CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
Student Teacher: Liz Maxwell
Grade Level: 3rd
Date: 21 May 2014
State Standard:
CA Standards:
3.d. Students know when the environment changes, some plants and animals survive and reproduce; others
die or move to new locations.
3.e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and
that some of those resembled others that are alive today
Subject: Science
Name of Lesson: Dinosaurs!
Period / Time: 40 minutes
I. Goal:
The student will be immersed in the world of dinosaurs and other extinct
animals. The student will be able to use proper research skills to discover
characteristics of a dinosaur era of their choice.
II. Objectives:
a. The student will be able to conduct their own research with
limited help from the worksheet and teachers.
b. The student will be able to describe his or her own dinosaur.
c. The student will be able to use the four vocabulary words in
context: fossils, paleontologist, endangered species, and extinct
species.
Required Adaptations/Modifications:
For ELLs/students with special needs, an
additional scaffolded research worksheet
will be provided (see attached)
Required Adaptations/Modifications:
ELL students and students with reading
difficulties will have more scaffolding on
the worksheets and be able to ask for
more help.
III: Faith / Values Integration:
Required Adaptations/Modifications:
The dinosaurs could have lived during Bible times. We as Christians This has been checked with the co-op.
do not believe that the Earth is millions of years old, but rather
Lutheran views.
thousands of years. We are on God’s time. God could have created
the earth in 6, 24 hour days, or however long.
IV. Integrated Technology:
Projector with powerpoint/prezi
Computer lab
Required Adaptations/Modifications:
V. Materials:
Provided worksheet
Computers
Required Adaptations/Modifications:
Worksheets will vary depending upon
student ability.
CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
VI: Procedure:
Required Adaptations/Modifications:
A. Set / Hook: Review from yesterday.
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Go over the four vocabulary words again. Ask different students
to use it in a sentence.
Ask them to take out the worksheet that we completed in class
yesterday. Briefly go over it to clear out any confusion between
the three periods.
If didn’t have time to handout the worksheets that are “period
specific” now will be the time to do it.
B. Transition: Explain computer lab etiquette.
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There will be a time limit. I do not want to spend the entire time
in the computer lab. This is with hoping that the students had
completed some research on their own at home.
Computer lab etiquette:
o Depending on the computer/kid ratio, groups of no more
than two per computer.
o Must remain on-task.
o Will receive a warning if discovered off-task.
o Second time, will have revoked computer privileges and
will have to complete the research at home or during
recess if one does not have access to a computer at
home.
Move to computer lab.
C. Main Lesson: Computer lab research time.
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Each worksheet will have different suggestions of websites to
check as well as prompting questions.
o See LessonPlan2graphicorganizer1 (2,3)
o Depending on what period they chose, it will correlate
with a different worksheet.
These questions are more to get them started. The ultimate goal
of this project is for the students to broaden their imagination
and to examine what could have been possible. Since we do not
know exactly what happened, I want them to become scientists
and speculate what could have been.
Curiousity.com. from discovery
Goal time for in the computer lab will be 30 minutes.
o This time can be adjusted as I work more with my co-op.

D. Transition: Time’s up! Gauge how much the majority of the
students got done.
 Back to classroom

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There will be a graphic organizer
that is semi-filled out for the ELLs,
with definitions for herbivore,
carnivore, and omnivore.
Perhaps a packet for everyone
with the materials and
instructions for the whole unit?
CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
E. Conclusion: Someone please share one thing that they learned
from the research that they thought was awesome! Literal/Creative
Set out the expectations for the following day.
 Createosaurus!
o Time permitting; students can begin brainstorming ideas
for the names of their dinosaurs.
o This will be more of a relaxed time after the research.
o Students will be working independently, but perhaps
have time to share their ideas. Maybe write some on the
board to get the juices flowing? Creative
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It will be another workday.
The clay will be set out.
In order to get a section of clay and a chance to work, they must
have their research paper and suggested name for their dinosaur
checked and initialed by me.
Go over vocabulary words one more time.
Fossils, paleontologist, endangered species, extinct
species.
VII. Assessment:
Informal assessment: all of the graphic organizers filled out.
Each student has his or her research worksheet filled out and the
name or a list of names for their own dinosaur.
Required Adaptations/Modifications:
Some students may require more time to
complete this step. Therefore, take it
home to research.
VIII. Assignment:
None, unless they need to finish researching.
Required Adaptations/Modifications:
Perhaps give them more time in a
different period if they don’t have a
computer at home.
IX. Self-Evaluation:
Did they understand how to research?
Did they find effective information?
More scaffolding? Less scaffolding?
X. Coop’s Comments: