Developmental Lesson Plan

Teacher Candidate: Rebecca Sutton Date: 9/29

Group Size: 25 Allotted Time: 90 minutes Grade Level: 3rd

Subject or Topic: Pests Review & Test

Common Core/PA Standard(s):

4.5.3.A Define the term pest and identify various plants and animals that humans may call
pests.
3.1.3.A9
Distinguish between scientific fact and opinion.
CC.1.4.3.A Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.
CC.1.4.3.C Develop the topic with facts, definitions, details, and illustrations, as appropriate.
CC.1.4.3.I Support an opinion with reasons.
Learning Targets/Objectives:
After reviewing the pests unit, the 3rd grade students will be able to demonstrate their
knowledge of pests by playing Pest Trivia.
Using their knowledge of pests, the 3rd grade students will be able to create an informative
poster that campaigns for a pest of their choice.

Assessment Approaches: Evidence:

1. Pest Trivia 1. Correct responses to trivia questions
2. Pest Campaign Poster 2. Listing facts and stating why pest is
beneficial
Assessment Scale:
2. Pest Campaign Poster
> 18 rubric score proficient
<18 rubric score - below basic
Subject Matter/Content:
Pests Review

Prerequisites:
An understanding of the different types of animals.
An basic understanding of food chains
An understanding of food sources
A basic understanding of pests
A basic understanding of pest control
An understanding of agriculture/gardens
An understanding of writing opinions
An understanding of writing informative text

Key Vocabulary:
Pest - Something that shows up where you dont want it.
Bug - Insect with two pairs of wings and beak mouthparts for piercing and sucking plant juices or other insects.
Insect - An organism with three body parts (head, thorax, abdomen), three pairs of jointed legs, an exoskeleton and no b
Rodent - A mammal with large, sharp front teeth for gnawing. Mice, rats, and squirrels are rodents.
Organism - A living thing.
Weed - A plant is seen as useless or harmful and growing where it is not wanted.
Beneficial - Helpful, useful, valuable.
Mollusk - any of many animals with a soft body that has no backbone. They generally live in slat water. A hard outer sh
Species- a class of things of the same kind and with the same name
Tentacles - any of various long flexible structures that stick out usually around the head or mouth of an animal (as a jell
Retractable - able to be drawn or pulled back or in
Mucus - a slippery sticky substance produced especially by mucous membranes which it moistens and protects
Pollinate - to give pollen from another plant to the same kind so that seeds will be produced
Arachnid - creatures with two body segments, eight legs, no wings or antennae and are able to chew
Insect - a small animal that has six legs and a body formed of three parts and that may have wings
Pesticide - a chemical that is used to kill animas or insects that damage plants or crops
Agriculture -the science or occupation of farming
Crops - a plant or animal that is grown by farmers
Symbiosis - relationship between plant and animal (bees and flowers)
Habitat - the place or type of place where a plant or animal naturally or normally lives or grows
Brochure - a small, thin book or magazine that usually has many pictures and information about a product, a place, etc.
Rural - of or relating to the country and the people who live there instead of the city
Urban - of or relating to cities and the people who live in them
Incisor - a tooth that has sharp edge for biting

Content/Facts:
What a pest is
- A pest is something that shows up where you dont want it
- A pest can be a plant or an animal (from bugs to rats to deer to dandelions)
Examples of pests
- mice
- mosquitoes
- bees
- spiders
- ants
Content/Facts:
Classifying pests
- rodents (mice, rats, squirrels)
- insects/bugs (flies, wasps, cockroaches)
- plants (weeds, poison ivy)
- animals (deer, rabbits, birds)
What a rodent is
- a mammal with large, sharp front teeth for gnawing (mice, rats and squirrels are examples)
What insects and bugs are
- bugs have 2 pairs of wings and beak for piercing and sucking (stink bugs, cicada, bed bugs)
- insects have 3 body parts, 3 pairs of jointed legs, exoskeleton and no backbone (beetles, butterflies,
bees, wasps, ants)
What makes an organism a pest
- appear where they arent wanted
- destroy property
- destroy crops/gardens
- bite/harm animals and humans
- spread disease
- subjective (some may consider a pest while others do not, like bees)
How pests also beneficial and serve important functions in nature
- a bee is a pest when it stings you but not a pest when it pollinates and makes honey
- ants crawling on kitchen counters are pests but not pests when outdoors away from homes and a
food source for animals
- many pests also control other pests (food)
- deer are a pest when they eat gardens and shrubs but not a pest when in a forest or a source of meat
for humans
What is a slug?
- slugs are mollusks (no back bone)
- slugs look like a snail without a shell
What is a species
- class of things of the same kind and with the same name
Some species of slugs
- land slugs
- sea slugs
- freshwater slugs
How slugs breathe
- through a hole in their side of their body
How slugs move
- contracting the muscles in their belly, called the foot
- mucus coating helps them glide and stick to objects
Slug reproduction
- land slugs follow the mucus trails of other slugs to find a mate
- land slugs are both male and female at the same time
- lay eggs in dark damp places
- baby slugs take a few weeks to hatch, are tiny and transparent
Land slugs diet
- mushrooms, plants, like lettuce
- decaying plants and animals
The important role slugs play in nature
- break down decaying plants and animal matter, add nutrients back into soil
Slugs as garden pests
- eat/destroy crops
Content/Facts:
Spiders
- spiders are not insects because insects have 6 legs and spiders have 8 legs
- spiders are part of the arachnid family
- arachnids are creatures with two body segments, eight legs, no wings or antennae and are able to
chew
- other arachnids are scorpions, mites, and ticks
- there are over 40,000 species of spiders
- they can live in a wide range of environments
- cold climates
- warm climates
- mountaintops
- underground
- underwater
- spiders have 4 sets of eyes
- most spiders have poisonous fangs
- spiders produce silk from their abdomens
- spider silk is used for webs, transportation, protect eggs, create webs that trap air so they can breathe
underwater
- spiders mostly eat insects
- many different ways of catching prey
- sticky net as a trap
- others jump on prey
- lasso prey
- some spiders mimic prey to catch it
- most female spiders are larger than the males
- some female spiders eats the male after they mate
- female spider can lay up to 1,000 eggs
- wraps eggs in silk ad carries them around
- some mother spiders carry their babies on their backs
- most spiders are not dangerous to humans
- spiders are beneficial because they eat pests like mosquitoes and flies
Honeybees
- honeybees are insects
- nearly 20,000 species of known bees
- Bees use the pollen from flowers as food.
- When they land on flowers to collect pollen, they spread pollen from one flower to another.
- Many plants cannot grow unless they are cross-pollinated by insects such as bees.
- Because bees cross-pollinate so many fruit and vegetable plants, they play a vital role in food
production all over the world.
- Bees produce honey from the pollen and nectar they collect from plants
- Bees store honey in honeycombs and use the honey to feed their young and as a food source during
the winter
- Honeybees pollinate more than 100 crops in the U.S.
- Honeybees do sting but can only sting once
- Honeybee colonies can be extremely large and and removal can be messy so only professionals or
experienced bee keeper should relocate hives

Introduction/Activating/Launch Strategies:
Content/Facts:
Rats
- most common rats are the brown rat and black rat
- in Latin, the black rat is called Rattus Rattus
- black rats have a long tail, sharp teeth and pointy nose
- rats are usually larger and meaner than mice
- rats tail is long hairless and very agile
- uses tail to balance and sometimes wraps it around objects to life them or hang on to them
- tail is almost like a fifth paw
- rat can swim, jump high and far, run fast, squeeze through holes as small as a quarter
- rat has four long, very sharp, yellowish incisors (big teeth)
- incisors can grow up to 5 inches a year
- rat keeps incisors from growing too long by chewing on stuff to file them down
- rats can chew on almost anything; electrical wires, cement, wood, plastic, cardboard
- rats like to live near humans because they get take food and garbage
- goes to the bathroom wherever they want (like kitchens etc.) which spreads disease
- rats are intelligent; capable of learning lots of things, solving puzzles and mazes. etc.
- scientist observe rats to learn important things that can help humans
- rats are used as laboratory animals because they are a clever mammal and some behaviors resemble
human behaviors
- some people find rats cute and keep them as pets
Habitats
- Pests prefer certain habitats
- pests can be found in both, but some pests are worse in urban or rural areas
- rural means city and urban means country *see definitions above
- idea of travel brochures representing human habitats and creating brochures for pests to show their
habitats
____________________________________________________________________________
Introduction/Activating/Launch Strategies:
Remind students that today is the final day of the pest unit and ask if anyone recalls
something handed out on Monday that they might want to take a look at while the KWL
charts are being handed back out to complete. Give a hint if no one remembers its the Pest
Tracker sheet. If they can get it filled out now, there may be a a runner up prize.
Collect completed Pest Tracker sheets and remind them they get a homework pass for
completing them. Praise students who took the time to do it on their own. Make note of
names.
Pass out partially completed KWL charts to students. Allow 5 minutes to fill in the last
column of what they learned about pest from the unit.
Collect KWL charts.
Development/Teaching Approaches:
Ask if anyone remembers seeing posters stapled to poles or stuck in yards or billboards
during the election season. Describe as needed. Presidential, local, student govt
Prompt with questions about what they think the signs are for? Do they all say positive
things? Or negative things? Continue to guide and prompt toward realizing that some signs
have a straight forward approach of campaigning for a candidate, stating slogans or stats
while others take aim at competitors.
Show examples of campaign posters.
Development/Teaching Approaches:
Explain to students that they will be creating their own campaign posters, but not for a
person, for a pest! They will use what they have learned over the week and use resources in
the room (iPads, text set, science notebook notes, handouts) to research a pest of their choice
that they want to educate people on the benefit of the pest.
Some students may need guidance selecting a pest and it is okay if the same pest is chosen by
multiple students.
Tell students they can use whatever art supplies they want and design the poster look how
they want. The only requirements are that the poster shows the pest (drawing, cut out image
glued on, tracing) and tells why it is a pest and why it is beneficial with the beneficial fact
highlighted.
Allow students to work on research and posters for 25 minutes. If more time is needed, allow
5-10 minutes or finish up next week.
Assist students as needed.
Have students clean up.
Once students are cleaned up from making their posters, have them count off by ones and
twos to split the class into 2 teams. Have them stand with their teams on opposite sides of the
room.
Tell students they will be playing their favorite trivia game, Jeopardy, with all pest related
information for their unit review to prepare for the test theyll be taking Monday.
Pull up the game
https://www.playfactile.com/pestreview
Setup two desks in front of the screen area with 2 bells so a member from each time can
stand to ring their bell when they know the response. The teacher will have to recognize who
rang first if both attempt and will click on the board with student selections for the whole
game.
Remind students of how to play (game provides instructions if needed) *2 players come up
and stand at the bells, 1 from each team, teacher chooses category and students ring the bell
if they know the answer and if they struggle they can refer to teammates but if wrong or run
out of time, the other team gets a chance
Have each team select their captain (a fruit) and select in the game.
Have students determine team order by first name alphabetical order.
Play the game (each student will get a turn) and ask final question to the whole class.
Game should take 20 minutes.
Praise students for their correct responses and enthusiasm. Theyre ready to take the test!
Closure/Summarizing Strategies:
Have students return to their seats and get their desks cleared off and a pencil out to get ready
for the test.
Tell students they will have until 2:30 to finish the test.
Remind students that there is no talking or looking at other papers. Tell them that when they
finish, they should read their free reading choice book.
Pass out tests.
Allow students to work on tests until 2:30 (should be about 20 minutes)
Walk around the room and check on progress every so often.
Collect tests.
Tell students they were wonderful scientists during the pests unit and to keep their researcher
hats ready for next week when they begin a new science unit.
____________________________________________________________________________
Accommodations/Differentiation:
Because Student X has an IEP that specifies that she struggles with note taking and needs
extra time to take notes (as included in lesson plan) or a copy of the teachers notes, in
addition to the iPads and books, I will provide her with my notes/print outs from the unit
grouped together for her to reference while creating her pest poster. This will allow Student
X to focus on the critical part of the project and prevent frustration with sorting through
information. I will check Student Xs progress and assist her as needed.
Materials/Resources:
Pest Unit trivia game
https://www.playfactile.com/pestreview
Bells (2)
Computer
Screen
Projector
Poster board (24)
Assorted markers, crayons, pencils (enough for 24 to share)
iPads (12)
Assorted books about pests (see text set in classroom)
Partially completed Pest KWL charts (24)
Campaign poster examples (see attached)
Pest Unit Test (24) *see attached
Pencils (24)
Pest Poster rubric (24) * see attached
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable):

Personal Reflection Questions:

Was it too much fitting the game and poster into the same lesson?

Was the trivia game content too easy or too hard?

Additional reflection/thoughts:
RubiStar Rubric Made Using:
RubiStar ( http://rubistar.4teachers.org )

Making A Poster : Pest Poster

Teacher Name: R Sutton

Student Name: ________________________________________

CATEGORY 4 3 2 1
Required The poster includes All required All but 1 of the Several required
Elements all required elements elements are required elements elements were
as well as additional included on the are included on the missing.
information. poster. poster.

Knowledge Student can Student can Student can Student appears to

Gained accurately answer all accurately answer accurately answer have insufficient
questions related to most questions about 75% of knowledge about the
facts in the poster related to facts in the questions related to facts or processes
and processes used poster and facts in the poster used in the poster.
to create the poster. processes used to and processes used
create the poster. to create the poster.
Use of Class Used time well Used time well Used some of the Did not use class
during each class during each class time well during time to focus on the
Time
period. Focused on period. Usually each class period. project OR often
getting the project focused on getting There was some distracted others.
done. Never the project done and focus on getting the
distracted others. never distracted project done but
others. occasionally
distracted others.
Mechanics Capitalization and There is 1 error in There are 2 errors in There are more than
punctuation are capitalization or capitalization or 2 errors in
correct throughout punctuation. punctuation. capitalization or
the poster. punctuation.

Date Created: Nov 23, 2017 10:15 pm (CST)

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