Developmental Lesson Plan

Teacher Candidate: Omni White

Date: 3/8/18

Group Size: Small group Allotted Time: 1 hour Grade Level: 3rd

Subject or Topic: Research Project

Common Core/PA Standard(s):

CC.1.2.4.J
Acquire and use accurately grade-appropriate conversational, general academic, and domain-
specific words and phrases, including those that signal precise actions, emotions, or states of
being and that are basic to a particular topic.
Standard 10.1.3.B
Identify and know the location and function of the major body organs and systems
 Circulatory
 Respiratory
 Muscular
 Skeletal
 Digestive
CC.1.4.3.V
Conduct short research projects that build knowledge about a topic.

Learning Targets/Objectives:
The 3rd grade students will:
 Research one of the three components of the muscular system by using the provided
websites provided by the teacher.
 Discuss their findings on each type of the muscular system by creating a poster with the
researched material.

Assessment Approaches: Evidence:

1. Thumbs up/Thumbs down 1. Check to see the number of thumbs that are
2. Anecdotal notes up and down
3. Rubric 2. Teacher’s notes of a particular group
3. How each group scored based on the rubric
guidelines

Assessment Scale:
3. See attached rubric. This poster will be worth 15 points.
Subject Matter/Content
Prerequisites:
 Basic understanding of how to research on the internet
(eg: being able to use a search engine)
 Can collaborate with peers
 All knowledge from prior lessons from this unit
Key Vocabulary:
 All prior vocabulary terms from this unit
 Reliable source- websites, books, or articles that are credible
 Plagiarism- copying someone else’s ideas or work and portraying it as your own
 Paraphrasing- rewording information so that it is better understood

Content/Facts:

What is a reliable source?

 Can be a credible book, article, or website.
 Does not state random and untrue facts
 Ask yourself, “does this make sense”?

How to begin a research project?

 Begin to type in information on a search engine (eg: google, firefox, safari, bing)
 Look in textbooks or articles
 Define words that you may not understand
 Gather different types of information about the selected topic
 Keep track of all information found from sources
 Think about how to represent and present your research topic
 Share all ideas with team members

What is plagiarism?
 Copying another person’s work or ideas
 Failing to provide credit to the person who created the work that is being used
 Framing someone else’s work as your own
 Can be considered a form of cheating

How to avoid plagiarism?

 Must cite (verbally or written) where/who provided the information
 Try to paraphrase
 Compare and contrast the information found with your own knowledge

What is paraphrasing?
 Putting something in your own words so that you can better understand
 Use PARA: P- Put the text in your own words, A- Avoid copying the text, R-Rearrange
similar text, A- Ask yourself if you included all the important points
(http://minds-in-bloom.com/teaching-kids-to-paraphrase-step-by-step/)
Introduction/Activating/Launch Strategies:

 The teacher will begin creating three sections on the board titled: Cardiac, Skeletal, and
Smooth.
 The teacher will then ask the students to come up to the board and write down certain
things they remember about the cardiac, skeletal, and smooth muscle from the previous
lessons taught.
- Once the students are finished, the teacher will briefly go over each point that the
students made under each category
 After the teacher and students have gone over this warm up activity the research project
will be introduced to the students by showing them a BrainPop video about research.
(https://www.brainpop.com/english/studyandreadingskills/research/)
 Once the video is finished, the teacher will explain to the students that they will be cre-
ating a research project based on one of the muscular system that they have learned in
class.
 The teacher will begin assigning heterogenous skilled level groups.
Development/Teaching Approaches

DAY ONE:
 The teacher will then continue the lesson by passing the guided note worksheet on pla-
giarism, reliable sources, and paraphrasing.
 The teacher will use three anchor charts (see attached) on plagiarism, reliable sources,
and paraphrasing to deliver the content to the students. While the teacher is going over
the anchor charts the students will be following along and filling in the correlating
blanks on the worksheet.
- It is important for the teacher to talk about each point on the guided note worksheet.
For example, the first statement reads “copying someone else’s work or ____”.
Therefore, the teacher must provide the students with the answer during the time in-
struction is being provided.
- This must go on until all statements on the worksheet are filled in.
 When the worksheet is complete, the teacher will explain to students that plagiarism is
not allowed during this research project but reliable sources and paraphrasing are highly
recommended.

DAY TWO:
 To begin day 2, the teacher will then ask students to sit with their group members for
the research project while also asking one group member to pull out the worksheet from
the previous day.
 Once all groups are settled, the teacher will assign a muscular system to each group
(there can be more than one group with the same system).
 The teacher will then pass out a worksheet that explains the directions and rubric for the
assignment. (see attached)
 The teacher will give the students a few minutes to review the directions and rubric be-
fore discussing it.
 Once the students have taken the time to review the directions and rubric, the teacher
will thoroughly go through the directions first.
 The directions explain all components of the research project and must be read
entirely.
 After the directions are discussed with the entire class the teacher will then do the same
with the rubric. However, the teacher will only read from the “proficient” column of the
rubric.
 Once the directions and rubric are discussed, the teacher will then pass out a worksheet
that has the provided resources for the project. The purpose of this worksheet is for stu-
dents to align their notes with the resource (see attached).
- https://kidsbiology.com/human-biology/types-of-muscles/
- www.brainpop.com
- The Muscular System by Manolis, Kay.
- www.factmonster.com/
- http://kidssearch.com/
 The students will continue to use this worksheet until they feel like they are ready to
begin their poster.
 While the students are working on their note sheet the teacher should be taking down
notes on the students’ progress.

DAY THREE:
 To begin this lesson, the teacher will ask the students to sit in their groups and take out
the research worksheet that was completed the day before.
 Before the students begin working on their poster, the teacher will view their research
worksheet.
 There will be materials stationed in the front of the room when students are ready to
create their poster.
Closure/Summarizing Strategies:

DAY THREE:
 Once all groups have completed their posters, the teacher will allow the students to post
their posters around the room so the class can complete a gallery walk.
 The teacher will give each group a pack of sticky notes and allow each group member
to comment on their peers’ posters.
 The teacher will also participate in the gallery walk while also assessing them, using the
rubric.

Accommodations/Differentiation:
 Because of JR’s ADHD he will be the student that helps pass out all materials neces-
sary for this assignment.
Materials/Resources:

Teacher provided websites for project:

• Types of Muscles. (n.d.). Retrieved April 13, 2018, from https://kidsbiology.com/human-bi-
ology/types-of-muscles/
• BrainPOP. (n.d.). Retrieved April 13, 2018, from http://www.brainpop.com/
• The Muscular System by Manolis, Kay.
• Hi there!I'm Frank. I help you with homework and facts. In case that gets boring, I'll also
have some games and trivia quizzes for you! (n.d.). Retrieved April 13, 2018, from
http://www.factmonster.com/
• Kids Search - Safe Search Engine. (n.d.). Retrieved April 13, 2018, from
http://kidssearch.com/

Resources used in lesson:

• (n.d.). Retrieved April 13, 2018, from http://studyjams.scholastic.com/studyjams/jams/sci-
ence/human-body/muscular-system.htm

• Dowshen, S. (Ed.). (2015, August). Your Muscles. Retrieved April 13, 2018, from http://kid-
shealth.org/en/kids/muscles.html

• Muscular System - Muscles of the Human Body. (n.d.). Retrieved April 13, 2018, from
http://www.innerbody.com/image/musfov.html

• Biology for Kids. (n.d.). Retrieved April 13, 2018, from http://www.ducksters.com/sci-
ence/muscles.php

 Guided worksheet
 Rubric and directions
 Poster paper
 All utensils needed to create and decorate the poster

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

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts