-W-L chart of what the students know about
animals and plants in their environment, what that want
to know about plants and animals, and then at the end
they can fill in what they learned about plants and
animals
Modeling of the Concept
Read the students the book: How Do Living things find
food By:Bobbie Kalman
Show the students the Chameleon video:
https://www.youtube.com/watch?v=y9mr02mE5XE
Guiding the Practice
Allow the students to do a few science experiments
How does a plant breathe activity?
1. Find several plants that you can use for your experiment. Try to select a
variety of plants such as a vine, a shrub or tree and an herb or flower.
You can also choose a plant with red leaves vs green leaves or select
plants with leaves of different sizes. Remember, you are not picking the
plant or removing any of its leaves so choose something that you can
slip a bag over without damaging the plant.
2. Working with your first plant, place your bag over the plant, or a
portion of the plant, and zip the bag as far closed as possible without
damaging the plant. You wont be able to close the bag completely, but
thats okay.
Repeat Step 2 with several more plants.
3. Come back in 20 or 30 minutes. What do you see? If you dont see
anything, wait for another 20 or 30 minutes. This step can take
different lengths of time depending on the type of plant and the
temperature outside. The droplets condensed inside the bag are water
evidence of the plant's respiration process!
Penguin experiment

Have the students color the penguin in fully with crayons

Reading
Materials
Technology
Equipment
Supplies

then spray water on the penguin to see if the penguin

gets wet
Polar Bear activity Have the students stick their hands in icy water
Then have the students put a glove on and stick their
hands in Crisco. Then have them stick the Crisco glove
in the water.
Providing the Independent Practice
Give the students lab sheets and have them answer
questions about the experiments
Transition
Teacher: Macaroni and cheese
Student: Everybody freeze
Book: How Do Living things find food By:Bobbie Kalman
Chameleon video: https://www.youtube.com/watch?
v=y9mr02mE5XE
Animal adaptation video:
https://www.youtube.com/watch?v=Dw7z8Fo5ijk
Penguin photo
Crayons
Spray bottle
Water
Food coloring
Gloves
Crisco
Bowl
Ice
Bowl
Leaves
Small rocks

Evaluation of
Formal Evaluation
the
Lab sheets for the science activities
Learning/Master Informal Evaluation
y of the
Documentation of questions and answers given by
Concept
students during discussions
Closure
Summary & Review of the Learning
Give the students and clear and cloudy work sheet.
Have them write on the clear side a few things that
made sense from todays lesson. Then on the cloudy
side have the students write anything that they still do
not understand.
Homework/Assignments
None
Teacher
Self-reflection