Hunter-Brown
Unit Title: Animal Survival
Theme: Animals
“The physical Structures of animals have specific functions with respect to the survival of
the organism. These structures enable animals to carry out life processes” (Harcourt
Science Teacher's Edition, 2005)
Grade: 3
Overview/Rationale:
The animal unit is part of the third grade curriculum in the Detroit Public Schools
System. All third grade students must learn about the basic needs of animals and 5
animal groups. This unit follows a unit about plants and the needs of all plants to live
and survive. It also follows the Detroit Public Schools pacing chart of what all 3rd grade
students should be learning.
Overview of Lessons:
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Lesson 1: Animal Needs
Animals get the things they need to live and survive from their surroundings.
Why animas have these needs
Where animals needs are found in the environment
All animals don’t meet their needs in the same way
Animal traits
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Lesson 2: What Are Mammals?
Mammals are classified into groups based on traits they share
3 traits of all mammals
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Lesson 3: What Are Birds?
Birds are classified into groups based on traits they share
3 traits of all birds
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Lesson 4: What Are Amphibians?
Amphibians are classified into groups based on traits they share
4 traits of all amphibians
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Lesson 5: What Are Fish?
Fish are classified into groups based on traits they share
3 traits of all fish
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Lesson 6: What Are Reptiles?
Reptiles are classified into groups based on traits they share
3 traits of all reptiles
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Lesson 7: How Do Animals Behave?
Some animal behaviors are learned
Some animal behaviors are instinct
Animal behaviors help them survive
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Lesson 8: What Is Extinction?
Species of animals can become threatened
Species of animals can become endangered
Species of animals can become extinct
How species can become threatened, endangered, and extinct.
Ways to help save animals from extinction
Students will work through 6 lessons that will help them understand animals and their
needs.
Duration: 4 weeks.
Concept Map:
Lesson 5
Animal Behaviors
Learned
Instinct
If animal
did not learn
or have instincts
this can occur
Lesson 6
Extinction
1. threatened
2. endangered
3. extinct
All animals have 2 specific behaviors
Lesson 2-6
Types of Animals
Mammals
Birds
Amphibians
Fish
Reptiles
All animals need
Animal Survival
If animals do not get these needs
Lesson 1
Animal Needs
1. Food
2. Water
3. Shelter
4. Air
Connection to State of Michigan Benchmarks and Standards:
L.OL.03.4- Organisms can be classified on the basis of observable characteristics.
L.OL.03.05- Classify familiar animals on the basis of observable physical characteristics.
L.OL.03.05- Classify familiar animals on the basis of observable physical characteristics.
L.OL.03.3 Organisms have different structures that serve different functions in growth,
survival, and reproduction.
L.OL.03.1- Animals need air, water, and a source of energy (food).
L.OL.03.32- Identify the needs of familiar animals.
S.IP.03.12- Generate questions based on observations.
S.IP.03.16- Construct simple charts and graphs from data and observations.
S.IA.03.11- Summarize information from charts and graphs to answer scientific questions
S.RS.03.18- Describe the effect humans and other organisms have on the balance of the
natural world.
S.IA.03.14- Develop research strategies and skills for information gathering and problem
solving
S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities
Unit Goals:
Students will be able to recognize and have knowledge of the four basic needs of
all animals.
Students will have knowledge of 5 animal groups.
Students will understand extinction
Students will understand how animals become extinct and the two stages animals
Specific learning objectives:
 After being given information, graphic organizers, and a textbooks
student’s will accomplish 65% of the lesson objectives.
Schedule of lessons:
Lesson 1: Animals Needs
Week 1
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Lesson 2: Mammals
Week 1
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Main Ideas:
All animals have 4 basic needs (air,
water, food, and shelter).
All animals meet their needs in
different ways.
All animals get their 4 basic needs
from the environment they live in.
All animals have traits, which
determine how they are classified.
Main Ideas:
Mammals are a type of animal
Mammals have the 4 basic needs of
all animals.
Mammals are classified based on 3
Lesson 3: Birds
Week 2
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Lesson 4: Amphibians
Week 2
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Lesson 5: Fish
Week 3
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Lesson 6: Reptiles
Week 3
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Lesson 7: Animal Behavior
Week 4
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basic traits (have hair or fur, born
live, breathe with lungs)
Main Ideas:
Birds are a type of animal
Birds have the 4 basic needs of all
animals, but meet them differently
than mammals
Birds are classified based on 3 basic
traits (have feathers, hatch from
eggs, breathe with lungs)
Main Ideas:
Amphibians are a type of animal
Amphibians have the 4 basic needs
of all animals.
Amphibians and be classified based
on 4 basic traits (moist skin, hatch
from eggs, begin life in water and
end on land, breathe with gills as
young then develop lungs as adults)
Main Ideas:
Fish are a type of animal
Fish have the 4 basic needs of all
animals and meet these needs
differently
Fish are classified based on 3 basic
traits (have scales, hatch from eggs,
breathe with gills)
Fish live their entire life in water
Main Ideas:
Reptiles are a type of animal
Reptiles have the 4 basic needs of
all animals.
Reptiles are classified based on 3
basic traits (have scales, hatch from
eggs, breathe with lungs)
Reptiles live on land and meet their
needs from the environment around
them.
Main Ideas:
All animals have behaviors that are
instincts and learned
Some animal behaviors include
things they do to escape the cold
like hibernate and migrate
Animals have behaviors that help
protect them like camouflage and
Lesson 8: Extinction
Week 4
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mimicry.
Main Ideas:
If animals do not meet their 4 basic
needs they can become threatened,
endangered, and even extinct.
Animals can become threatened if
their population decreases
Animals become endangered if their
threatened population continues to
decrease
Animals can become extinct if their
habitat is destroyed or if they are
eaten by predators
Lesson plans:
Lesson 1: Animal Needs
Date: Week of 10/6/08
Subject: Science
Grade Level: 3rd Grade
Intended Duration of Lesson: 30-45 minutes
Lesson Goal: To understand the needs all animals need food, water, shelter, and air in
order to survive, and how an animals’ environment supports those needs.
State of Michigan Standards/Benchmarks:
L.OL.03.1- Animals need air, water, and a source of energy (food).
L.OL.03.32- Identify the needs of familiar animals.
Lesson Objectives:
 Given a graphic organizer all students will list the 4/4 needs of all animals when
prompted to do so by the teacher.
 All students will verbally state 1/1 ways an animal’s environment support its’ 4
basic needs when prompted to do so by the teacher.
Materials:
Whiteboard
Student Textbooks
Document Camera
Blank paper
Graphic Organizers
Worksheets
Prior Knowledge:
Students have just finished a unit on plants. They have learned that all plants have basic
needs, several different parts, and that plants grow several different ways. Students have
also learned the parts of seeds, how seeds are spread, things plants need to make food,
and how plants use food. They have completed several in class investigations on plants,
so they know how to record data using their graphic organizers and use that data to
construct a hypothesis when given a new topic.
Procedure:
1. Students will be asked to take out their textbooks.
2. Students will be given a blank sheet of paper, and a graphic organizer.
3. Students will be asked to brainstorm and come up with a hypothesis to the
question, “What do you think all animals need to survive?”
4. Students will be asked to write down their thoughts on the blank sheet of paper.
5. Several students will be called on to share their thoughts.
6. Students will also be asked why they think animals need the things they listed.
7. Say, “Lets find out”
8. Students will be instructed to turn to page A43 in their textbooks, and read the
page silently.
9. Students will then be asked to raise their hands and state 1 need (they have read
about 2) they learned from reading that all animals have (several students will be
chosen).
10. Students will then be asked, “How do you think the animal gets the air and
water?”
11. What if I am a bird? What if I was a frog? Does where an animal live help it to
get these two things?
12. Students will then be instructed to turn to pages A44-A45 of their textbooks, and
read them together as a class.
13. Students will then be asked to raise their hand and tell a different need they
learned that all animals have from reading (several students will be chosen).
14. Students will then be asked, “How do you think the animal gets these things?”
15. Do you think that where an animal lives helps it to survive, and get all the things
it needs to live?
16. Take several replies from students.
17. Students will then be instructed to fill in the first column of their graphic
organizers.
18. While students are completing their graphic organizers, pass out worksheets.
19. Students will be asked to put their graphic organizers in their red science folders
and complete the worksheet they have been handed out.
20. Students will be instructed to put their worksheets on the U table when they are
complete, and return to their seats and put their science textbooks away.
Assessment:
If the students are able to complete the first column of their graphic organizers this will
be a form of assessment to see if the students were attentive during the lesson, and if they
actually learned what I was trying to get across. I will also be looking and listening to
ensure that all students have accomplished both objectives of the lesson.
Expansion:
Students will draw a picture of an animal in an environment where it has all 4 basic
needs, and another picture of the same animal that lives in an environment, where they
will not have the 4 basic needs. Underneath each picture the students will be asked to
write what they think will happen to the animal, and why. Students will also be able to
share their pictures with the class, and share what they learned about animals needs and
how the needs are met depending on the environment that the animal lives in.
Lesson 2: Mammals
Date: Week of 10/6/08
Subject: Science
Grade Level: 3rd Grade
Intended Duration of Lesson: 30-45 minutes
Lesson Goal:
Students will understand that animals can be classified into groups based on
observable features.
Students will recognize and understand 3 traits of all mammals
State of Michigan Standards/Benchmarks:
L.OL.03.4- Organisms can be classified on the basis of observable characteristics.
L.OL.03.05- Classify familiar animals on the basis of observable physical characteristics.
L.OL.03.3 Organisms have different structures that serve different functions in growth,
survival, and reproduction.
Lesson Objectives:
 All students will verbally state 3/3 traits of all mammals when prompted to do so
by the teacher.
 Given animal cards all students will classify animals pictures into groups 60% of
the time based on features they choose, when prompted to do so by the teacher.
 Given a graphic organizer all students will list 3/3 traits of all mammals when
prompted to do so by the teacher.
Materials:
Whiteboard
Student Textbooks
Document Camera
Graphic Organizers
Animal Cards
Prior Knowledge:
Students have just finished a unit on plants. They have learned that all plants have basic
needs, plants have several different parts, plants grow several different ways, the parts of
seeds and how seeds are spread, things plants need to make food, and how plants use
food. They have also completed several in class investigations on plants, so they know
how to record data and use that data to construct a hypothesis when given a new topic.
Students have begun the unit on animals, and have learned that all animals have 4 basic
needs to survive.
Procedure:
1. Students will be asked to clear their desks.
2. Students will also be assigned groups of 4, and will be asked to turn their desks to
face their group members.
3. I will pass out animal cards to each group.
4. The students will have to separate the animal cards into groups.
5. The students will be told to decide as a group how they want to separate the
animals.
6. After 5-7 minutes, get the students attention.
7. Ask each group to share how they separated their animal cards.
8. Explain to the students that they have just classified their animal cards into groups
based on what their group decided.
9. Inform the students that classifying means putting things into groups based on
how they are alike.
10. Students will be asked to put animal cards in a pile in the center of the group.
11. Pick 2 students to collect the animal cards.
12. While the students are collecting the animal cards, pass out the worksheet titled,
“Classify”.
13. Read and explain the instructions of the worksheet.
14. Instruct students to complete the worksheet, and place the worksheet on the U
table when it is complete.
15. The students will be told they can work alone or in the same groups as before.
16. When most of the students seem done, give the class a 2-minute warning to put
their worksheets on the U table.
17. Students will be instructed to turn their desks back around and take out their
science textbooks.
18. When the students have gotten their desks back in order instruct all students to
turn to page A52 in their textbooks.
19. Explain that we can classify animals based on traits.
20. Ask if anyone knows what the word trait means. Pick a few students to respond.
21. Tell students that traits are the size, shape, body parts, and other thing that
describe different things.
22. Ask students to state a few traits that all dogs have.
23. Ask students to state a few traits that all fish have.
24. Introduce new topic by saying, “Okay now that we understand traits let’s talk
about a certain trait”
25. Hair. Ask students if they had to live in the cold would they prefer to wear a very
thick winter coat, or a very thin T-shirt
26. The students will also be asked to explain why they made their choice.
27. I will explain that humans wear coats in the winter to stay warm, but many
animals live outdoor and do not wear coats.
28. Ask students how the animals stay warm. Take a few responses.
29. Explain that some animals have feathers, hair, or fur, which keep them warm.
30. Instruct students to turn to page A52-A53 in their textbooks, and read the page
together as a class.
31. Students will also be asked to read page A54.
32. Ask students what traits a mammal has.
33. Ask students to name several mammals.
34. Students will be asked to put their textbooks in their desks.
Assessment:
There will not be a formal assessment for this lesson. If the students are able to verbally
state the traits of all mammals, and visually show their understanding of what it means to
classify by separating the cards into different groups, this will tell me if the students
really understand the concepts that were taught.
Expansion: (20-30 minutes)
Students will be asked to brainstorm other animal categories based on certain traits.
1. Ask students to think about traits other animals have.
2. Ask students to think about names of other animals groups.
3. Have students write down their ideas on a blank sheet of paper.
4. Students can work as groups or independently.
5. Students will be asked to put their papers in their science folders.
6. Put science folders in desks.
Lesson 3: Birds
Date: Week of 10/20/08
Subject: Science
Grade Level: 3rd Grade
Intended Duration of Lesson: 45 minutes- 1 hour
Lesson Goal:
Students will recognize 3 traits of all birds
State of Michigan Standards/Benchmarks:
L.OL.03.4- Organisms can be classified on the basis of observable characteristics.
L.OL.03.32- Identify the needs of familiar animals.
Lesson Objectives:
 All students will verbally state 3/3 traits of all bird when prompted to do so by
teacher.
 All students will list 3/3 traits of all birds when prompted to do so by teacher.
 All students will correctly identify if a given picture or word is a trait of all
mammals or of birds 1/1 times when given a picture or word by the teacher.
 All students will place the trait (picture or word) under the correct animal
category mammal or bird 1/1 times when told to do so by teacher.
Materials:
Whiteboard
Student Textbooks
Document Camera
Graphic Organizers
Animal Picture Cards
Trait word Cards
Feathers, Hair, and Fur
Prior knowledge:
Students have learned that people, things, objects, and animals can be classified into groups
based on their features or how they are alike. Students have learned the traits of an animal group
that is classified as mammals. They also know that all animals inherit features from their parents
called traits, and all animals in a specific class have the same traits.
Procedure:
1. Students will be asked to take out their science folders and textbooks.
2. Students will be asked to recall what they learned about traits and mammals.
3. Students will be told that today they will learn about a different animal category
today.
4. Ask a few students to raise their hand and state a different category of animal that
we might learn about.
5. Let students know that we will be learning about birds, and what trait makes a
bird different from a mammal.
6. Have students turn to page A55 in their textbooks.
7. Read page A55 together as a class.
8. Point out the 5 traits of birds (birds have feathers, 2 legs, wings, hatch from eggs,
have lungs).
9. Students will be asked to take their graphic organizers out of their science folders,
and complete the second column.
10. Students will be asked to read the 3 traits of all birds as a class.
11. Students will be asked to state ways in which birds are similar to mammals, and
ways in which they are different.
12. Pass out feathers, fur, and hair.
13. Let the students feel the difference and similarities of each.
14. Ask students to hold up each one by one and verbally say which animal category
(bird or mammal) the one they are holding comes from.
15. Students will be asked to put their science textbooks away.
16. While students are getting into groups and putting their books away I will pass out
the animal cards or word trait cards.
17. The students will be told to look at their card and use their graphic organizer if
needed to determine whether what is on the card is the trait of a bird or of a
mammal.
18. Each student will be called up to place their card under the category mammal or
bird and explain why they placed it their.
Assessment:
Students will be given a picture of a trait or the word name of a trait of a bird or mammal.
With the picture or word the student will have to come to the front of the class and place
the picture or word name on the board under bird or mammal. If the student places it
under the correct animal class and explains why they know it goes there, I will know they
understand, if they cannot, I will know they need more work.
Expansion: (20-30 minutes)
Students will be asked to make an organized chart of the feathers, fur and hair. The
students will have to make a 2-cloumn chart like the one below, and glue the fur, hair,
and feathers where they belong. The students will Draw the chart and label each box on
construction paper. The students will then get a chance to share their chart with the class.
Mammals
Fur or Hair
Glue fur or hair in this box.
Birds
Feathers
Glue Feathers in this box.
Lesson 4: Amphibians
Date: 10/20/08
Subject: Science
Grade Level: 3rd Grade
Intended Duration of Lesson: 30-45 minutes
Lesson Goal:
Students will understand that animals can be classified in groups based on
observable features.
Students will recognize and understand 3 traits of all amphibians
State of Michigan Standards/Benchmarks:
L.OL.03.4- Organisms can be classified on the basis of observable characteristics.
L.OL.03.05- Classify familiar animals on the basis of observable physical characteristics.
L.OL.03.3 Organisms have different structures that serve different functions in growth,
survival, and reproduction.
Lesson Objectives:
 All students will verbally state the 3/3 traits of all amphibians when prompted to
do so by the teacher.
 Given a graphic organizer all students will list 3/3 traits of all amphibians when
prompted to do so by the teacher
Materials:
Whiteboard
Student Textbooks
Document Camera
Graphic Organizers
Animal Cards
Frog Life Cycle Diagram
Prior Knowledge:
Students have just finished a unit on plants. They have learned that all plants have basic
needs, plants have several different parts, plants grow several different ways, the parts of
seeds and how seeds are spread, things plants need to make food, and how plants use
food. They have also completed several in class investigations on plants, so they know
how to record data and use that data to construct a hypothesis when given a new topic.
They have also began the unit on animals, and have learned that all animals have 4 basic
needs to survive. Students have also learned the traits of mammals and birds.
Procedure: (30-45 minutes)
1. Students will be asked to take out their science books and science folders.
2. Students will be asked to think about the traits of all mammals.
3. Students will be asked to think about the traits of all birds.
4. Students will be asked to raise their hand and state 1 trait of a mammal or of a
bird. (Several students will be chosen to reply)
5. Students will be told they will learn about a new animal category called
amphibians.
6. Ask students if they know anything about amphibians.
7. Ask a few students to state what they know about amphibians if they have raised
their hand.
8. Instruct students to turn to page A60 in their textbooks and read it silently.
9. After 3-5 minutes ask students to reread page A60 as a class.
10. Ask students to raise their hand and tell you what they just read.
11. Let a few students respond
12. Ask students to raise their hand and state what they learned about amphibians.
13. Let a few students respond
14. Have students verbally state traits of all amphibians (lay eggs in water, begin life
in the water and move onto land as adults, have moist skin, live close to water).
15. Have students record their answers on their graphic organizers.
16. Take out the diagram pictures of the life cycle of frogs.
17. Show the students the first picture (eggs in water)
18. Ask students what they think the picture is of.
19. Take a few responses.
20. Inform students that they are looking at eggs.
21. Ask students where do the eggs look like they are at and let a few students
respond.
22. Make sure students understand that the eggs have bee laid under water.
23. Ask students what animal class mammals, birds, or amphibians did we say began
life in water.
24. Make sure students know that amphibians begin life in water.
25. Show students the second picture (tadpole) and ask the students what it is a
picture of.
26. Make sure students know it is a picture of a tadpole.
27. Ask students whether the think the tadpole hatched from eggs like birds do or was
the tadpole born live like mammals. Let a few students respond.
28. Make sure students understand that tadpole came from the eggs in the first
picture.
29. Ask students what does a tadpole change into as an adult. Let a few students
respond.
30. Make sure students understand the tadpole transforms into a frog.
31. Show the picture of the frog.
32. Ask students where the frog is (on land)
33. Let a few students respond.
34. Make sure students understand that the frog is on land and can breathe the air
35. Make sure students understand that a frog is an amphibian because it started life
in water and can live on land as an adult.
36. Show students the entire life cycle diagram.
37. Ask students if they have any questions about other amphibians.
38. Pass out amphibian animal cards to each group.
39. Let the students look at the different animals that are amphibians for 5 minutes.
40. Collect the cards, and tell students to put their science books and folders away,
and remember some of the animals they looked at for the next lesson.
Assessment:
If all students are actively participating at least 65% of the time and if students are
able to complete the objectives successfully, this will give me a measure of where the
students are. I will assess the students by watching and listening to the students
during the lesson.
Expansion:
Using the animal cards students will make a diagram to compare and contrast
amphibians from birds and mammals. Students will be told they have to think about
birds and mammals traits. Students will then copy a chart from the document camera
(after teacher has drawn it) and list the traits of mammals, birds, and amphibians.
Students will then work in groups to write and draw similarities and differences.
After all groups are done, students will be able to share their finding with the class.
Lesson 5: Fish
Date: Week of 10/27/08
Subject: Science
Grade Level: 3rd Grade
Intended Duration of Lesson: 30-45 minutes
Lesson Goal: The goal of this is lesson is for students to learn that animals can be
classified into many groups, and to understand the traits of fish.
State of Michigan Standards/Benchmarks:
L.OL.03.4- Organisms can be classified on the basis of observable characteristics.
L.OL.03.05- Classify familiar animals on the basis of observable physical characteristics.
L.OL.03.3 Organisms have different structures that serve different functions in growth,
survival, and reproduction.
Lesson Objectives:
 All students will verbally state the 3/3 traits of all fish when prompted to do so by
the teacher.
 Given a graphic organizer all students will list 3/3 traits of all fish when prompted
to do so by the teacher.
Materials:
Whiteboard
Student Textbooks
Document Camera
Graphic Organizers
Animal Cards
Prior Knowledge:
Students have just finished a unit on plants. They have learned that all plants have basic
needs, plants have several different parts, plants grow several different ways, the parts of
seeds and how seeds are spread, things plants need to make food, and how plants use
food. They have also completed several in class investigations on plants, so they know
how to record data and use that data to construct a hypothesis when given a new topic.
They have also began the unit on animals, and have learned that all animals have 4 basic
needs to survive. Students have also learned the traits of mammals, birds, and
amphibians.
Procedure:
1. Ask students to recall what they learned about amphibians the previous lesson
write this question on the board so all students can see.
2. Ask students to raise their hand and state one trait of all amphibians.
3. Ask students to raise their hand and state 1 animal other than a frog that is n
amphibian, and explain how they know the animal is an amphibian (they must
give a trait of all amphibians that the animal they state has)
4. Tell students we are going to learn about fish today
5. Ask students if they know anything about fish.
6. Let a few students respond.
7. Instruct students to turn to page A62 in their books.
8. Read page A62 silently.
9. After 3 minutes, read page A62 together as a class.
10. Ask students to raise their hands and state 1 trait that they have just read about all
fish (have gills, covered with scales, live in water)
11. Tell students to take out their graphic organizers and list what they just stated
under the fish section.
12. Write on your graphic organizer using the document camera to ensure all students
are writing in the correct information in the correct section.
13. Ask students since they have learned a little about fish, how they think fish get
their basic needs.
14. Let a few students respond.
15. Ask students how they think fish get oxygen
16. Let a few students respond.
17. Make sure students know that fish get oxygen from the water, they also get their
other basic needs from within the water as well.
18. Let students ask any questions they have about animals.
19. Put students in groups
20. Pass out fish animal cards and let students look at the different type of fish and
discuss what they see in groups (each group will have different size fish).
21. Each group will be told to look on the animal cards to see what the size of the fish
is and what the fish eats.
22. The students will be given 7-10 minutes to work through the cards and discuss
with their group what they will share with the class.
23. After 7-10 minutes are up tell students to think of their last thought, so that we
can share with the class.
24. Pick groups to share.
25. Inform the students that since all the groups had different size fish that ate
different things that fish can come in all shapes and sizes, but they still have the 4
basic needs.
26. Collect the cards.
27. Tell students to put their books and graphic organizers away.
Assessment:
I will be looking to see if the students have accomplished to 2 objectives of the lesson. I
will also be listening for student’s responses to my questions to see if they are actively
engaged and responding to my questions without much coaching.
Expansion:
Students will write a creative story about a fish, mammal, bird, or amphibian. The
students will be free to choose which animal they write about, however the students
cannot write what the animal is. Each story must include the traits of whatever animal
the student chooses so that the animal can be guessed by the class. Students have to be
creative.
Lesson 6: Reptiles
Date: Week of 10/27/08
Subject: Science
Grade Level: 3rd Grade
Intended Duration of Lesson: 30-45 minutes
Lesson Goal:
Students will recognize and understand 3 traits of all reptiles
State of Michigan Standards/Benchmarks:
L.OL.03.4- Organisms can be classified on the basis of observable characteristics.
L.OL.03.05- Classify familiar animals on the basis of observable physical characteristics.
L.OL.03.3 Organisms have different structures that serve different functions in growth,
survival, and reproduction.
S.IA.03.14- Develop research strategies and skills for information gathering and problem
solving
Lesson Objectives:
 All students will verbally state the 3/3 traits of all reptiles when prompted to do so
by the teacher.
 All students will list 3/3 traits of all reptiles when prompted to do so by the
teacher.
 Given a student textbook students will be able to look for information on their
own 75% of the time
Materials:
Whiteboard
Student Textbooks
Document Camera
Blank paper
Graphic Organizers
Worksheets
Animal Cards
Prior Knowledge:
Students have just finished a unit on plants. They have learned that all plants have basic
needs, plants have several different parts, plants grow several different ways, the parts of
seeds and how seeds are spread, things plants need to make food, and how plants use
food. They have also completed several in class investigations on plants, so they know
how to record data and use that data to construct a hypothesis when given a new topic.
They have also began the unit on animals, and have learned that all animals have 4 basic
needs to survive. Students have also learned the traits of mammals, birds, fish, and
amphibians.
Procedure:
1. Students will be told that they will be independent learners today.
2. Tell students they will have to look for information to complete their graphic
organizer on their own today.
3. Students will have the choice to work alone or in groups.
4. Students will be told that I will be walking around to make sure individuals and
groups are staying on task.
5. Tell students to take out their science books and turn to page A63.
6. Students will be told they can choose how they want to read the page, how they
split it up or if someone read the whole page.
7. Students will be told however they decide to split it up they have 15 minutes to
read through pages A63-A64 and complete their graphic organizer.
8. Let students break into groups or a different part of the room.
9. After 15 minutes tell students to return to their seats.
10. Have students inform you of what to write on your graphic organizer using the
document camera.
11. Pick several students to come up and write what they tell you.
12. When students come up have the other students show the high or low sign (class
signs meaning they agree or disagree).
13. Have student explain where they found the information and how they know it is
correct.
14. Make sure all students have correct information on their graphic organizer.
15. Let students know they did a good job being independent learners.
16. Tell students to put their books and graphic organizers away.
Assessment:
Students will be given 1 homework assignment. This assignment is a worksheet titled,
“What Are Amphibians, Fish, and Reptiles?” The worksheet has both multiple choice
and fill in the blank questions that test the student’s knowledge of the traits of
amphibians, fish, and reptiles. Students will also have to compare how the animals are
alike and different, and compare to see if the animals have any of the same traits as birds
and mammals. For this worksheet students will have to recall what they read and listened
to in class because they will not be able to use the textbook (because they do not have a
textbook at home).
Expansion: 25 minutes- 1 hour
Students will be put in 5 groups. Each group will have an animal poster in the center of
the group. There will be 5 posters (mammals, fish, birds, amphibians, and reptiles). The
students will take a sheet of paper and write as many names of animals from the poster
that they can in 5 minutes. Students will then have to rotate to a new table with a
different animal poster. Students will rotate until they have been to all tables. Students
will use the sheet they made as reference to know the names of animals that are in a
certain animal group.
Lesson 7: Animal Behavior
Date: Week of 11/3/08
Subject: Science
Grade Level: 3rd Grade
Intended Duration of Lesson: 45 minutes- 1 hour
Lesson Goal:
Students will recognize that some animal behavior is instinctive.
Students will recognize that some animal behavior is learned.
Students will understand hibernation and migration.
State of Michigan Standards/Benchmarks:
L.OL.03.3 Organisms have different structures that serve different functions in growth,
survival, and reproduction.
Lesson Objectives:
 Students will read about animal behaviors, and verbally state 2/2 kinds of animal
behaviors when prompted to do so by the teacher.
 Students will verbally state 2/2 animal behaviors that are instinctive to escape
cold whether when prompted to do so by the teacher.
 Students will verbally state at least 3 learned animal behaviors when prompted to
do so by the teacher.
Materials:
Graphic Organizer
Document camera
Student Textbooks
Prior Knowledge:
Students have already begun the unit on animals, and have learned that all animals have 4
basic needs to survive. Students have also learned the traits of mammals, birds, reptiles,
amphibians, and fish.
Procedure:
Day 1:
41. Students will be asked to take out their science books and science folders.
42. Students will be asked to answer a few warm-up questions:
a. Students will be asked to state the traits of all mammals.
b. Students will be asked to state the traits of all birds.
c. Students will be asked to state the traits of all amphibians.
d. Students will be asked to state the traits of all fish.
e. Students will be asked to state the traits of all reptiles.
43. Students will be told that all the animals they have learned about have behaviors.
44. Ask students if they know what behaviors are.
45. Make sure students understand that behaviors are the way animals act.
46. Let students know that just like humans animals behave in ways for different
reasons.
47. Let students know there are different types of animal behaviors, and we can read
to find out.
48. Have students turn to page A68, and read silently.
49. Remind students to read to find out about 2 animal behaviors, not just the words.
50. Give students 3-5 minutes to read,
51. Ask students what they learned from reading.
52. Have students raise hands to share.
53. Make sure students have read to learn that some animal behaviors are learned and
some are instinct (point this out on page A68).
54. Have students write what they have learned on their graphic organizers.
55. Write on my graphic organizer using the document camera to ensure all students
are writing in the correct place, and writing the correct information.
56. Tell students we are going to continue reading to find out about animal behaviors
that are learned and those that are instinct.
57. Have students turn to page A69 and read silently or together as a class.
58. Ask students what they have learned by reading.
59. Take a few responses.
60. Point out on page A69 and make sure students have learned about hibernation.
61. Ask students if hibernation is learned or instinct for some animals, take responses.
62. Make sure students understand that hibernation is instinctive.
63. Tell students that some animals hibernate to escape the cold.
64. Ask students if they know of another type of animal that escapes the cold by
doing something else.
65. Take a few responses.
66. Tell students to turn to page A70 and read to find out about a different animal
behavior to escape the cold.
67. Have students read page A70 as a class.
68. Explain that some animals migrate to escape cold weather, and lack of food
during the winter months.
69. Explain to students that there is one more kind of animal behavior that we have to
read about.
70. Have students turn to page A72.
71. Read page A72 as a class or listen to you read.
72. Explain what the students have read.
73. Have students complete the graphic organizer in the column under lesson 4.
74. Complete your graphic organizer using the document camera to ensure all
students are completing the correct information.
75. Have students put their science books away.
76. Ask students questions to check to see if they understand of what they just read.
-What 2 kinds of animal behaviors are there? (Answer: learned and instinct)
-What are 2 kinds of things animals do to escape cold weather? (Migrate, Hibernate)
-What are some ways animals protect themselves? (Camouflage, Mimicry)
37. Have student put their science books away.
Assessment:
At the end of the entire unit on animals the students will be given a unit test. The test
will have 4 parts: Vocabulary, Science Concepts and Understanding, Critical Thinking,
and Process Skills Application. The test will have students recall and use information
they have learned during the unit. For this lesson students will be asked several questions
after reading. Watching and listening to see if students have accomplished the goals and
objectives of the lesson will be the informal assessment for this particular lesson.
Expansion:
Students will write a story about an animal behavior that is learned or instinctive. The
student will be told to choose one or the other and write a narrative that includes how
they know the behavior is learned or instinctive. This will be modeled for the student
using the document camera.
Lesson 8: Extinction
Date: Week of 11/3/08
Subject: Science
Grade Level: 3rd Grade
Intended Duration of Lesson: 25-30 minutes
Lesson Goal:
Students will understand that animals can become threatened, endangered, or
extinct if they cannot meet their 4 basic needs.
State of Michigan Standards/Benchmarks:
L.OL.03.3 Organisms have different structures that serve different functions in growth,
survival, and reproduction.
S.RS.03.18- Describe the effect humans and other organisms have on the balance of the
natural world.
Lesson Objectives:
 When given a graphic organizer all students will list 3/3 things that can happen to
an animal if it cannot meet its’ basic needs.
 Students will correctly state 3/3 things that can happen to an animal if it cannot
meet its’ basic needs when prompted to do so by the teacher.
Materials:
Whiteboard
Student Textbooks
Document Camera
Graphic Organizers
Blank paper
Prior Knowledge:
Students have just finished a unit on plants. They have learned that all plants have basic needs,
plants have several different parts, plants grow several different ways, the parts of seeds and how
seeds are spread, things plants need to make food, and how plants use food. They have also
completed several in class investigations on plants, so they know how to record data and use that
data to construct a hypothesis when given a new topic. They have also began the unit on
animals, and have learned that all animals have 4 basic needs to survive. Students have also
learned the traits of mammals, birds, fish, amphibians, and reptiles. Students have learned about
behaviors of all animals.
Procedure:
1. Students will be asked to take out their science books and graphic organizers.
2. Ask students and write the question down using the document camera, “What do you
think will happen if an animal does not meet all its’ needs?”
3. Let a few students respond.
4. Ask students what they think would happen if an animal did not learn to behave in certain
ways let a few students respond.
5. Tell students they have some great ideas, but we need to read to check to see if our ideas
are supported.
6. Have students open their books to page A76.
7. Students will take turns reading pages A76-A80 as a class or in small groups.
8. Have students fill out their graphic organizers on their own.
9. After students are done reading and filling out their graphic organizers have them
complete the questions on page A81 of their book on a sheet of lined paper that you pass
out.
10. Have a discussion about what the students have learned about what happens to animals.
11. Ask students if what they thought before the reading was true.
12. Ask students ways they could help animals survive.
13. Have students take out a sheet of paper.
14. Tell students to write their name and date on the paper.
15. Have students write a story describing how animals can become extinct and ways that
humans can help save the animals.
16. Give students 15-20 minutes to write.
17. Tell students when they are done to put their story in the blue file, put their books away,
and put their graphic organizers away.
Assessment:
The questions on page A81 will serve as an assessment for this lesson. Students have to answer
5 questions. Three of the questions are short answer, 1 question is a critical thinking short
answer question, and 1 question is multiple choice.
Expansion: 20-30 minutes
Students will share the stories they wrote during the lesson, and explain how they thought of the
ways to save animals, and why.
Field Trip:
Pictured Rocks National Lakeshore Education Outreach
3rd Grade Winter- How animals survive the winter.
This field trip will be an expansion on the lesson students completed on animal
behaviors. Students will get to explore first hand how many animals survive the winter
months. This field trip will go beyond what the students learned in the lesson.
The field trip will take place right outside the school, because the national park travels to
schools or schools can travel to the location. It would be less expensive for parent to
have the field trip brought to the school.
Assessment:
Students will be given a unit test. The test will have 4 parts: Vocabulary, Science
Concepts and Understanding, Critical Thinking, and Process Skills Application. The test
will have students recall and use information they have learned during the unit
Appendicies:
Materials
Document Camera
Animal Cards
Lined paper
Graphic organizer
Student Textbooks
Working Copy Machine
Student worksheet booklet
Teacher’s science manual
References
(2005). Harcourt Science Teacher's Edition. Orlando, Florida: Harcourt School Publishers.