Grade Level: 3
Subject: Cross-Curricular (Science and Reading)
Unit Title: Big Idea 15: Diversity and Evolution of Living Organisms
Lesson Title:
Duration of Lesson
Date:
(Days):
Vertebrates and Invertebrates
5 days
April 21- May 2
Essential Question:
Design Question Focus of the Lesson (elements from other DQ’s may be used as support)
☒ Introduce New Knowledge ☒ Deepening or Practicing (DQ ☐ Generating and Testing
(DQ 2)
3)
Hypothesis (DQ 4)
-Identifying new vocabulary
-Questions that compare and
contrast animals
Vocabulary:
Characteristics, vertebrate,
mammal, reptile, amphibian
Invertebrate, arthropod, and
insect
-Questions that require
making predictions or
inferences that are based on
classifying animals.
Standard(s): Including NET(S)
NGSSS: SC.3.L.15.1
Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods,
vertebrates, and invertebrates, those having live births and those which lay eggs) according to
their physical characteristics and behaviors.
NET(S):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and
formats
4. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
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b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
d. Transfer current knowledge to learning of new technologies
Assessment and Monitoring:
Journal Topics and Class Discussions:
Formal
• How can you classify animals into different groups?
Assessment
• Why are there animals who give birth to live young and those who only lay
eggs?
• What is the difference between vertebrates and invertebrates? Why are the
differences important?
• How are the physical characteristics of animal important?
Final Project on Vertebrates and Invertebrates
Summative
Assessment
Learning Goal and Lesson Description
Students will be able to classify animals into two major groups. Students will be able to
successfully compare and contrast a selected vertebrate and invertebrate for their summative
assessment.
Learning Targets: (write in the scale below)
2.0 Simpler Content:
3.0 Learning Target:
Students will recognize and
Students will be able to
recall foundational vocabulary
classify animals into major
Students will be able to categorize
groups based on physical
animals based off of one specific
characteristics and
characteristic.
behaviors.
Depth of Knowledge
(DOK) required from
Standard:
Level 1:☐2:☐3:☒ 4:☐
4.0 More Complex:
Students will be able to
summarize how major
groups that animals are
interrelated basics on
characteristics and
behaviors.
Differentiated Instruction
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These resources will help teachers easily identify resources that could be completed
independently so students are able to gather information for their summative assessment. These
items should be used to reinforce a concept taught during whole group instruction for students
that are below grade level.
***Note: You must have Science Fusion and a log-in to use these resources:
(Teachers must be logged into Think Central to access Science Fusion resources.)
Science Fusion Leveled Reader-Below Level: Types of Animals
Science Fusion Leveled Reader-Below Level: What Kind of Animal?
Science Fusion Leveled Reader-Below Level: Turtle Story
Lesson Sequence
Teacher Note: Although this project seems to be very hectic and time consuming, it is
manageable and is broken into individual steps. This lesson plan is designed to reteach after the
standard and subsequent lessons for SC.3.L.15.1 have been taught. Students must have
background knowledge and an understanding of invertebrates and vertebrates before beginning
this project. This lesson would be best taught in a computer lab-setting with a projector
connected to the teacher’s computer so students have a visual as the teacher creates examples
while giving instruction.
Day 1:
Expectations MUST be created, so students will watch a demonstration video of a digital
storytelling example before they (the students) are able to select a topic for their writing. Please
refer to the YouTube Video: https://www.youtube.com/watch?v=rUZXBc6yRhU
Next, ask students what they thought about the video. What is digital storytelling? Next, refer to
the curriculum resource page located through WikiSpaces:
http://vfreund.wikispaces.com/Curriculum+Resources Explain to students that they will be
creating a project where they will compare and contrast one vertebrate and invertebrate. Then,
allow students to navigate through the resources and give them about 15-20 minutes to explore
the sites of vertebrates and invertebrates. Have them write their selected choices down: one
vertebrate and one invertebrate. Encourage students to select animals that they do not know
much about, this will encourage the researching process and stimulate comprehension. After the
20 minutes are up, bring students to the library so they are also able to check out related
resources on their animals.
Day 2: Students should have their selected vertebrate and invertebrate written down.
Please refer to this link:
http://prezi.com/inpt5iltscp6/?utm_campaign=share&utm_medium=copy for a teacher created
example. Students should be shown this first, so they can see what their project will look like as
the end result.
Next, students will need to be shown how to use Prezi. Please refer to this video first if you need
some assistance with using the program: https://prezi.com/support/.
You will use this time to help students navigate through the program and assisting where needed.
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They must become familiar with this program before initially starting their digital part of the
project.
Day 3: Now, your students should have an understanding of Prezi along with their selected
animal choices. They will now begin their actual digital project. They must first handwrite the
following before typing and transferring to Prezi:
- Create a summary for each animal (vertebrate and invertebrate). Students will create a
short description (about a paragraph or so) for each animal. Students should be
encouraged to write more if they wish.
- Come up with five facts that compare and contrast their animal (they may work online
and find information from their library books). You may give them ideas to compare and
contrast their animal such as: diet, habitat, weight or size, life span, etc.
- Find at least one picture of their invertebrate and vertebrate.
- (Optional- extra credit purposes) Students may find a YouTube video (or use
TeacherTube) to provide their audience a visual experience. Students must be able to
have an understanding with embedding the video into Prezi. Please refer to this video for
more information on how to embed YouTube into Prezi.
http://www.youtube.com/watch?v=wf89BKWECoA
Student will continue on with their project on Day 4. By the end of Day 3, students
should have most of their information written down that they wish to add to their Prezi.
Before Day 4, make sure to check over their information. Once students have gotten their
information checked off by you (the teacher), they may begin using Prezi,
Day 4: Continue with Day 3. Students should make their final touches by the end of the time
frame allowed for the project today. Remember that students must be finished with writing down
all of their information first, before adding things to Prezi. This allows the teacher to proofread
and have the students include any other information that they may be missing.
Day 5: Students should be finished with their end result for their summative assessment/project.
Students will present their project to the class. Remember to use the rubric during this time to
grade their assignment.
Teacher Print Resources
Below are print resources that can be used during small group and homework activities.
****Note: Teachers must be logged into Think Central to access Science Fusion resources.
Science Fusion - Unit 7 - Lesson 1 - Pgs. 211 - 222
Science Fusion - Unit 7 - Lesson 2 - Pgs. 223 - 232
Science Fusion - Unit 7 - Lesson 2 - Pgs. 233 - 242
Inquiry Flip-Chart Lesson 2 Make a Backbone
Inquiry Flip-Chart Lesson 3 Invertebrate Count
Inquiry Flip-Chart Lesson 4 How Do You Classify Things?
Fur and Feathers by Janet Halfmann
Animal Homes by Ann O. Squire
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Animals of the Sea and Shore by Ann O. Squire
Endangered Animals by Rhonda Lucas Donald
Addition Lessons (for support)
Gr3-Big Idea 15: Diversity and Evolution of Living Organisms-Lesson Plan: Animap
Gr3-Big Idea 15: Diversity and Evolution of Living Organisms-Lesson Plan: Do Not Disturb!
Technology Resources:
Gr3-Big Idea 15:
Diversity and Evolution of Living Organisms - A variety of preselected resources located in
Safari Montage including, but not limited to, whiteboards, interactive fillable documents, image
activities, guided practice, challenge problems, videos, quizzes, digital lessons and audio files.
Adaptations for Unique Student Needs: (ELL, Special Education, Gifted, Students who
lack support for school)
Extended time for formative and summative assessment, use of visuals.
Rubric (Summative Assessment)
Digital Storytelling : Comparing and Contrasting Invertebrates and Invertebrates
Content
4 - Excellent
Research
(Content, and
Animal
Description)
Students have
included five or
more facts from
their research on
their selected
vertebrate and
invertebrate.
Conventions
(Spelling,
Grammar,
Punctuation)
3 - Satisfactory
2 - Needs Improvement 1 - Unsatisfactory
Students have included Students have included
three or four facts from one or two facts from
their research on their
their research on their
selected vertebrates
selected vertebrates and
and invertebrates.
invertebrates..
Students have one Students have a small
or two spelling
number of spelling
mistakes or
mistakes and
grammatical errors, grammatical errors, but
but they do not
they do not interfere
interfere with
with understanding the
understanding the
story.
story.
Students have spelling
mistakes and
grammatical errors that
occasionally interfere
with understanding the
story.
Students have included
no research on their
selected vertebrates and
invertebrates..
Students have spelling
mistakes and
grammatical errors that
interfere with
understanding the story.
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Students have used Student has included
Student has included a
Student has made no
Visual
several images,
few images, background
effort to change the
Appearance images, background
appearance of words.
(Text Quality, colors, and changed background colors and colors, or has changed
appearance of text
has changed the
the appearance of words Student has not included
Images,
appearance of their
to create a more visually images or background
Background to create a visually
interesting story
words to create a
interesting story.
color.
Colors)
throughout the
visually interesting
entire presentation.
story.
Students have
Students have included
Story Quality
created examples of partial information
(Cohesive,
similarities and
with the information
Detailed,
differences that
they have researched
Orderly)
integrate both
online.
information
researched online,
related materials
and from their
science book.
Students have repeated
information researched
on their project with a
few details.
Students have repeated
information throughout
their project.
Students have
Students have credited
Works Cited
(website links credited all of the some of the sources for
used and book sources for pictures, pictures, and text in
and text in their
their presentation, but
titled
presentation.
have not credited all
disclosed)
sources.
Students have given
credit for one or two of
the pictures, and text in
their presentation, but
have not credited all
sources.
Students have not given
credit for pictures, and
text, used in their
presentation.
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