Lowndes County Public Schools
LESSON PLANS
Teacher: Adrienne Boykin
Date: October 26-30, 2015
Subject: Science
Block: 3rd Grade
Alabama CCSS: standards
Science 3.3 Describe ways energy from the sun is used.
3.7 Describe the life cycle of plants, including seed, seed germination, growth, and reproduction.
*Classifying plants according to their features
3.8 Identify how organisms are classified in the Animalia and Plantae Kingdoms.
SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
W.3.2b Develop the topic with facts, definitions, and details.
ACTIVATING LEARNING STRATEGY:
KWL
Survey
First Word
Word Splash
Possible Sentence
Concept Map
Word Map
Frayer Model
Anticipation Guide
Think-Pair-Share
Vocabulary Overview
Daily Language Practice
(DLP)___________________
Engagement Strategies:
- Collaborative Group Work
- Questioning Techniques
Technology Integration: *
Camera
Smart board
COGNITIVE TEACHING STRATEGIES:
- Writing to Learn
- Scaffolding Text
*
Document Camera
*
IPADS
Lecture
Reading
Model
Graphic Organizer/VLT
Pictograph
Diagram
Hands-on
Mind Map/Visual Guide
- Literacy Groups
-Classroom Talk
Mac Books
Clickers
This Week’s Vocabulary: amphibian, backbone, bird, fish, mammal, reptile, vertebrate
Poem, Rhymes, etc.
Acronyms/Word
Other: Video
Other:_____________________
* Computers
Kindles
Interactive Tablets
Digital/ Video
ACCESS
Computer Program:___________
Other: YouTube
PROCEDURAL CONTENT (application) Chapter 2 Lesson 1&2
Essential
Question
Objective
Preview
(Before)
Instruction
(During)
(After)
Monday
Day 1: How can we classify
animals?
Tuesday
Day 2: How can we classify
animals?
Wednesday
Day 3: How can we classify
animals?
Thursday
Day 4: How can we classify
animals?
Friday
Day 5: How can we classify
animals?
Students will model how
backbones move.
Students will classify
vertebrates by their behaviors
and physical traits.
Students will compare
characteristics of mammals,
birds, fish, amphibians, and
reptiles.
Students will model how
backbones move.
Students will classify
vertebrates by their behaviors
and physical traits.
Students will compare
characteristics of mammals,
birds, fish, amphibians, and
reptiles.
Students will model how
backbones move.
Students will classify
vertebrates by their behaviors
and physical traits.
Students will compare
characteristics of mammals,
birds, fish, amphibians, and
reptiles.
Students will model how
backbones move.
Students will classify
vertebrates by their behaviors
and physical traits.
Students will compare
characteristics of mammals,
birds, fish, amphibians, and
reptiles.
Students will model how
backbones move.
Students will classify
vertebrates by their behaviors
and physical traits.
Students will compare
characteristics of mammals,
birds, fish, amphibians, and
reptiles.
Classifying Vertebrates
Video Turn and Talk
(Essential Question)
Types of Birds and Fish
Video Turn and Talk
(Essential Question)
Amphibians and Reptiles
Video
Name One (Class
Discussion)
SUBSTITUTE
Group Discussion (EQ)
Name Groups of Vertebrates
(review)
Choral Read/ Close
Reading “Traits of
Vertebrates” pp. A36-A37
Ask and Answer Questions
Continue Choral Read/
Close Reading, “Birds &
Fish” pp. A38-A39
Ask and Answer Questions
Continue Close Reading,
“Amphibians & Reptiles”
pp. 40-42
Ask and Answer Questions
Visual Summary- review the
main concepts of the lesson
by discussing key points in
the graphic organizers
Which Animals are
Vertebrates Classification
Compare and Contrast
traits of birds and fish
Wrap Up Review Questions
p. A43
Vertebrates Quiz
Classifying Worksheet
Classifying Fill-in-the-Blank
Worksheet
Extension/
Refining
Homework
Assessment (formal or informal): *
class work
notebook *
homework
quizzes
tests
computer activities
collaborative work
project based
Other:___
Summarizing:
3-2-1 *
Ticket out the Door
The Important Thing
Cue Cards *
Teacher Questions *
Student Summary
Other: ____________________