final lesson plan invertebrates

(1)

USF Elementary Education Lesson Plan Template (S 2014)

USF Elementary Education Lesson Plan Template (S 2014) Name:Name: Jordan Martel Jordan Martel Grade Level Being Taught:

Grade Level Being Taught: 3rd 3rd Subject/Content: Subject/Content: Classifying nvertebrates Classifying nvertebrates Grou! Grou! Si"e: Si"e: #ate

#ate of of Lesson: Lesson: $$/3%/&%$'$$/3%/&%$'

Lesson Content Lesson Content (hat Standards )national

(hat Standards )national or state* relate to this or state* relate to this lesson+

lesson+

(ou s!ould include "LL (ou s!ould include "LL applica#le standards$ %arely applica#le standards$ %arely do teac!ers use &ust one' do teac!ers use &ust one' t!eyd neer *et t!rou*! t!eyd neer *et t!rou*! t!em all$)

t!em all$)

SC.3.L.15.1

Classify animals into major group

Classify animals into major groups (mammals, birds, reptiles, amphis (mammals, birds, reptiles, amphibians, fish, bians, fish, arthropodarthropods,s, vertebrates and invertebrates, those having live births and those which lay eggs) according to their vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical ch

physical characteristics anaracteristics and behaviord behaviors.s.

,bjectives- (hat are you ,bjectives- (hat are you teaching+

teaching+ (Student+cent

(Student+centered' ,!at -illered' ,!at -ill students .no- and #e a#le to students .no- and #e a#le to do a/ter t!is lesson nclude do a/ter t!is lesson nclude t!e "3s o/ o#&ecties' t!e "3s o/ o#&ecties' action5 #e!aior5 condition5 action5 #e!aior5 condition5 and de*ree o/ mastery5 i$e$5 and de*ree o/ mastery5 i$e$5 63'

63' 7ien a sentence -ritten7ien a sentence -ritten

in t!e past or

in t!e past or present tensepresent tense55 "'

"' t!e studentt!e student '' -ill #e a#le-ill #e a#le to re+-rite t!e sentence in to re+-rite t!e sentence in /uture tense

/uture tense'' -it! no errors-it! no errors in tense or tense

in tense or tense contradictioncontradiction (i$e$5  -ill see !er

(i$e$5  -ill see !er yesterday$)$6 yesterday$)$6

8ote' e*ree o/ mastery does 8ote' e*ree o/ mastery does not

not need to #e a percenta*e$) need to #e a percenta*e$)

1$

1$ "/ter "/ter *oin* t!ro*oin* t!rou*! t!e Pu*! t!e Pre9i presre9i presentation a#oentation a#out inerte#ratesut inerte#rates5 students -5 students -ill #eill #e a#le to identi/y an

a#le to identi/y an art!ropodart!ropods and an s and an insect$insect$ 2$

2$ Students -Students -ill record ill record t!e in/ormatiot!e in/ormation t!at t!ey n t!at t!ey learned /rolearned /rom our class m our class discussion ondiscussion on t!e /olda#le$

t!e /olda#le$ :$

:$ T!is s!ould #e T!is s!ould #e -it!out er-it!out error in cror in con/usin* t!e don/usin* t!e di;erent -ays i;erent -ays o/ classi/yin*o/ classi/yin* inerte#rates$

inerte#rates$ 4$

4$ T!ey s!ould #e T!ey s!ould #e a#le to ea#le to e<plain t!e spec<plain t!e speci=c di;erenci=c di;erences t!at eaes t!at eac! o/ t!ese c! o/ t!ese animalsanimals !ae$

(2)

The world’s largest digital library

Try Scribd

FREE for 30 days to access over 125 million titles without ads or interruptions!

Start Free Trial

(3)

Try Scribd

FREE for 30 days to access over 125 million titles without ads or interruptions!

Start Free Trial

Cancel Anytime.

.valuation lan- 0o1 1ill .valuation lan- 0o1 1ill you 2no1 students have you 2no1 students have mastered your objectives+ mastered your objectives+ "ddress t!e /ollo-in*'

"ddress t!e /ollo-in*'



 ,!at /ormatie eidence,!at /ormatie eidence -ill you use to document -ill you use to document student learnin* durin* student learnin* durin* t!is lesson

t!is lesson



 ,!at summatie eidence,!at summatie eidence -ill you collect5 eit!er -ill you collect5 eit!er durin* t!is lesson or in durin* t!is lesson or in upcomin* lessons upcomin* lessons

ormative ormative''

>iscussion (tally mar.s o/

>iscussion (tally mar.s o/ studentsstudents -!o respond)

-!o respond)

>eli#erate c!ec.+in ?uestions

>eli#erate c!ec.+in ?uestions (ma.e(ma.e notes)

notes)

>@#seration -it! notes >@#seration -it! notes

>3!ec. insAstand up i/5 t!um#s >3!ec. insAstand up i/5 t!um#s upBdo-nC

upBdo-nC >@n a scale o/

>@n a scale o/ 1+:+++con/usin*51+:+++con/usin*5 understandin* understandin* Summative: Summative: >,or.s!eet >,or.s!eet +8otes

+8otes ta.en ta.en on on /olda#le/olda#le

ormative:

ormative: 8otes durin* independent practice a#out ease 8otes durin* independent practice a#out ease o/ completin* *rap!ico/ completin* *rap!ic or*ani9er independently

or*ani9er independently$ (SDstru**lin*C Dneeds $ (SDstru**lin*C Dneeds a little a little !elpC 7D*ood)!elpC 7D*ood) Summative:

Summative: 3ompleted 7rap!ic 3ompleted 7rap!ic @r*ani9er@r*ani9er Lesson m!lementation Lesson m!lementation Ste!-by-Ste! lan

Ste!-by-Ste! lan

(,!at e<actly do you plan to (,!at e<actly do you plan to do in teac!in* t!is lesson e do in teac!in* t!is lesson e t!orou*!$ "ct as i/ you needed t!orou*!$ "ct as i/ you needed a su#stitute to carry out t!e a su#stitute to carry out t!e lesson /or you$)

lesson /or you$)

,!ere applica#le5 #e sure to ,!ere applica#le5 #e sure to address t!e /ollo-in*'

address t!e /ollo-in*'



 o- -ill materials #eo- -ill materials #e distri#uted distri#uted Time Time  min  min ,!o is ,!o is responsi#l responsi#l e ( e (TTeac!ereac!er or or Students) Students) T Teac!ereac!er

Each content area may require a

Each content area may require a diferent step-by-step ormat. Usediferent step-by-step ormat. Use whichever plan is appropriate or the content taught in this lesson. whichever plan is appropriate or the content taught in this lesson. For example, in science, you would detail the 

For example, in science, you would detail the  Es hereEs here !Engage"Encou

!Engage"Encountering the #dea$ ntering the #dea$ Exploring the #dea$Exploring the #dea$

Explanation"%rgani&ing the #dea$ Extend"'pplying the #dea$ Explanation"%rgani&ing the #dea$ Extend"'pplying the #dea$ Evaluation(.

Evaluation(.

ntroductionB Transistion' ntroductionB Transistion'

1$

1$ "/ter "/ter t!ey are t!ey are =nis!ed -it! =nis!ed -it! t!e mat! pot!e mat! portion o/ t!e rtion o/ t!e day  -illday  -ill as. t!em to put a-ay t!eir t!in*s and *ra# t!eir

as. t!em to put a-ay t!eir t!in*s and *ra# t!eir sciencescience /olders5 t!eir iPads5 and *lue$ Students may sit on t!e carpet /olders5 t!eir iPads5 and *lue$ Students may sit on t!e carpet

(4)

Try Scribd

FREE for 30 days to access over 125 million titles without ads or interruptions!

Start Free Trial

Cancel Anytime.

tt!e room doin* o- are!e room doin* o- are t!ey supportin* students t!ey supportin* students learnin*

learnin*



 ,!at model o/ ,!at model o/ co+teac!in*co+teac!in* are you usin*

are you usin*

2 min 2 min Student Student T Teac!ereac!er #e a#le to

#e a#le to identi/y t!e di;erences -it!in t!ese *roups o/identi/y t!e di;erences -it!in t!ese *roups o/ inerte#rates$

inerte#rates$ #irect nstruction #irect nstruction

1$ Guestion' Ho any o/ you .no- -!at an inerte#rate is or could 1$ Guestion' Ho any o/ you .no- -!at an inerte#rate is or could #eI

#eI

2$ae a discussion and t!en loo. at

2$ae a discussion and t!en loo. at our indiidual iPads andour indiidual iPads and e<amine t!e pictures o/ di;erent inerte#rates as conte<t clues$ e<amine t!e pictures o/ di;erent inerte#rates as conte<t clues$ :$  -ill call

:$  -ill call on a /e- students to *et t!e -!ole *roup inoled andon a /e- students to *et t!e -!ole *roup inoled and -e -ill t!en -rite on t!e ri*!t side

-e -ill t!en -rite on t!e ri*!t side o/ our /olda#le$ ( -ill -riteo/ our /olda#le$ ( -ill -rite similar notes on t!e oer!ead pro&ector$)

similar notes on t!e oer!ead pro&ector$) 4$

4$ "lon* t!e -ay  -"lon* t!e -ay  -ill as. students to adill as. students to add in/ormation5 i/ t!eyd in/ormation5 i/ t!ey a*ree or disa*ree5 and to proide e<amples o/ t!e

a*ree or disa*ree5 and to proide e<amples o/ t!e arious animalsarious animals -e are discussin*$

-e are discussin*$

$ %epeat t!is process as -e *o alon*

$ %epeat t!is process as -e *o alon* t!rou*! t!e di;erentt!rou*! t!e di;erent classi=cations o/ inerte#rate animals$

classi=cations o/ inerte#rate animals$ $

$ Students -ill also recorStudents -ill also record any interestin* /acts or ideas on t!ed any interestin* /acts or ideas on t!e /olda#le t!at !as #een *lued

/olda#le t!at !as #een *lued into t!eir science /older$into t!eir science /older$ Guided nstruction

Guided nstruction

). %*ay, now # want each o you continue to loo* at the +re&i and ). %*ay, now # want each o you continue to loo* at the +re&i and gather your own thoughts on what an arthropod is, an insect or gather your own thoughts on what an arthropod is, an insect or an invertebrate

an invertebrate

:$ "/ter t!ey are almost done t!en

(5)

Try Scribd

FREE for 30 days to access over 125 million titles without ads or interruptions!

Start Free Trial

Cancel Anytime.

t

t hroughout the wee*.hroughout the wee*.

4eeting your students5 4eeting your students5 needs as !eo!le and as needs as !eo!le and as learners

learners

f a!!licable6 ho1 does this lesson connect to the interests and cultural f a!!licable6 ho1 does this lesson connect to the interests and cultural bac2grounds of your students+

bac2grounds of your students+  !ae included animals t!at many o/ my

 !ae included animals t!at many o/ my students are really interesstudents are really interested in and !aeted in and !ae preious .no-led*e a#out$

preious .no-led*e a#out$ #i7erentiation8based on

#i7erentiation8based on the needs of your students the needs of your students ho1 1ill you ta2e

ho1 1ill you ta2e individual and grou! individual and grou! learning di7erences into learning di7erences into account9

account9

elevant sychological elevant sychological Theories and research Theories and research ta2en in consideration ta2en in consideration 1hen !lanning this lesson 1hen !lanning this lesson