Lesson Planning Form

Content area: Science, Writing, and Art Grade level: 3

Day 1: Introduction to the lesson

State Standards (Missouri Early Learning Goals or Missouri Learning Standards):
Use evidence to construct an explanation for how the variations in characteristics among individuals
of the same species may provide advantages in surviving and finding mates. [Clarification Statement:
Examples of cause and effect relationships could be plants that have larger thorns than other plants
may be less likely to be eaten by predators; and, animals that have better camouflage coloration than
other animals may be more likely to survive and therefore more likely to leave offspring.] 3.LS3.B.1

Develop and apply skills to communicate ideas through theatrical performances.Participate in

dramatic play that reflects the environment and portrays character. 1.B.2a.2c.

Objectives (The Child Will…):

The student will be able to identify a characteristic or behavior of the insect that helps it to survive in
its environment by creating an essay consisting of two paragraphs with 95% accuracy of grammar
and spelling to support their decision.

The students will be able to act out different parts of a bug throughout the book that the teacher will
read with them.

Materials and description of set-up details:

The teacher will provide students with access to articles and pictures of various insects. Students will
pick the insect they wish to use. The student will use the pictures and/or articles to help them pick a
characteristic or behavior of the insect they would like to use. They will make observations about
their insect and identify how it may be useful to survival of the insect.
https://bugguide.net/node/view/191
Step-by-step instruction and script (This should be detailed enough such that a sub could read
the lesson and implement it flawlessly):
This section should have all of the following elements:

Anticipatory Set/Introduction
Ask questions about bugs such as: Do you like bugs?, What do bugs look like?, How do bugs
survive?.

Activity 1
1) Teacher will have students gather at the carpet and prepare for an interactive read aloud of
The Bug Book by Sue Fliess.
2) Teacher will read text stopping to identify all parts of an insect.
3) Teacher will explain differences and similarities between bugs.
4) Teacher will fill out graphic organizer in front of classroom.
5) Teacher will work finish the book and organizer with the help of students.
6) Teacher will dismiss students back to their seats.

2) What will you/students do?

1) Students will gather at the carpet.
2) Students will listen to the story and participate in the read aloud with teacher.
3) As the teacher reads, the teacher will ask students to act out what is being read.
4) Students will listen and participate in discussion with the teacher.
5) Students will learn how to use a graphic organizer.

3) Content (factual information and vocabulary with a child-friendly definition)

1) Nectar- sweet liquid in the middle of some plants

2) Antenna- on the head, used to understand their environment
3) Nests- a place some insects live

4) What critical thinking/open-ended questions will you be asking (e.g., Bloom’s taxonomy)?
What parts of your insect could help it survive?
What parts of the environment could hurt your insect?
How can you insect avoid danger?
How does your insect move? Fast? Slow?

5) What teaching strategies will you be using (e.g., modeling, scaffolding)?

Choice-making is a teaching strategy that will be used. Students will be able to pick which insect
they want to use based on options provided to them by the teacher. They are also able to decide
which characteristic they chose to use and how to explain how it helps their insect survive.
Scaffolding can also be used as the teacher helps the students find tools and prompts thinking if the
student feels stuck. Collaborative learning is also a great technique, because students get to learn
from each other and explore things they might not have seen.

6) Guided practice (Teacher is guiding the lesson)

Teacher will guide discussion and lead a compare and contrast activity using a venn diagram so
students know how to use them on day three.

7) Independent practice (Children working by themselves)

Children will explore a website about their insect to gather information for their writings about
characteristics of the insect that help it survive. They can take important notes and annotate as
needed.

8) Conclusion (How will you end the lesson?)

Whole group review about what insects are and new vocabulary needed for tomorrow’s activity.

I need to adapt this activity by (be sure to include strategies for increasing the challenge AND
strategies for increasing the support):
Simplifications:
The teacher can help the student identify characteristics of the insect and ask guiding questions. If
the student is stuck, the teacher can prompt for example, “how can the wings help them get away
from danger?”

Extensions:
Having student identify a part of their insect that may put them at risk or make it harder for them to
survive. Students can reason why that characteristic may hurt survival.

Potential problem (List 1) that may arise during this activity, and how I will prevent or solve
them (e.g., Could be a problem-solving opportunity)
A potential problem that can arise would be students having a difficult time listening due to the
manipulatives being out. A way to better prevent this would be to have a discussion before showing
the manipulatives and the expectations of them rather than just pulling them out. Another potential
problem is confusion on what a characteristics is and how it pertains to the bug’s life expectancy. A
brief discussion and observations of our human characteristics and how they benefit or do not benefit
us will help this confusion.
Describe assessment/evaluation method (e.g., photograph, oral narrative, anecdotal records):
Exit ticket having students list two things they learned about bugs.

Day 2: Open-exploration day or independent practice day

State Standards (Missouri Early Learning Goals or Missouri Learning Standards):
Use evidence to construct an explanation for how the variations in characteristics among individuals
of the same species may provide advantages in surviving and finding mates. [Clarification
Statement: Examples of cause and effect relationships could be plants that have larger thorns than
other plants may be less likely to be eaten by predators; and, animals that have better camouflage
coloration than other animals may be more likely to survive and therefore more likely to leave
offspring.] 3.LS3.B.1

Objectives (The Child Will…):

The student will be able to identify an environmental change that could affect their insect. They will
make a claim about a characteristic that can help their insect survive.

Materials and description of set-up details (How will you display the materials in an engaging
way?) OR (What independent work will the child do?):
Supplies will be placed on a table at the front of the room. We will allow students to come up and
pick all materials they feel they need to create their bugs. They will use their creations to compare
and contrast with other students. They will also be given time to act out situations using their
creations. They will explain in pair and share with a partner why the parts of their bug help it to
survive and stay safe from predators.

Playdoh
Pipe cleaners
Straws
Foam cups
Cardboard
Paint
Magazines
Foil
Popsicle sticks
What critical thinking/open-ended questions will you be asking to further children’s thinking
(e.g., Bloom’s taxonomy)?):
What could happen to your insect if it floods?
What do you think would happen if it gets very dry?
What if it is windy?
Why do some bugs fly and why do some crawl?
Are bugs poisonous?

Day 3: Field trip

State Standards (Missouri Early Learning Goals or Missouri Learning Standards):
Use evidence to construct an explanation for how the variations in characteristics among
individuals of the same species may provide advantages in surviving and finding mates.
[Clarification Statement: Examples of cause and effect relationships could be plants that
have larger thorns than other plants may be less likely to be eaten by predators; and,
animals that have better camouflage coloration than other animals may be more likely to
survive and therefore more likely to leave offspring.] 3.LS3.B.1

Objectives (The Child Will…):

The students will be given time to explore outside of the classroom. The teachers will
bring in worms and some Pill Bugs in case students have a hard time finding some
outside (i.e. if weather is unseasonably cold or snowy), these are examples of insects the
class will look for. The student will identify differences between individuals within a type
of insect. They will hypothesize and discuss why they think the differences make some
within the species better/worse at survival.

Describe the exhibit:

This section should have all of the following elements:
1) Students will be provided a picture of their bug and graphic organizer before heading
outside.
2) Students will be paired in twos and asked to line up at the door.
3) Students will go outside to explore different insects.
4) Students will be expected to take notes and document their new discoveries.
5) Students will come back to the classroom and compare and contrast their bugs.
6) Students will get into small groups and show peers their findings.
Describe assessment/evaluation method (e.g., photograph, oral narrative, anecdotal
records) :
As students converse with peers teacher will walk around and monitor their discussions.
Once finished students will turn in their graphic organizer to be graded by the teacher.

Once you go back to your classroom, how will you support children’s learning based
on this field trip?:
With whole group discussion and reflection. Students will share what they found with a
partner and then we will take volunteers to share with the whole class.