Lesson Plan – Local Plants and Animals

Developed by: Josephine Mouly School: MMES

Date: July 6, 2023 Grade level: Grade 3
Subject: Science Unit: Biodiversity

Outcomes Materials

Curricular Content: Computers

Biodiversity: Tablets
- the variety of different types of living things in an Poster paper
ecosystem. Glue
- Characteristics of local plants, animals and fungi. Colours
Access to printer
Curricular Competencies:
Communicating- represent and communicate ideas and
findings in a variety of ways, such as diagrams and simple
reports, using digital technologies as appropriate. Technology
Applying and Innovating- co-operatively design projects. Check all that apply

o Teacher laptop
Core Competency: o SMART Board
o Webcam
Communication o Digital camera
o LCD projector
o Document camera
o SMART Senteos (class
o Digital microscope
set)
o Video camera
o Computers
o Scanner
o iPad or tablet
o Colour printer
o iPod or mp3 player(
o Calculators
o FM system

Prior Learning Connections

Previously we have learned how to log on to computers and safely use “kiddle” as a search engine.

We have also previously discussed our connection to the land and how everything is
interconnected.

Special Concerns
(Classroom management items, medication information, etc).
One or two learners prefer to work independently, a few students struggle with reading and printing.
Those with sensory issues will have access to headphones and quiet spaces to work.

Differentiation/Accommodations
Students who have difficulty with reading will be partnered with someone who is proficient with
reading. They also can watch videos and use text to speech technology as they research their topics.
Those who have difficulty printing will type or have a scribe to help record new information. Those
With sensory issues will be provided with noise cancelling headphones and/or a quiet space.

Assessment
Formative Assessments
Observation: are students working co-operatively? Are they able to research their plant and animal online safely
and effectively? Are they able to record information in a way that works for them?
Self assessment: Did you think you worked well with your partner? Were you able to find information on your plant
and animal? Were you able to record information in some way? (Engagement) This will be shared with the students
beforehand.

Summative Assessment – Presentation: did the students share information about their local plant and animal?
Were they able to communicate effectively in their own way? (Action/Expression)

Procedure
Templates with symbols and images will be provided for students to give them ideas about what to research. A
Before list of local plants and animals with pictures will be provided for students to choose from. (Engagement and
the Representation) Computers will be charged and ready for use.
lesson
We will discuss as a class what makes a good researcher and why researching is an important skill. We will
discuss internet safety and the importance of using reliable sources.

- Students will be presented with a list of local animals and a list of local plants. They will
During be partnered up (except for a couple who will work independently) and together they will UDL
Guidelines
the choose their preferred local plant and animal. (Engagement by optimizing choice and
lesson See
autonomy)
http://www.udl
- Next, students will work together to research their animal using a template that provides center.org/abo
information for them to find (e.g. what does your animal eat, where do they live, first utudl/udlguidel
ines
peoples knowledge of your animal, first peoples knowledge of your plant, uses for your
plant, fun facts, etc.) They can look at images, videos, and read about their animal.
(Representation)
- They will then decide as a pair, how they would like to create their presentation (poster,
PowerPoint presentation etc.) (Engagement and Action/Expression)
- They will begin the planning process once they have recorded all their information.

**During research time, students will have the choice of where to sit. They will also have access
to self regulation tools like fidgets, wiggle seats and our calm down list. (Engagement)

In upcoming lessons, students will practice and present their presentations. They will be provided with choices
After as to how they will present and to whom they will present to. They can choose to present to the whole class, a
the small group or just the teacher. They can present by presenting orally in the moment or they can record over
lesson their presentation so that they can just hit play when it is time to “present”. Another option would be to record
the presentation privately and post on seesaw for parents and teachers to watch later in order to decrease
anxiety. (Action/Expression)

Notes/Reflections