Name: Date: Grade Level: 3rd Subject: Science
Lesson Topic/Concept: EQ:
Why is skin necessary for protection and for the body to remain healthy?
Standard: 3.L.1.2 Explain why TLW:
skin is necessary for protection Explain how skin helps keep out germs that cause infection.
and for the body to remain Summarize why skin is necessary for protection and overall health.
healthy.
“Inquiry” (students) What cooperative learning strategy can you use?
Teacher: (Inquiry)
• Asks open-ended, or divergent Begin lesson by introducing students to how skin protects us by giving the students
questions (such as “What are you some “fun facts”. The slides with the fun facts have blanks, which will allow the
doing?” “Tell me about what you’re students the opportunity to guess what they think fills in the blank. The students will
thinking?” and “What do you think use sign language to choose the answer choice they think best and we will go over it as
would happen if…?”); a class.
• Waits 5-7 seconds after asking
questions, giving students time to After the students are introduced to the fun facts, the students will participate in a
think; timed pair share and discuss the question: How do you think your skin protects you
• Responds to students by repeating and keeps you healthy?
and paraphrasing what they have
said without celebrating or
criticizing (to encourage students to
think for themselves and to
discourage looking to the teacher
for validation);
• Avoids telling students what to do,
evaluating, rejecting, or
discouraging student ideas and
behaviors;
• Maintains a disciplined classroom.
“I DO” (Teacher Input & Modeling)
Teacher:
• Demonstrates new learning; The teacher will model and facilitate the completion of the lab activity assisting students as
• Models content and meta-cognitive needed.
strategies
• Conducts Think-Alouds;
• Checks for understanding using
questioning and active participation
strategies.
All Students:
Demonstrate active processing of new
information by responding appropriately
to teacher cues.
“WE DO TOGETHER” (Shared Practice) - What cooperative learning strategy will you use?
Teacher:
Students will conduct an experiment to determine how skin protects your body and keeps
• Uses a variety of quick engagement germs and infections outside the body.
and active participation strategies to
practice new learning with students;
The students will begin by determining how the glove will represent their skin and how pepper
• Checks for understanding and represents germs. Each student will put one glove on their hand and stick their hand in a small
provides immediate, specific, and Tupperware container full of water and pepper. The students will then take their fingers out of
abundant feedback. the water. The students will make observations about what happened. We will discuss how the
All Students: glove represented their skin and it didn’t allow any germs to get inside the glove. The students
Demonstrate initial understanding by will then take the glove off and dry it to get most of the germs off. They will then cut a small slit
responding appropriately to verbal and in one of the fingers and repeat the experiment. This will represent what happens when the
other cues. skin gets a cut or if we didn’t have skin. The students will see that skin protects us and keeps
germs and infections out.
“WE DO TOGETHER” (Cooperative Learning)
Teacher:
• Predetermines teams based on
identified student needs;
• Sets behavioral and procedural
expectations for student interaction
(i.e. student roles, time, outcomes);
• Monitors, assesses, and provides
immediate, specific, and abundant
feedback to individuals and groups;
• Meets with students to reteach as
needed (use a different modality or
intelligence to reteach).
All Students:
• Work together to develop deeper
understanding of new learning;
• Can explain new learning with
assistance as needed;
• Demonstrate an ability to utilize
metacognitive strategies.
“CLOSURE”
Teacher:
• Informally assesses attainment of The students will complete a “ticket out the door” where they explain how their skin is like the
objective (i.e. ticket out the door, wrapper on a piece of candy.
places check marks on student
papers as students are completing
assignment)
All Students:
• Can restate ways to apply objective;
• Can self-assess and reflect upon
learning.
“YOU DO ALONE” (Independent Practice)
Teacher:
• Monitors students working
independently and checks for
accurate understanding of the skill
(if in class);
• Assesses student mastery of content;
• Intervenes with struggling students
as needed through individual or
small group instruction.
All Students:
• Work independently to apply new
learning;
• Demonstrate mastery of new
learning.
Comments:
Differentiation:
Homework / Assessment:
