Lesson Plan Guide
Teacher Candidate: Ashlee Webb Date: June 13, 2014
Grade and Topic:3 rd
grade/ Science Length of Lesson: 1 hour for 3 days
UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA :
● Students will research different organisms and classify them as thriving, threatened, endangered or extinct. Students will create a digital presentation with the information they find.
LESSON OBJECTIVE:
1.
Students will research different animals and classify them as thriving, threatened, endangered, or extinct.
2.
Students will organize their research information and create a power point presentation to convey information.
3.
Students will analyze and interpret their research findings by answering Think Sheet questions.
STANDARDS ADDRESSED:

Science Standard 5- Biodiversity and Change, GLE 0307.5.2
Classify organisms as thriving, threatened, endangered, or extinct.

SPI 0307.5.2
Investigate populations of different organisms and classify them as thriving, threatened, endangered, or extinct.
ISTE – STUDENT STANDARDS

Standard 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Standard 3: Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.

Standard 6: Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
MATERIALS:
1.
Internet Explorer- Google
2.
Microsoft PowerPoint
3.
One handout listing the names of four different animals
4.
One Think Sheet

BACKGROUND and RATIONALE:

Lesson Summary
The students will be asked if they know what it means to classify an animal as thriving, threatened, endangered, or extinct. After a brief discussion the students will be broken into groups of 3 and will be given a sheet of paper with the names of four different animals. The student must research each animal on the Internet and find a picture of the animal, determine if each animal is thriving, threatened, endangered, or extinct and why the animal is classified as such. The students will then organize the information and create a 4-slide power point presentation to display the results of their investigation and present it to the class. The students will then answer
Think Sheet questions.
● Students will research different animals and distinguish if they are thriving, threatened, endangered, or extinct. Students will learn the difference between thriving, threatened, endangered, and distinct.
●
Students will create a digital presentation with their findings and present to the class.
This lesson continues on the lessons prior researching and learning about our ecosystem and the environment.
● We will continue to research animals and gain a better understanding for different habitats for different animal groups.
● There will be not any differentiated plans or assessments for this lesson.
PROCEDURES AND TIMELINE:
● Introduction :
The students will be asked if they know what it means to classify an animal as thriving, threatened, endangered, or extinct. Students will read a section in their textbooks regarding thriving, threatened, endangered, and extinct organisms. Students will answer questions in their textbooks regarding thriving, threatened, endangered, and extinct organisms.

Teacher Activities before Lesson
The teacher will have:
1.
Created handouts for each group containing lists of four different animals that can be classified as thriving, threatened, endangered, or extinct
2.
Researched each animal on each list using Google to assure accessible websites are appropriate and relevant
3.
Created a Think Sheet
4.
Provided an example of a power point presentation
5.
Provided an example of how to search for information using Google
6.
Created a handout that explains how to open Internet Explorer, Google, and Microsoft PowerPoint
Activity 1
Student activities before computer use:

Students will hypothesize how each animal on the list is classified.

Students will determine search terms to help them find relevant information using
Google.
Student activities during computer use:

Students will use the Google search engine on Internet Explorer to find a picture of each animal, if it is classified as thriving,
Activity 2
Student activities before computer use:

Students will create a storyboard of the power point presentation on paper.
Student activities during computer use:

Students will create a power point presentation using Microsoft PowerPoint.

threatened, endangered, or extinct, and why it is classified as such.
Student activities after computer use:

Students will organize information in a storyboard.
Student activities after computer use:

Students will complete Think Sheet questions.
● Closure: Students will present their digital presentation to the class. Each student will complete Think
Sheet questions to be turned in to the teacher.
ASSESSMENT EVIDENCE:
Objective or
Performance
The students will classify each animal as thriving, threatened, endangered, or extinct.
The students will create a power point presentation to convey information.
Needs Improvement
1
Two or more animals were classified incorrectly.
The presentation was messy and lacked color and creativity; two or more slides were missing a picture of the animal or contained irrelevant information; several grammar and spelling mistakes were present
More than four questions were answered incorrectly.
Good
2
One animal was classified incorrectly.
The presentation was organized but needed more color or creativity; all the slides contained a picture of the animal and relevant information; a few spelling and grammar mistakes were present
Excellent
3
No animals were classified incorrectly.
The presentation was organized, colorful, and creative; all the slides contained a picture of the animal and relevant information; no spelling or grammar mistakes were present
The students will read and analyze the data from their presentation and answer
Think Sheet questions.
Two or less questions were answered incorrectly.
All the questions were answered correctly.
MODIFICATIONS:
●
●
List specific modifications for students who did not master the objectives.
List specific modifications for students who are ready for enrichment activities.

Student Digital Presentation Sample

1. What does it mean for an animal to be classified as thriving?
______________________________________________________________________________
2. What does it mean for an animal to be classified as threatened?
______________________________________________________________________________
3. What does it mean for an animal to be classified as endangered?
______________________________________________________________________________
4. What does it mean for an animal to be classified as extinct?
______________________________________________________________________________
5. Can people be the reason for some animals to become threatened, endangered, or extinct?
______________________________________________________________________________
6. Are people the reason for any of the animals on your list to become threatened, endangered, or extinct?
______________________________________________________________________________
7. Can an animal be considered thriving if its numbers are decreasing?
______________________________________________________________________________
8. Can you see an endangered animal at the zoo?
______________________________________________________________________________
9. Have you ever seen any of the animals on your list at the zoo or in a park?
______________________________________________________________________________
10. How did you think the animals on your list would be classified before you began your research?
______________________________________________________________________________