Bridgewater College Teacher Education Program Lesson Plan

Name: Amanda Giauque

Subject/Grade Lesson Title: Unit: Date or

Level: 3rd Lesson #:
grade Science All About Savannas Ecosystems
November 3,
2016
Virginia SOL/National Standard:

Sciene SOL 3.6:

The student will investigate and understand that ecosystems support a diversity
of
plants and animals that share limited resources. Key concepts include
b) terrestrial ecosystems
Measurable Lesson Objective(s):

The students will be able to identify at least one place where a Savanna is
located.
The students will be able to identify at least one fact about the climate of a
Savanna.
The students will be able to identify at least one animal that lives on a Savanna.
The students will be able to identify at least one attribute of a Savanna.
Materials/Technologies/Resources Needed:

I like to Move It Just Dance Video

https://www.youtube.com/watch?v=7wlKFjMj93I
Savannas Brain Pop Video
https://www.schooltube.com/video/bf13f5d9f19b425e8c
62/Savanna
4 Posters
Sticky notes for each student
Markers
Savannas Exit Slip Worksheet
Books about Savannas
Savannas Presentation
https://drive.google.com/open?
id=18Gg8Kot59TN2MzTiaSQtIk1lfai29IFSrL5arJPxzHE
Assessment (Formative and/or Summative):

Savannas Exit Slip Worksheet

Anticipatory Set (Hook & Agenda)

Teacher will: Students will: Accommo Anticipate
dations/Di d Time:
The teacher will tell the Students will stand up and fferentiati
students to stand up and dance. 3 minutes
on:
then tell them that to get
their brains ready they are
Ensure
going to stand up and
follow along dancing to the that
song on the screen. students
are not
acting
inappropri
ate.
Access /Review Prior Knowledge
Teacher will: Students will: Accommoda Anticipa
tions/Differe ted
The teacher will say: The students will sit ntiation: Time:
We have been learning quietly while the teacher is
about ecosystems in talking, and volunteer any 2
Science. Can anyone please
answers they might have minutes
remind me what that is?
Thank you all for helping for the questions the
remind us what an teacher asks.
ecosystem is. Today, we are
learning about an
ecosystem that is a type of
a grassland. Does anyone
have a prediction of what it
might be?
Thank you for those good
predictions. The type of
grassland we are going to
learn about today is called
a savanna.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
Teacher will: Students will: Accommoda Anticipa
tions/Differe ted
Teaching Process & Teaching Process & ntiation: Time:
Modeling (Content is Modeling (Content is
presented, accessed, or presented, accessed, or Teaching Teachin
built): built): Process & g
The teacher will show the The students will watch Modeling Process
Savanna presentation that the presentation, and ask (Content is &
questions as necessary. presented, Modelin
has pictures and explain a
accessed, or g
bit about each topic and The students will quietly built): (Conten
allow students to look at watch the video, ensuring t is
that they are listening for Ensure that
pictures. present
the information they were students ed,
The teacher will tell the told to listen to. who accesse
students that they are typically act
The students will volunteer d, or
going to watch a video
to answer questions that out or do not built):
about Savannas, and
remind them how they the teacher asked by pay 10
should be behaving during raising their hands. attention are minutes
the video. being
The teacher will tell closely
students to listen for monitored.
information about: animals
that live there, the climate,
where they are located,
and any other attributes
about them.
The teacher will then show
the Savannas Brain Pop
Video to the students.
After the video, the teacher
will ask students:
Where are Savannas
located?
What is the climate like?
What kind of animals live
in Savannas?
What are some features of
Savannas? Guided Practice/Checking
Guided Practice/Checking for Understanding
for Understanding The students will work in Guided Guided
The teacher will explain to their table groups to flip Practice/Che Practice
the students that they are through books and find cking for /Checki
going to be working in their information about their Understandi ng for
topic. They will work ng Underst
table groups on a project.
Each group will be given a together, and ensure that anding
large poster that at the top each one of them writes 20
The teacher
will say one of the one of the facts, even if minutes
will walk
following: Savanna they find it as a group around and
Climate, Savanna (they do not have to find it ensure that
Locations, Savanna on their own, but they each group
Animals, or Savanna need to be helping and member is
Features. participating with finding participating
.
it).
Each group will be given a
book to flip through to find After writing the facts, the
facts to write about their students will work as a
specific topic. They can group to draw and color a
also use facts that were picture on their poster that
from the Brain Pop video. represents their
Each student will have to information.
write at least one fact on
The students will
the poster, so that each
contribute to their group
group has at least 4-6 facts
presentation by each
(except for the animals
reading the fact that they
group, who should list two
wrote on the poster. One
animals each). The
of the students will briefly
students will have
explain what their group
individual sticky notes so
drew on the poster as well.
that they can write their
stuff on there first. The
teacher will instruct the
students that they do not
need to write word for word
what is written in the book,
but that they can shorten it
to write the part of the fact
that is important. Also, the
teacher will remind
students that they should
write big and neatly so that
others can read their
posters.
After the group has each
written one fact, the
teacher will give them
Indepen
markers to draw and color
dent
a picture that represents Practice
something about their
topic.
:
When all of the groups 5
have finished at least Independent minutes
Independent Practice:
writing their facts, the Practice:
students as groups will The students will
The teacher
present their posters to the independently complete
will walk
rest of the class. The the exit pass. If they finish
around the
students will read the fact early before the time is up,
room to
that they wrote and explain they can turn it over and
ensure each
about their picture that draw a picture of one
student is
they drew. animal that lives in the
writing
Savanna.
Independent Practice: something,
and help
After each table has
guide
presented their
students if
information, the students
needed
will be given an exit pass
worksheet, which will ask
them to write the most
interesting and/or
important fact that they
learned today about
Savannas, and that it can
be one their group found,
one that another group
found, one from the video,
or one that the teacher
said.

Closure

Teacher will: Students will: Accommodations/ Anticipated Time:

Differentiation:
The teacher will The students will 4 minutes
tell the students to answer these The teacher will
do a Three Ws questions with walk around to
Evaluation with
their tables. ensure all students
their table by
answering these are participating.
three questions:
What did we learn
today ?
So What ?
(relevancy,
importance,
usefulness)
Now What? (how
does this fit into
what we are
learning, does it
affect our thinking,
can we predict
where we are
going)
Declarative Summary Statement:

Today, we learned about Savannas and their location, climate, animals, and other
features.

Activity If Extra Time Remains or Technology Fails

Teacher will: Students will: Accommodations/ Anticipated Time:

Differentiation:
If videos fail: The The students will 5-10 minutes
teacher will read a listen to the book
book about quietly and
Savannas to the
answer/ask
students.
questions if
If extra time: Play applicable.
the I Like to Move
It Just Dance
Video again for
students to dance
to.

Note: Attach or provide hyperlink to all handouts, external documents, resources,

etc.

Forethought: What could go wrong with this lesson plan - if

this happens - what will you do?

I think that this lesson plan is pretty straight forward, but

what i am most worried about it my timing. I am worried that
i could have easily over or underestimated the timing for the
guided practice section of the lesson with the group posters
because students are sometimes very fast with those and get bored easily, or other
times go really slowly and picky about wanting to make things look perfect and
spending a lot of time coloring. If this happens, I will have students find more facts if
it's only their group that finished before other groups, but if it is the whole class, we
will read a story about Savannas aloud.

Exit Slip: Savannas

Directions: For each category below, write one thing that you
learned today about Savannas relating to it. For example, for
animal, you might put lions.

All About Savannas

Location

Climate

Animal

Feature

If you finish early, draw a picture of an animal that lives in the

Savanna on the back of this paper.