Developmental Lesson Plan

Teacher Candidate: Shannon Robicheau Date: 03/24/2021

Group Size: Whole class & 2-3 Allotted Time: 1 hr Grade Level: 3rd

Subject or Topic: carnivores, herbivores, and omnivores

Common Core/PA Standard(s):

- Standard - 3.1.3.C2: Describe animal characteristics that are necessary for survival.
- Standard - 3.1.3.A1: Describe characteristics of living things that help to identify and
classify them..

Learning Targets/Objectives:
- students will show their understanding and knowledge of the content by identifying and
distinguishing the difference between herbivores, carnivores, and omnivores.
Assessment Approaches:
1. Formative assessment:
- animal sort activity/sheet: The
students will be given a set of
animal figurines along with a
sheet to fill out. They must
work in groups to sort the
figurines into the proper
categories based on their
identification of the animals
characteristics.
- thumbs up/down: The teacher
will check in on the students
throughout the lesson and ask
them if they understand the
material so far. the students
must give a thumbs up or down
to indicate if they do or do not
understand. If some students
have their thumbs down, the
teacher must go over the
material further.
- Kahoot game: The students
will be given an access code
from the teacher to complete a
kahoot game. This will be at
the end of the lesson, and will
go over all of the material to
make sure that they understood
Evidence:
1. Formative assessment:
- Animal sort activity/sheet: The
students must complete the sort
within a small group. The
students will also be writing
down the animal on a sheet
that is given to them. The
teacher will collect the sheets
and use it as assessment data to
see how well the students
understood the material.
- Thumbs up/down: The whole
class should give a thumbs up
to show that there is a general
understanding of the material.
The teacher will observe and
go over the material further if
there are students with their
thumbs down.
- Kahoot game: The whole class
will participate in the kahoot
game, and the top three
students that are presented at
the end of the game will
receive a small prize (candy or
a small object). The teacher
can observe and collect the
data as the students are
 and reached the goals of completing the game, and can
understanding that were set. if check and see if there’s any
there's any point in the game material that needs to be
where it shows a serious lack covered further.
of understanding within the
class, the teacher must cover
the material further.
Assessment Scale (animal sort/sheet):

- five or more animals sorted correctly: proficient

- less than 5 animals sorted correctly: Below basic

Subject Matter/Content:
- Carnivores, herbivores, and omnivores.

Prerequisites:
- Understanding habitats such as forests, deserts, grasslands.
- being able to make predictions and observe.
- Knowing some of the animals that live within their area (squirrels, bunnies, birds, deer,
etc.)
- Predators and prey
- food chain

Key Vocabulary:
- Carnivore: meaning "meat eater", is an animal whose food and energy requirements
derived solely from animal tissue or meat, whether through hunting or scavenging.
- Herbivore: A herbivore is an animal anatomically and physiologically adapted to eating
plant material, for example foliage or marine algae, for the main component of its diet.
As a result of their plant diet, herbivorous animals typically have mouthparts adapted to
rasping or grinding.
- Omnivore: An omnivore is an animal that has the ability to eat and survive on both
plant and animal matter. Obtaining energy and nutrients from plant and animal matter,
omnivores digest carbohydrates, protein, fat, and fiber, and metabolize the nutrients
and energy of the sources absorbed.

Content/Facts:
- Animals that are carnivores are those that eat meat in order to obtain nutrients and fuel.
- Animals that are Herbivores are those that eat plants and vegetation to obtain nutrients
and fuel.
- animals become carnivores due to evolving within their environment and adapting to
the food source that was best sufficient for them. Their bodys adapted as well in order
to eat other animals in their environment as a food source.
- Some animals became herbivores because of the environment that they adapted in and
were given the resources that best fulfilled them. Herbivores digest the carbohydrates
and are supported properly with that food source given. They have evolved as a species
in order to eat that source of food.
 - Omnivores have the ability to eat both meat and plants, having a different digestive
tract that helps them digest both forms of food and obtain fuel from them. They have
adapted in this way due to the resources that were given within their environment.
Introduction/Activating/Launch Strategies:

Engage
- The teacher will start by reading “Porcupines Picnic: Who Eats What?” to get the
students excited and engaged in the material that they will be learning.
- After the teacher has read the book, the teacher will ask what were some key points
that they took away from the story. The students are given time to raise their hand and
respond.
- After the students and teacher discuss their findings, the teacher will then pass out
sheets of paper that will be used for the foldables. The students are given time to
section off their foldables, and write “carnivore”, “herbivore”, and “omnivore” in the
three sections that they have made.
- The teacher will also set up the slideshow that will be used for the lesson.
- The teacher will then connect the new lesson to the previous lesson by talking about
how they will be learning more about the food chain within Eastern PA forests, and
how the characteristics that they identified last class will be used to classify the animals
into carnivore, herbivore, or omnivore.

Development/Teaching Approaches

Explain
- The students will be given a sheet of colored paper and section off into three parts.
They will then label each fold as carnivore, herbivore, and omnivore.
- The teacher will refer to a slideshow that has an outline of the information for the
students to refer back to when needed. This will be used throughout the “explain”
section of the development approach.
- The students will write the information for carnivores in the “carnivore” section of
their foldable.
- The teacher will start this section by going over the information of carnivores. The
students will be able to refer back to the slideshow during the lesson that has the
common descriptions of a carnivore, and write down information in their foldable as
they learn.
- The teacher will ask the students to give a thumbs up or down if they do or do not
understand the material. Once all of the students have their thumbs up the teacher can
continue.
- The teacher will do the same thing for the information covering herbivores. The
students will be given time to complete the other section of the foldable by putting in
information that they can also refer back to on the slideshow.
- The teacher will once again ask the students to give a thumbs up or down if they do or
do not understand the material. Once all of the students have their thumbs up the
teacher can continue.
 - The teacher will finally cover the information about omnivores. The students will fill
out the omnivore section of their foldables while they learn and can refer back to the
slideshow when needed.
- The teacher will ask again for the students to give a thumbs up or down if they do or do
not understand the material. Once all of the students have their thumbs up the teacher
can continue.
- Once all of the students have their thumbs up and the teacher has gone through the
material, the teacher will then guide the students through a small sorting activity that
they will complete in their foldables. The students are given a sheet of stickers that
have a range of animals. The teacher will then guide the students through observing
and identifying an animal together (in this case, say a bear). The students must
determine as a class if they are a carnivore, herbivore, or omnivore based on the
characteristics that are shown from that animal. Once they have found which category
they belong in, they will place the sticker in the proper section of their foldable. This
builds on their identification skills while also having a sheet that they could refer back
to.
- The students are able to give their reasonings as to why they believe the animal is a
carnivore, herbivore, or omnivore, and the teacher will then ask the students to raise
their hands if they agree with the categorization.
- Before they move on, the teacher can ask the students to bring out the predator and
prey identification foldable that they completed the day before, and to ask the students
if they see any similarities between the sorting sheets.
- The students are given time to turn and talk to their partners about what they can see
for about 5 minutes. They will then come back together as a class and discuss what
they have found.
- This will help connect the information, and to find similarities between the
categorizations and identifications that they have so far found.
- Once the students have completed this activity as a class, the teacher will then discuss
the activity that they will be completing in small groups.

Explore
- The teacher will tell the students to get ready to use their new and previous knowledge
on identification and categorization.
- The teacher will explain the activity to the students while passing out the materials that
are needed.
- The teacher will tell the students that they are given 20 minutes to sit with their groups
and try and sort the animal figures that are given to them; the figures will be of animals
that can be found in Eastern PA forests (squirrels, deer, rabbits, mountain lions, bears,
raccoons, etc.). The students must discuss their reasonings and work together in order
to come up with a resolution and agreement.
- The students must then gather into their groups, set up “carnivore”, “herbivore”, and
“omnivore” plaques on their table, and work on identifying and categorizing the figures
that are given to them.
- The teacher can come around and ask the students to explain their reasonings in order
to understand their rationale.
 - the teacher can observe the students’ work in order to assess where they are with the
information.
- Once the students have completed their work, the teacher can then bring them back
together and give the students the chance to raise their hand and discuss what they have
found during their sorting activity.

Evaluate
- The teacher will then set up a kahoot game for the students to complete.
- The kahoot will cover the material that the students have learned within this lesson.
- The teacher can evaluate and record the information given during the kahoot. If it
shows that there is a lack of understanding within the class, the teacher can quickly go
over the material further in order to make sure that the students understand the
information.

Closure/Summarizing Strategies:
Elaborate
- The teacher will discuss quickly go over the material that was learned once again and
ask the students one thing that they learned that day. The students are given the chance
to raise their hand and answer.
- If any students have a question, they are also given time to raise their hand and ask for
a better or further explanation of an idea from the lesson.
- The teacher will then discuss why this content is important to cover by explaining how
the students can apply this to the animals that they find either within their area that they
live or whenever they may be outside.
- The teacher will connect their knowledge that they have built so far and connect it to
the next lesson, saying that they will be using their knowledge on identification,
characteristics, and food chains in order for animals to adapt and survive within their
environments.

Accommodations/Differentiation:
Follow all IEPs

A student in the classroom has a visual impairment. I will accommodate for the student by
having an enlarged version of all of the worksheets and material that will be used in the lesson
along with a projector to set up so that the student can see the book that is read in the
introduction section of the lesson clearly.

Materials/Resources:
- Porcupines Picnic: Who Eats What? by Betsy R. Rosenthal: Rosenthal, B.R., ( 2017).
Porcupines Picnic: Who Eats What? Millbrook Press an imprint of Lerner Publishing
Group.
 - animal stickers
- carnivore, herbivore, omnivore slideshow
- colored sheets of paper (20)
- pens and pencils
- glue/tape
- scissors
- animal figurines
- lesson slideshow:

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts