Developmental Lesson Plan

Teacher Candidate: Rebecca Sutton Date: 9/25

Group Size: 25 Allotted Time: 60 minutes Grade Level: 3rd

Subject or Topic: What is a Pest?

Common Core/PA Standard(s):

4.5.3.B. Define the term pest and identify various plants and animals that humans may call
pests.
3.1.3.A1. Describe the characteristics of living things that help to identify and classify them.

Learning Targets/Objectives:
After learning about pests, the 3rd grade students will be able to define what a pest is.
After learning what a pest is, the 3rd grade students will be able to identify 1 reason why is it
is labeled a pest and 1 beneficial aspect of a pest.
Using their knowledge of pests, the 3rd grade students will be able to classify pests by
sorting cards in the In-PEST-igation activity.

Assessment Approaches: Evidence:

1. In-PEST-igation card sorting activity 1. Sorting pest cards into classifications
2. Create a Pest 2. Creating an organism considered a pest and
listing a reason why it is a pest and why it is
beneficial
Assessment Scale:
1. Cards sorted
25-30 cards correctly sorted proficient
< 25 cards correctly sorted below basic
2. Create a Pest
13-15 points on rubric proficient
< 13 points on rubric below basic
Subject Matter/Content:
Common pests

Prerequisites:
An understanding of the different types of animals and plants
An basic understanding of food chains
An understanding of food sources
A basic understanding of pests
A basic understanding of pest control
An understanding of gardens
An understanding of classification

Key Vocabulary:
Pest - Something that shows up where you dont want it.
Bug - Insect with two pairs of wings and beak mouthparts for piercing and sucking plant
juices or other insects.
Insect - An organism with three body parts (head, thorax, abdomen), three pairs of jointed
legs, an exoskeleton and no backbone.
Rodent - A mammal with large, sharp front teeth for gnawing. Mice, rats, and squirrels are
rodents.
Organism - A living thing.
Weed - A plant is seen as useless or harmful and growing where it is not wanted.
Beneficial - Helpful, useful, valuable.

Content/Facts:
What a pest is
- A pest is something that shows up where you dont want it
- A pest can be a plant or an animal (from bugs to rats to deer to dandelions)
Examples of pests
- mice
- mosquitoes
- bees
- spiders
- ants
Classifying pests
- rodents (mice, rats, squirrels)
- insects/bugs (flies, wasps, cockroaches)
- plants (weeds, poison ivy)
- animals (deer, rabbits, birds)
Content/Facts contd:
What a rodent is
- a mammal with large, sharp front teeth for gnawing (mice, rats and squirrels are examples)
What insects and bugs are
- bugs have 2 pairs of wings and beak for piercing and sucking (stink bugs, cicada, bed
bugs)
- insects have 3 body parts, 3 pairs of jointed legs, exoskeleton and no backbone (beetles,
butterflies, bees, wasps, ants)
What makes an organism a pest
- appear where they arent wanted
- destroy property
- destroy crops/gardens
- bite/harm animals and humans
- spread disease
- subjective (some may consider a pest while others do not, like bees)
How pests also beneficial and serve important functions in nature
- a bee is a pest when it stings you but not a pest when it pollinates and makes honey
- ants crawling on kitchen counters are pests but not pests when outdoors away from homes
and a food source for animals
- many pests also control other pests (food)
- deer are a pest when they eat gardens and shrubs but not a pest when in a forest or a source
of meat for humans
Video
- pheromone, larvae, dust mites, maggots, pigeons
__________________________________________________________________________
Introduction/Activating/Launch Strategies:
To get students excited to learn about pests, ask them to get out their whiteboards and one
dry erase marker and to put on their detective hats because they will need to solve some
mysteries. Explain that a question will be asked and they should write a response on their
whiteboard and hold up it up when finished.
Read the following Who-Dunnit Mysteries aloud and allow several seconds for students to
record a response and hold up their boards. Scan the boards and read aloud (with dramatic
flair to make more exciting) some of the responses.
- Last night I walked into the kitchen and flicked on the light and something scurried under
the refrigerator. What could it be?
- This morning I walked outside and found my trash cans tipped over and half-eaten trash
scattered on the ground. Who could it be?
- I watered the garden before dinner last night and found many of the leaves on my tomato
pant had been chewed. Who could it be?
- After I came in from watering the garden, I felt an itchy red bite on my arm. Who could it
be?
Tell the students they were wonderful detectives and review some of the responses. Ask if
anyone notices how all the animals are related or could be classified? Guide toward pests
calling them pests.
Development/Teaching Approaches:
Once the idea of pests is established, tell students they can take off their detective hats and
put on their scientists hats to learn more about pests.
Tell students to put away their white boards and markers and to get out a pencil.
Pass out KWL handout.
Have students fill out the first 2 sections, what they know about pests and what they want to
know about pests. Leave the last section blank; they will fill that out at the end of the week.
Give 5 minutes to fill out KWL sheet then collect.
Tell students to get out their science notebook.
Prepare Pest World for Kids video as students are transitioning
https://youtu.be/b41paFZADlM
Explain that the brief video is going to introduce students to pests
Pass the Pest Tracker handout to students and provide directions how to use the sheet
- students are to write down the names of pests they hear in videos, lessons, stories, etc.
throughout the lessons over the week
- students who fill up their sheets by the end of the week when sheets are turned in will win a
prize (homework pass)
Show Pest World video (approx 2.50 minutes)
Tell students to open their science notebook to the next set of blank pages (should be pages
19 and 20)
Once students are ready with their notebooks and pencils out, recap the Who Dunnit activity
by reminding students of their responses (mice, mosquitoes, flies, etc.) and how it as decided
they could all be called pests.
Tell students to turn to the partner to their left and come up with a brief definition of what
they think a pest is and to write the definition down on the right blank page in their notebook
(page 20)
Allow partners 5 minutes to discuss.
Walk around observing the discussions and what the pairs are writing down. Take note of
who has a strong definition.
Ask one of the pairs who had a strong definition to share their definition of a pest.
Write the definition on the board.
Offer praise to the pair of students for their definition.
Ask if any partners came up with something different or want to add or comment on the
definition.
Make corrections/changes as needed to make definition as close as possible to
A pest is something that shows up where you dont want it
Tell students to write the finished definition in their notebooks beneath their definitions and
underline it.
Now that the students know know what a pest is, ask them to provide examples of pests.
Tell students to take a moment to close their eyes and picture the first thing that comes to
their mind when they hear the word pest.
To keep students focused and add movement, allow them to write the name of the pest on the
board, creating a list.
Development/Teaching Approaches: *contd from previous page
Once each student has written the name of a pest on the board, tell the class they did a great
job of coming up with examples of pests and creating a list.
Ask students to take a look at the list and think about whether or not they agree that each
animal or plant is a pest.
Allow students 2 minutes to consider the question.
Select one of the pests and point out a reason someone might not think its a pest. (such as a
bee not being a pest to a beekeeper because the bees make honey)
Ask 3-4 students to comment on pests from the list
Guide students to think about the positive things pests do or contribute, like the bee example.
- mosquitoes may spread disease and bite us, but they are a food source for bats and other
animals
Tell the students that now that they are thinking about what pests are and how pests can be
harmful and helpful, its time to put those detective hats back on to do some pest sorting.
Partner students up in pairs of 2s and have them sit close enough together to work on the
activity.
Pass out 1set of pest cards and 3 classification sheets to each pair or students.
Explain the activity to students
Directions for students to categorize In-PEST-igation cards (although this is a teacher key
provided here, this is an inquiry activity so students can use their own ideas and knowledge
to explore how these pests are alike and or different and the functions of the pests)
*15 minutes to complete
- Look over the set of cards with partners
- Based off of the lesson, come up with 3 categories for the cards to be sorted into
- Write the name of the category on the top of the category sheet
- Glue cards on the appropriate category sheet
- Make sure all cards are used
- It is okay if some category sheets only have a few cards glued on them
Walk around the room checking on student progress as they work.
Prompt/ask questions/redirect only if students are struggling.
Give a 5 minute warning at 10 minute mark.
Allow for a few extra minutes if students need more time.
Instruct students to walk around the room and take a look at the category sheets to see the
categories their fellow 3rd graders came up with and how they sorted the pests
Allow 5 minutes for the viewing.
Have students return to their seats.
Ask students to share their observations. Offer suggestions like, Were you surprised at how
the other partners categorized their pests? Were the similar to how you and your partner
sorted the pests? Would you change your categories after seeing other ideas?
 Allow 3-5 minutes for discussion then ask So now that weve looked at the way you
classified your pests and see that there are many different ways to classify the same things, I
want you to keep that in mind for the next time we work on classification. But for now, lets
get cleaned up and ready for our final activity today.
Once the In-PEST-igation activity is cleaned up and students are back at their desks, tell
them its time to take what theyve learned about pests and create their own pest. *materials
should already be prepared and ready to hand out and table cleared for Pest Show
Pass out directions sheet and read directions and rubric * see attached* to the class. Ask if
there are any questions.
Pass out materials.
Give students 20 minutes to create their pests.
Walk around as students work to help as needed.
*If majority of the class isnt finished tell them they will have more time to work on the pests
tomorrow.
Have students clean up.
During clean up, organize and line up the Pest Show table.
Use Create a Pest rubric for assessment.
____________________________________________________________________________
Closure/Summarizing Strategies:
Allow students a few minutes to walk around and view the pests. The pests will be discussed
again later in the week.
To bring the lesson to a close, tell students they are going to learn more about specific pests
theyve likely encountered in their homes or outdoors. Tell them they can have one hint.
Hint: Its a creature that wasnt discussed in todays lesson that theyve likely seen outside
and is known for being slimy.
Dont tell them if they are right if anyone guesses a slug. Tell them they will just have to wait
to find out.
Accommodations/Differentiation:
Because Student X has an IEP that specifies that she struggles with note taking and needs
extra time to take notes or a copy of the teachers notes, I will provide her with my Science
notebook for her to copy from after the lesson to check her notes with mine and make any
changes or additions as needed. Student X will also be partnered with a partner who excels in
Science for the card sorting activity.
Materials/Resources:
In-PEST-igation card sets (12)
In -PEST-igation Sheets (48)
Pencils (24)
Paper (24)
Glue sticks (12)
Powerpoint
Computer
Projector
Pest World for Kids season 1 episode 1 video pestworldforkids.com
https://youtu.be/b41paFZADlM
White Board (24)
Dry erase marker (24)
Science Notebooks
Classification Handouts (36)
Glass jelly jars with lids (24)
Assorted materials; toothpicks, pipe cleaners, eyes
Index cards (24)
Tape
Orkin Website resource for In-PEST-igation cards and Who-Dunnit activities http://
cdn.orkin.com/downloads/learningcenter/junior-pest-investigators/JPI/
EekOlogy_Primary.pdf
Pest video
Pest jars idea
http://www.judynewmanatscholastic.com/blog/2017/10/amazing_pet_show/
Create a Pest rubric (24)
Create a Pest directions sheet (24)
KWL chart (24)
Pest Tracker sheet (24)
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable):

Personal Reflection Questions:

Was time allowed for the activities enough time or too much time or just the right amount of
time?

Additional Reflections/Thoughts?

Did students have enough background knowledge of organisms to understand what pests are
and how to classify pests?
Pests KWL Chart
PEST TRACKER
Name: _______________________
_______________________________________
DEVELOPMENT

Estimated Time of Activity: 15 minutes

1. To develop an understanding of what makes an organism a pest, read each of the

following Who-Dunnit Mysteries aloud to the class:

2. Invite students to identify the possible suspects by naming pests they think
committed the crime. Ask them what clues might help them solve the mystery
of Who-dunnit? Answers will vary based on students prior knowledge of pests.
Ask questions to guide their discovery: For example, in the Case of the Scurry-
Under-the-Refrigerator:

Hiding place thats dark, warm,

undisturbed; water from condensation; food crumbs.

3. Focus students attention on the scene of the crime for each of the critter encounters:

Encourage students to give examples:

4. Summarize the activity by helping students define the word pest. Emphasize these essential concepts:

2007 Orkin, Inc.

3
DEVELOPMENT

Estimated Time of Activity:20 minutes

1. Explain that most plants and animals, like those on the In-PEST-igation Cards, have
special jobs or roles in the world. For example, they are part of a food chain; they eat particular plants or animals to
survive, and they may also be food sources (prey) for other animals. Many plants and creatures are helpful to humans
as food sources or because of something they make or do. Others types of plants or animals may play an important
role in nature; however, if they harm us or our things we think of them as pests. Nearly all species can be both
helpful (beneficial) and harmful to us. Tell students that their next job as Junior Pest Investigators is to decide
whether particular types of plants and animals are helpful, harmful or both.
Post the following chart to help students begin to identify which pests are helpful, harmful or both.

KEY TO HARMFUL FUNCTIONS KEY TO HELPFUL FUNCTIONS

* 1. Invades our space 8. Eats harmful insects
2. Damages our property 9. Provides food for humans
3. Bites or stings 10. Pollinates plants
4. Carries diseases 11. Provides food for helper species
5. Causes skin rashes 12. Spreads seeds
6. Scares some people 13. Repels insect pests
7. Highly invasive plant species 14. Provides clothing for humans
15. Aerates soil

2. Using the Small In-PEST-igation Cards, invite students to predict which plants and animals are helpful, harmful or
both. Depending on childrens ages and abilities, you may wish to give each child a different In-PEST-igation Card,
or divide children into small groups and give each group several cards. Encourage students to use the function chart
together with their cards to identify whether the organisms are helpful, harmful or both and to tell why they think so.

TEACHER REFERENCE CHART FOR HELPFUL/HARMFUL FUNCTIONS

HARMFULL
Ant (1)
Aphid (2)
Bed Bug (3)
Clothing Moth (2)
Cockroach (1)
Flea (3)
Housefly (1)
Mosquito (3)
Mouse (1, 4, 6)
Poison Ivy (5)
Rat (1, 6)
Tarantula (3, 6)
Termite (2)
Tick (3, 4)
Wasp (3, 6)

5 2007 Orkin, Inc.

In-PEST-igation Cards (Small) - Lesson 1 Primary - Reproducible - 2007 Orkin, Inc.
In-PEST-igation Cards (Small) - Lesson 1 Primary - Reproducible - 2007 Orkin, Inc.
Create a pest examples

Pest index card example

Onion Fly

likes hot damp places

eats trash and rotting plants
smells like onion when smooshed
bites
food source for alligators
 Create a Pest
Rats and termites and slugs, oh my! You have learned about different pests you can find
indoors and outdoors. From plants to insects and rodents and birds, pests come in all
forms. They might bite or carry disease or damage crops and property, but they also
have a beneficial side. Now take what you have learned about pests to create your very
own pest for our Room 6 Pest Show! Take a peek in the materials bins, grab some
paper and a pencil, and start brainstorming. Follow the steps below.

1. Plan your pest.

2. Sculpt your pest out of play dough.
3. Add the details (pipe cleaners, toothpicks, feathers, etc.).
*Earn up to 3 points extra credit for additional details, such as adding a food
source to the jar or doing an oral presentation about your pest!
4. Give your pest a name.
5. Fill out a Pest ID card.
What is your pests name?
Where does your pest live?
What does your pest eat?
Why is your pest a pest?
Why is your pest beneficial?
6. Place your pest in a jar.
7. Write your name on the piece of tape on the bottom of the jar and on
the back of the Pest ID card.
8. Line up your jar and ID card on the Pest Show table.
9. Write your name on the Create a Pest rubric and hand the rubric in to
Ms. Sutton.

Youre done!
________________________________________________________________

Q&A
How much time do I have? 30 minutes
What if I need help? Discuss with a neighbor or ask the teacher
How many points is this project worth? Check the rubric
When is the project due? At the end of the class period
Does it have to be a real pest? No. You can create your very own unique pest.
What if I finish early? Select a book to read from the Pest Book Box.
 Create a Pest
Name:
Date:

Advanced Proficient Basic Below No Attempt

3 Points 2 Points 1 Points 1 Points 0 Points

Description The pest The pest The pest The pest No description is
description is well description is well description is description is not written on the Pest
organized and organized and organized and organized and ID card.
contains 4 or more contains 3 or more contains less than contains 1 or no
facts about the facts about the 2 or less facts facts about the
pest. pest. about the pest. pest.

Pest and More than 1 reason 1 reason for being 1 reason for being 1 reason for being No reason for
for being a pest a pest and 1 reason a pest and 1 reason a pest OR 1 reason being a pest or
Benefit
and more than 1 it is beneficial are it is beneficial are it is beneficial are beneficial are
reason it is clearly stated. Both stated. stated. provided.
beneficial are are well thought
clearly stated and out.
well thought out.

Creativity and Well thought out Well thought out Thought out plan Not well thought No pest or ID card
plan and creative plan and creative and use of out plan or creative were created.
Appearance
use of materials to use of materials to materials to create use of materials to
create the pest. create the pest. 3 the pest. 2 or less create the pest.
More than 5 details or more details are details are shown. Pest details did not
are shown. Pest shown. Pest details Some pest details match the
details match the match the match the description.
description. description. description.

Time Managed time well Used time well and Had trouble staying Did not stay on No time was spent
and stayed handed in a on task and rushed task and did not creating a pest.
Management
focused. Handed in finished pest and to complete the complete both the
a finished pest and ID card. pest OR Pest ID pest and Pest ID
Pest ID card with card. card.
no corrections
needed.

Name Name is neatly Name is on the Name is on the Name is only on No name on the
written on the bottom of the jar bottom of the jar the jar OR Pest ID pest jar or Pest ID
bottom of the jar and the back of the and the ID card but card. card.
and the on back of Pest ID card. is difficult to read.
the ID card.

Extra Credit
+ 3 points

This rubric was created with Quick Rubric and can be found at -