SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential Questions

PA/Common
Core/Standards

Objective
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Formative &
Summative
Assessment
Evidence

DETAILS
CK
Labrea Pringle
Science
3rd Grade
2 hours
All living things need basic things to survive.
Changes in the environment change living things capability of
surviving.
What do plants and animals need to survive?
What factors inhibit survival?
Do we have a direct affect on the longevity of our survival, as well
as other plants and animals?
3.1.3.C2: Describe animal characteristics that are necessary for
survival
S3.B.2: Continuity of Life
S3.B.2.1: Identify and describe characteristics of plants and
animals that help them with their survival
Students will be able to identify basic structure and function of
animals.
Students will be able to classify living things based on their
similarities and differences.
Students will be able to describe the basic needs of plants and
animals.
Students will be able to describe what happens to an animal when
its habitat is changed and how the changes affect the ecosystem.
Students will be able to develop solutions for hypothetical
environmental issues.
Students will work individually when participating in the
formative assessment, and in groups when participating in the
summative assessment. Students will be able to list factors
necessary for survival after completion of lesson times.
Formative- Students will participate in a Q&A session about the
definition of survival.
(contd) Students will place one word associated with survival
on a post-it note, and stick it on the perimeters of our Life Cycle
poster.
Formative- Students will investigate the treasure boxes
provided for them. Within each box will be items that are
necessary for survival, and others will not be necessary. Students
will sort these items out based on their level of importance.
Summative- Using art supplies and a shoebox, students will
create their own ecosystem. One half of the ecosystem will be an
environment conducive to survival of plants and animals, and the
other side will not be conducive.
Differentiated Assessment: Student Profile: Student reads two
levels below grade level. They will be placed into Group #1: a
resource group (in-class directed by teacher). Resource group will

ISTE Standards for

Students

Framework for 21st

Century Learning

Accommodations,
Modifications

still have a treasure box, however, the box will contain site words
(3 different levels: beginner, intermediate, difficult) related to
lesson. Students are expected to identify 5/20 site words
immediately, and work through the pronunciation of 10/20 site
words independently. 5/20 site words are expected to be spoon
fed by instructor. Q&A session amongst peers will be monitored
and facilitated by instructor (informal formative assessment).
Student Profile: Severe diabetic that takes insulin, gifted
student; Student will be placed in Group #4: an enrichment group.
This group will observe the ecosystem created by one of the three
groups and write a detailed paragraph about the interactions
between the environment, and the living things within it. Writings
will be shared with the class. Students will be given a rubric and
guideline for writing assignment.
Student Profile: ELL student from Spain. During Q & A session,
student will only be required to answer yes or no questions.
While the class is being split up into groups, student will be sent
to resource room to work on Level 1 site words on flashcards
with their translations on the back of each card (only examples of
plants and animals) with language specialist. Student will be able
to complete his own poster dividing the site words into two
columns: Plants and Animals. Student will be assessed on
ability to differentiate plants and animals.
This lesson will help:
Facilitate and inspire student learning and creativity. (by
engaging students in exploring real-world issues and solving
authentic problems using digital tools and resources)
Design and develop digital age learning experiences and
assessments (by designing/adapting relevant learning
experiences that incorporate digital tools and resources to
promote student leaning and creativity)
Accommodation: Student with motor deficiency will be able to
serve as presenters of the finished project as opposed to
participating in putting the project together.
Accommodation: Students with visual impairments will receive a
copy of the directions in a larger print.
Modifications: Students with ADHD will join me in a small group
and act as environmentalists. As opposed to completing the craft
project as a summative assessment, they will orally transpire
their ideas on how we can conserve our environment.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the
Learning Plan
Introduction

CK
Activating Prior Knowledge
Teacher will draw on a large sheet of paper a diagram of the
human life cycle.

Explicit
Instructions

Lesson Procedure

Students will participate in a discussion about this life cycle.

Teacher will write the word survival in the middle of the
diagram.
Students will participate in a Q&A session about the definition of
survival.
Hook/Lead-In/Anticipatory Set
Students will place one word associated with survival on a post-it
note, and stick it on the perimeters of our Life Cycle poster.
Big Idea Statement
All living things have basic needs for survival.
Essential Questions Statement
The state of our environment directly affects how long we are able
to survive.
Objective Statement
Students will be able to describe what happens to an animal when
its habitat is changed and how the changes affect the ecosystem.
Transition
After discussing words associated with survival, students will be
divided into groups by number. When each group is situated with
their peers, one volunteer from each group will come to the front of
the room to pick up their treasure box. Within each box will be
items that are necessary for survival, and others will not be
necessary. Students will sort these items out based on their level of
importance.
After investigating and analyzing the contents of their treasure
boxes, students will direct their attention to the white board. On
the board, the teacher will develop a chart of three categories:
plants, animals, and humans. Through a Q&A session, students will
create a list of things that all [plants, animals, and humans] need to
survive. Factors that are shared in common will be written in the
same color.
After completing this chart, students will use art supplies
(including construction paper, play-doh, glue, markers, pipe
cleaners, and string) to create their own ecosystem in a shoebox.
Half of the ecosystem will be conducive for living, the other half
will not.
Key Vocabulary
Survival, energy, environment, ecosystem
PreAssessment of Students
Students will participate in a Q&A session about the definition of
survival.
Modeling of the Concept
Teacher will present a completed shoebox to the class before they
begin the activity.
Guiding the Practice
Teacher will engage in conversations with students.
Teacher will walk around to observe students individual/group
work.
Providing the Independent Practice
Each student will be responsible for coming up with their own

Reading Materials
Technology
Equipment
Supplies

Evaluation of the
Learning/Mastery
of the Concept

Closure

Teacher
Self-reflection

answers/contributions to the survival discussion/activity and the

chart activity.
Transition
After each ecosystem is done, one person from each group will
present the elements of their ecosystem to the class.
After presentations, students will clean up any excess supplies.
Each student will be given a classroom clean-up job to perform.
Large sheet of paper
Markers
Post-it notes
Treasure Boxes
Glue
Construction paper
Playdoh
Pipe cleaners
String
Scissors
Formal Evaluation
Students will write a detailed 2-paragraph summary of their virtual
field trip.
Informal Evaluation
Q&A sessions
Observation of students working
Summary & Review of the Learning
Students will be handed a piece of paper and a small ball of sticky
tack. On the bulletin board with todays date and content area is on
it, students will write their name and one thing they have taken
away from the lesson on the piece of paper and stick it on the
board.
Homework/Assignments
You all are junior environmentalists! Go online and take a virtual
field trip and discover what an aquifer is. How important is water
in our lives? How much should we appreciate clean water? After
your trip, write two paragraphs in your discovery journals
summarizing your findings.
http://www.spokaneaquifer.org/education-awareness/elementaryaquifer/field-trip/