Developmental Lesson Plan

Teacher Candidate: Tiffany DeFranza Date: Friday, September 31st

Group Size: 28 Allotted Time: 40 Grade Level: 3rd Grade

Subject or Topic: Oceans, Introduction

Common Core/PA Standard(s):

S.K-2.B.2.1.1: Identify and describe habitats (e.g., wetland, meadow, forest, lake, river, ocean,
pond).

Learning Targets/Objectives:

Students will recognize and display their knowledge about ocean zones, animals, and
pollution, by answering questions from a jeopardy game.

Assessment Approaches: Evidence:

1. Formative Assessment 1. 3 Minute Pause
2. Formative Assessment 2. Jeopardy game

Assessment Scale:

Proficient: The student was able to give insight in the teams questions and answer their own
question correctly, without delay.
Basic: The student was able to answer their own question after short consultation with the rest
of their team.
Below Basic: The student could not answer their jeopardy question and the team answered it
for them.
Subject Matter/Content:

Prerequisites:
Able to read
Key Vocabulary:
Ecosystem: A community of living and non-living components in an environment.
Prediction: What someone thinks will happen
Observation: The act of noticing, studying, or paying attention to something
Conclusion: Summarizing the end or result of your experiment, what you figured
out/learned
Long-term: occurring over a long-period of time.
 Short-term: occurring over a short-period of time.
Sunlight zone: the top layer of the ocean.
Twilight zone: the middle layer of the ocean.
Midnight zone: the deepest/lowest layer of the ocean.
Omnivore: Survives on eating plants and animals.
Carnivore: Survives on eating only animals.
Prey: An animal that is hunted or killed by another for food.
Predator: Hunter; hunting for food by killing other animals.
Survive: Continuing to live in their environment.
Content/Facts:
70% of the Earth is covered by the ocean.
The ocean floor is the bottom of the ocean.
5 Oceans: Atlantic, Pacific, Southern, Arctic, Indian
Hot water rises while cool water sinks.
Possible causes of oil spills.
The affects oil spills can have on the ocean and living things in/surrounding the ocean.
Using observations to make predictions.
Understanding that all living things have basic needs to survive in their environment.
Animal Facts (Lesson 3)
Introduction/Activating/Launch Strategies:
Teacher will greet the students as Marine Biologists and have the craft template set out
at each seat.

Development/Teaching Approaches
At each students seat is the craft template and the teacher will read the prompt aloud, If I
was a Marine Biologist, diving into the ocean, I would see
The teacher will walk around and help students come up with ideas only if they need help.
o Examples: If I was a Marine Biologist, diving into the ocean, I would see
pollution from the plastic and oil spills,, If I was a Marine Biologist, diving
into the ocean, I would see many different animals like sharks and jellyfish,,
If I was a Marine Biologist, diving into the ocean, I would see the deepest parts of
the ocean, the Midnight zone, and the ocean floor,.
The teacher will collect the crafts and hang in the front of the room.
The teacher will organize the students on the rug, in two halves with an aisle down the
middle. The first student from each side the teacher sees sitting quietly with their hands in
their lap, the teacher will call up to the front.
The teacher will explain that this student will be the score recorder.
The teacher will bring the jeopardy game up on the smartboard, and explain that each
student gets to pick a point value, and the more points a question is worth, the harder the
question is.
Students will raise their hand and the teacher will call on who picks each question, students
are allowed to talk amongst their team to get an answer.
The teacher will have a 2 minute timer set for each question.
The jeopardy game will take 20 30 minutes depending on how quickly students know the
answers.
 At the end of the game, the teacher will explain that we are going to do a 3 Minute Pause
activity. Each student picks a partner from the other side.
With their partner, students will tell each other something they didnt know that they
learned, or something they learned more about. The teacher will write the prompts on the
board: I was surprised about, I became more aware of, I discovered.

Closure/Summarizing Strategies:
The teacher will explain that during the next science class they have a test, but after it we
will be having an ocean themed snack, Can anyone guess what it is?

Accommodations/Differentiation:
Teacher may have had the jeopardy questions printed out ahead of time for specific
students and they took it home the night before to look over.

Materials/Resources:

( https://www.teacherspayteachers.com/Store/Crafty-Bee-
Creations/Category/Ocean-137374)

Jeopardy Game PowerPoint

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts