Grade level: 3
Subject/Theme: Science/Organization of Living Things
Pedagogical Goals:
I want the students to be able to identify and understand the different organisms and functions that occur daily in nature. According to the GLCEs, by the third grade students should be able to explain how and why animals hunt, survive, and protect themselves in addition to many other things. By the end of this two week span, I want to take my class to the zoo and listen to them explain what certain animals do with certain structures and why. I also want them to be able to go to the greenhouse and easily identify the parts of a plant and their purposes.
The Michigan Grade-Level Content Expectations that I intend to address in this two week span are as follows:
- L.OL.E.3 Structures and Functions- Organisms have
different structures that serve different functions in
growth, survival, and reproduction. - L.OL.03.31 Describe the function of the following plant parts:
flower, stem, root and leaf. - L.OL.03.32 Identify and compare structures in animals used for
controlling body temperature, support, movement,
food-getting, and protection (for example: fur, wings,
teeth, claws). - L.OL.03.41 Classify plants on the basis of observable physical
characteristics (roots, leaves, stems, and flowers). - L.OL.03.42 Classify animals on the basis of observable physical
characteristics (backbone, skin, shell, limbs, scales).
The Michigan Educational Technology Standards that I'll integrate are as follows:
1. Students know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors).- 2. Students know proper keyboarding positions and touch-typing techniques.
- 3. Students manage and maintain files on a hard drive or the network.
- 4. Students demonstrate proper care in the use of hardware, software, peripherals, and storage media.
- 5. Students know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, flash drives).
- 6. Students identify which types of software can be used most effectively for different types of data, for different information needs, or for conveying results to different audiences.
- 7. Students identify search strategies for locating needed information on the internet.
- 8. Students proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups.
Technology/Technologies
Our class will use the following technologies:
- Microsoft Word
- Digital Cameras
- Internet Search engines (Google, Yahoo, Ask, etc.)\
- Voicethread
I chose the above technologies for many reason. First, I figured that all of them are age appropriate. For the most part, all of the listed functions can be used effectively if the student knows how to read, or has an idea of the technologies purpose--like the camera for example. If the student know that you aim and shoot (by pressing the button usually located on the top right corner), then half the battle is over. As we analyze particular structures and functions, the students can use the internet to look for information and their cameras to take pictures. I plan on using as many technologies as possible to assist me in my ultimate goal of teaching the students as much as possible.
Lesson Plan
Technology has advanced so much over the years. It's amazing to think that I could record an entire lesson online, and my students won't have to miss a beat--even in my absence. It's just amazing what can be accomplished with technological assistance.
Week 1:
Monday
Today we will discuss the functions of different structures. We will look closely at photographs of different footprints, wing structures, body types, etc. How do they grow? How do they survive? How do they reproduce? We will learn the answers to all of these questions. Students will choose their favorite animal, and label three functions that they feel are most helpful to that animal. After they have drawn and labeled their animals on a rough draft, the students will be given construction paper and crayons to copy their animals on for classroom display.
Tuesday
Organisms have different structures that serve different functions in growth, survival, and reproduction. Today we will identify means of survival. Students will go to our classroom blog, find their name, and research the animals listed beside their name. They will be instructed to choose a total of five animals, and type out an explanation or description of that animals means of survival. The lesson for today is similar to that of yesturday, but today they won't be drawing and they'll be expected to have a lot more knowledge about the subject.
Wednesday
Coming right out of the survival and function of animals, we'll transition right into the survival and function of plant parts. I'll pass out pretty flowers to the students. Each student will be able to disect their plant in their seat as I dissect mine in the front of the classroom. I will careful pull my flower apart and call each of the parts by name. As we pull our flowers apart I'll have the class shout out loud the names of the plant parts. For example: I'd pull off one of the petals and say "This is called a petal, can everyone hold one petal in the air?" Once the children hold their petals up I would then ask a series of questions about petals. "What color is your petal Jonathan?" "How many petals does your flower have Tasha?" "What is the texture of your petals Jordan--smooth, bumpy, rough?" I would then ask the students to take all their petals off of their flowers and lay them on their desks. Continuing on, I would treat each part of the plant similarly until all the intended parts are identified. I would give the students flowers to take home, and their howework would be bringing in a rough draft of a story describing the usefulness of at least on of the plants parts.
Thursday
Today the students will continue to work on their stories. We would review the parts and purposes of each part. I would read a story to the class that had something about plants in it. We would type the text of our stories and draw our pictures out. Then we would all go out and sit on the school lawn. Each student would have a turn taking a picture of a plant or plant part with a digital camera. The class would sit in the grass with me as I read a story while the student with the camera goes and navigates the area for a good photo opportunity. I would record the photo number so that none of the pictures get mixed up, confused, or deleted. When the children come to class tomorrow I will have a bulletin board ready to post the photographs the students took.
Friday
Today students will make a list of animals found in the warm and colder temperatures. I would begin this lesson by discussing the different types of wardrobe for each season. The bellwork would be something to the effect of: Fold your sheet of paper into four equal parts like this. (I would have a sheet of paper folded the way that I desire so I don't end up with different folding patterns). Label each part with the name of a season. Then, draw yourself in different outfits according to the season.
This will set the foundation for todays lesson. We will look at different features such as fur, feathers, skin, etc. that animals use for survival in different climates. The compartive worksheet the students will be handed out will compare the features with our own. For example: In the winter months the weather is (hot, or cold). People dress in (thicker or thinner) clothes to best suit them for the weather. The questions will continue until all the animal features and human features have been described and compared.
Week 2
Monday
The eating process. What do certain animals eat. Students should be able to identify what animals eat based off of looking at them. The class will be held in the computer lab. There will be a list of animals on the chalk board, and each student will have a corresponding handsheet with the same animal names on it. The directions at the top will ask a simple question: teeth or beak? From there the students will write what type of foods would be ideal for that animal to eat. They must use a search engine, and site the resource that verifies their answers.
Tuesday
Today is our trip to the zoo. We will look at all the animals and observe the atmosphere prepared for each animal. The the birds in an enclosed area? Why? Looking at the larger animals, why aren't the enclosing fences high? We would walk through the zoo, and I would ask questions to see if the material they've been exposed to in the last week has been absorbed.
Wednesday
I would further clarify any misconceptions that were revealed at the zoo. I would also have each student begin a report on two animals that share similar characteristics. This assignment is due Friday. The students will be expected to list the animals similarities and differences. No two students can have identical animal choices. Students are allowed to have one animal that is common, but the other must be unique. Before the day is over students can turn in a slip of paper with two animals on it, if they do not choose...two animals will be assigned. Each project should have a picture of each animal and a list of foods that each animal eats. They should also describe one difference between the animals and a reason why that difference is special.
Thursday
Trip to the planetarium or garden. Hopefully the school I'll be teaching in will have a planetarium, garden, or beautiful landscaping. The students can work in pairs or individually. Just like on our trip to the zoo I would discuss the different plants and parts. Hopefully, we would have a tour guide who could provide us with the background and predominate locations of the exotic plants. The locations nearest to the equator would have warmer temperatures and hopefully the students can draw connections to the plant temperature features, and that of animals. The fact is, no one wants to freeze to death.
Friday
Today the student will bring in the projects and share everything they've learned with the class. Once presentations are over I will assign a short reinforcing quiz to make sure that every concept and idea are embedded in their little brains.
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