EDU234 Lesson Plan Template Explicit Model 2013-2014 Name: Megan Lallo Date: 4/24/14 Grade Level: Third

Grade Class Period: EDU 234 Subject: Science Lesson #1 & Title: Endangered Animals Unit Big Idea/Lesson Focus: Endangered Animals Essential Question: How do animals become endangered? Context for Learning: This demonstration lesson is planned for a third grade class of diverse learners with 18 students. Function of the Lesson (check all that apply):

Introduce New Skill or Content

Practice

Review Remediation/Re-teaching

Content Standards: 1. LS.3- Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. CC.3.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases.

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Learning Objectives: 1. After this lesson, students will be able to define and explain the difference between the words extinct, endangered, and thriving and give examples with 80% accuracy. 2. After completing the lesson, students will be able to identify two or more reasons that cause animals to become endangered. Academic Language (Academic Language Demands and/or Academic Language Objectives): Endangered Extinct Thriving Cause Effect Smart board ASR cards Endangered Animals: Graphic Organizer

Instructional Materials and Support

Prior Knowledge: 1. From previous grades students will know that the environment includes both living nonliving things. They will know some characteristics and basic survival needs of animals. They will also know how animals survive and start to understand animals and their behaviors. Students have prior knowledge of graphic organizers.

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Assessment Plan:

Pre-Assessment for the unit Assessment(s) during the lesson: Informally, checking the pairs sentences and making sure the words
extinct, endangered, and thriving are being used appropriately.

Assessment(s) at the end of the lesson: Using graphic organizer, students will fill in at least two reasons
why animals are endangered and their sentence as an exit ticket.

Post-Assessment for the unit

Strategies & Learning Tasks Introduction/Opening: 1. Using the smart board, write Endangered Animals 2. Ask students what they know about endangered animals. 3. Record ALL responses, correct and incorrect. 4. Show students Youtube video. http://wonderopolis.org/wonder/how-does-a-species-become-endangered/ Presentation/Explicit Instruction: 1. Write the word extinct on the board. 2. Have students say aloud the word extinct. 3. Tell them that an animal that is extinct is gone forever and no longer exists on Earth. 4. List examples and discuss (Dinosaurs ,Woolly Mammoths) 5. Have students think, pair, share with the student sitting next to them. Students will create a sentence using the word extinct appropriately. 6. 7. 8. 9. 10. Write the word endangered on the board. Have students say aloud the word endangered Tell them that an animal that is endangered is an animal that is at high risk of becoming extinct. List examples and discuss (Giant Panda, Bald Eagle, Polar Bears) Have students think, pair, share with the student sitting in front of them. Students will create a sentence using the word endangered appropriately.

11. Write the word thriving on the board. 12. Have students say aloud the word thriving. 13. Tell them that an animal that is thriving is high in numbers and is not at risk for becoming endangered or extinct. 14. List examples and discuss (Horses ,Pigs, Cats) 15. Have students think, pair, share with the student sitting behind them. Students will create a sentence using the word thriving appropriately. Structured Practice/Exploration: 1. Pass out three cards to each student. (endangered, extinct, thriving) 2. Read questions 1 -3 to the students and have them raise the card they think correctly answers the question. Question #1- The dodo bird used to live on an island, but sailors landed on the island in the 1700's. They killed many for food. Over time there were fewer and fewer birds. What finally happened to the dodo birds? Question #2- A dam is built in an area that usually has a lot of water. The water is now gone in some areas. What will happen to the fish if this is their only home?

Question #3-Logging is taking away the shelter and food source of the Carolina northern flying squirrel. What is happening to this squirrel? 3. 4. Check students answers. After all three questions are read go over correct answers.

Guided Practice/Specific Feedback: 1. Tell students that there are many reasons that cause animals to become endangered. 2. Ask some students what they think may cause an animal to become endangered/extinct. 3. Write these suggestions and answers on the board. 4. Pass out graphic organizer to students. 5. While watching a video, tell students to fill in their graphic organizer with at least two different reasons animals become endangered. 6. Show YouTube video about different causes of endangerment. https://www.youtube.com/watch?v=So62I2dJZyo 7. Have students process the video by sharing one thing they listed on their graphic organizers with the student sitting beside them. Independent Practice/Application: 1. Tell students to create a good sentence explaining something they learned today from the video. 2. Sentences should have correct capitalization and punctuation. 3. Sentences will be turned in before exiting the class. Closure: 1. In closing, I will have the students form a circle in the middle of the room. 2. I will review the words endangered, thriving and extinct with the students by reading 4 different scenarios. Scenario #1- This animal lives in Arctic areas and depends upon sea ice for hunting and breeding. Warming temperatures are causing sea ice to shrink, limiting opportunities to find food for survival. Scenario #2- This animal lived in North America. After a large asteroid collided with Earth so much dust was thrown in the air that sunlight was not able to shine any longer. Scenario #3- This animal lives in the rainforest. It eats plants, seeds and fruits. It has very thick brown fur and is very high in numbers. Scenario #4- This animal can be found living in shallow waters along the coast of Florida and the Caribbean. Sometimes boaters dont see the animal swimming below the surface and often hit and injure it.

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The class will then choral respond the correct answer aloud. I will make sure students sentences and graphic organizers are completed. Then, I will ask the essential question of this lesson How do animals become endangered? I will ask students to stand up if they want to answer this question. I will ask students if they learned and enjoyed this lesson by doing a thumbs up or thumbs down. Today we went over words that will be important throughout the entire unit. By watching the videos today, you have learned about reasons why endangerment happens. Throughout the next couple of days you will be visiting the zoo, researching an animal and writing a research paper. At the end of the unit you will be doing a presentation to show off everything youve learned!

Differentiation, Individualized Instruction, and Assessment: 1. Gifted students may write 2-3 sentences explaining something they learned from the video. 2. Lower level learners may draw a picture explaining something they learned from the video.

Research and Theory: Active Student Responses are very important to the learning process because they give students time to process. They also are a good way to get students engaged in the lesson. In my lesson plan I incorporated a verbal active student response. I had the students think pair and share numerous times throughout the lesson. I liked this ASR because in third grade students like to work with partners and in groups. I also incorporated an action active student response. I had the students using response cards to answer questions about thriving, endangered, and extinct animals. Theorist Lev Vygotsky believed that group work, social interaction and peer tutoring were very important. Vygotsky believed that a child can perform on a higher level to any type of social interaction. In my lesson I had my students working a lot in pairs. I believe that when kids work in pairs or groups they motivate one another. I also think group work helps keep students engaged in the lesson.