OVERVIEW OF LESSON

Preservice Teacher Name: Brittany Alvarez

Student Audience: (Grade Level/Classroom Setting) 3rd Grade/ 24 students

Duration of Lesson: 1 hour

Concept: Biological Evolution

Sub-Concept: Unity and Diversity

Integration Element: Biodiversity

California Content Standard: (One, with number and text; strike through any portions not used)

3-LS4-3.Construct an argument with evidence that in a particular habitat some organisms can survive
well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of
evidence could include needs and characteristics of the organisms and habitats involved. The organisms
and their habitat make up a system in which the parts depend on each other.]

Measurable Objectives: (Extracted from the standard; use specific, measurable verbs; include who, what, how,
for how long, in what context)

Students will be able to describe why different organisms can survive in certain habitats, and explain
why some habitats are inhabitable for others. They will also be able to relate the concept of the ocean
species biodiversity, and relate this to their community.

Name of Literature: Spongebob Squarepants episode: Tea at the Treedome

Instructional Materials and Resources:

(amazon prime 14.99)

24 pack of composition notebooks (49.99)

30 pack of Pencils (6.29)

120 pack of Chalk (23.99)

ANALYSIS

Vocabulary: Starfish, Sea Sponge, Squirrel, Crab, Plankton, Fish, habitat, diversity

Students’ Prior Knowledge Needed for This Lesson: Students must have at least some
understanding of the ocean and the creatures which live within, and some prior knowledge about the
show Spongebob Squarepants and its characters.

Informal (formative) Assessment(s) in this Lesson: (Informal = ways you collect info about students’
learning that are not graded or scored. Describe the assessment and what it measures.)

Students will be asked if they are familiar with any ocean critters, then if they raise their hand they
will be called on to give an example.

1
 SEQUENCE OF LESSON

▪ Use bullet points to write a description of each thing that will happen during your lesson.
▪ Be specific enough that a substitute could teach your lesson.
▪ Begin each line with “teacher does/___” or “students do/___.”
▪ At the end of each activity, list the approximate number of minutes spent on the item.

PART 1: Engage/Anticipatory Set/Hook: Teacher will get the students attention starting with the
infamous quote from Spongebob “Are you ready kids?” the students will respond with “aye aye
captain” then the teacher will follow up with “I can’t hear you!” and students will once again respond
with “Aye aye captain.”

PART 2: Lesson Body: (This section might include instruction/modeling, guided practice, and independent
practice. Consider pacing in your planning; change modalities and tasks often for optimal engagement.)

Objective :
● Teacher will start by asking the students to raise their hands if they are familiar with
Spongebob Squarepants
● Teacher will then introduce the first activity that will be taking place
● Teacher will put on the spongebob episode “Tea at the Treedome” and give the students a
sheet of paper and ask the students to write down the different kinds of creatures/plants they
see throughout the episode, if they do not know the name of the plant of animal they can draw
or sketch it
● After the episode is finished the teacher will ask the students why they think spongebob
couldn’t survive in Sandy’s treedome without water
● Teacher will explain that Spongebob is a Sea Sponge which requires water to keep from drying
out as seen in the episode
● Teacher will then ask students to talk to the person next to them and discuss whether a human
would be able to survive in Sandy’s tree dome
● After a few minutes of discussion teacher will ask students to raise their hand and share what
their partner responded and the reason their partner gave them
● Teacher will then start the lesson about ocean critters including crustaceans, fish, and different
sea plants and their habitats, and the layers of the ocean and what kinds of animals reside in
the different layers
● After the short lesson students will be taken outside and assigned into 5 different groups each
group will be in charge of drawing one of the 5 layers of the ocean with labels and accurate
organisms which would reside in that specific layer of the ocean

PART 3: Closing/Reflection/Evaluate:
● Review or Self-Assessment of Objective: Students will be asked to shout out what layer of the
ocean Spongebob (a sea sponge would live in) ~the abyss
● Assessment/Exit Ticket: Students will asked to write one animal they learned about through
the lesson and which layer of the ocean it lives in