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  • Coopinquiry 2

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    This lesson plan is for a 3rd grade science class about designing zoo habitats. Students will be placed into groups and assigned an ecosystem, where they will create a blueprint for an animal habitat and justify their plant and animal choices. To assess understanding, groups will present their habitat designs while other students fill out an organizer, and students will complete an exit ticket with questions. The lesson involves watching videos of animal habitats, designing enclosures in small groups, and presenting habitat blueprints to the class.

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    coopinquiry2

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    This lesson plan is for a 3rd grade science class about designing zoo habitats. Students will be placed into groups and assigned an ecosystem, where they will create a blueprint for an animal habitat and justify their plant and animal choices. To assess understanding, groups will present their habitat designs while other students fill out an organizer, and students will complete an exit ticket with questions. The lesson involves watching videos of animal habitats, designing enclosures in small groups, and presenting habitat blueprints to the class.

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    © All Rights Reserved
    Unduh sebagai PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    30 tayangan7 halaman

    Coopinquiry 2

    Diunggah oleh

    api-282071638
    This lesson plan is for a 3rd grade science class about designing zoo habitats. Students will be placed into groups and assigned an ecosystem, where they will create a blueprint for an animal habitat and justify their plant and animal choices. To assess understanding, groups will present their habitat designs while other students fill out an organizer, and students will complete an exit ticket with questions. The lesson involves watching videos of animal habitats, designing enclosures in small groups, and presenting habitat blueprints to the class.

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 7

    EDUC474LESSONPLAN

    CandidateName:
    Katie
    AmandaLockwood
    Alex
    Tatiana

    Date:4182016

    LessonTitle:ZooHabitatDesign(HomeSweetHome)

    GradeLevel:3rd

    TypeofLesson:
    CooperativeInquiry

    ContentArea:
    Science
    ContentStandard:
    3LS43:Constructanargumentwithevidencethatinaparticularhabitatsomeorganismscan
    survivewell,somelesswell,somenotatall.
    ELDStandard:
    11.SupportingopinionsSupportopinionsbyprovidinggoodreasonsandincreasinglydetailed
    textualevidence(e.g.,providingexamplesfromthetext)orrelevantbackgroundknowledge
    aboutthecontent.(Expanding)

    LessonObjective:
    TSWBATcreateahabitatblueprintusingappropriateplantsandanimalsforaspecific
    ecosystemwithsupportingevidencefortheirstatements.

    DrivingQuestion:
    Howcanweaszoologistsdesignhabitatsforanimalsfromdifferentecosystems?

    AssessmentPlan(formative&summative):
    FormativeObservation,classandgroupdiscussions,habitatdesignsandcompleted
    presentationorganizers.
    SummativeHabitatpresentations(seerubric)and321exittickets.

    AssessmentAccommodations(formative&summative,perfocusstudent):
    EL
    :(Formative)Studentsareplacedinsmallgroupsforpeersupport.Thisstudentwillbeplaced
    inagroupwithanotherstudentwhoisfluentintheirprimarylanguagetoassistwithunfamiliar
    wordsorphrases.Groupsareprovidedpresentationorganizersforvisualsupport.Thestudent
    willalsobeabletodrawtoshowtheirunderstandingandusepeersupportorsentenceframes
    asnecessaryforwritingrationales.(Summative)Studentswillbeprovidedsentenceframesfor
    theirexitticketstohelpincompletingthem,andreceiveadditional1:1supportforcontent
    vocabularyifnecessary.
    ADHD:
    (Formative)Groupsareprovidedpresentationorganizersforvisualsupport.The
    studentwillhavechoiceinhowtheparticipateinthehabitatdesignprocess.Studentwillbe
    offeredcomputerasresearchtooltoincreaseengagementduringprojectwork.(Summative)
    Graphicorganizerwillbeutilizedasvisualsupportduringpeerpresentations.Studentwillbe
    requiredtofillin4ofthe6boxesandcanreceiveabreakforonepresentationifnecessary.
    Studentcancompletetheir321exitticketverballywithteacherinsteadofwritingresponses.

    INTO
    (introeventorhook,drivingquestion)
    Classwillwatch
    SafariLive
    onYouTube(alivestreamedvideoinAfricaofanimalsintheir
    habitat);thenwatchthevideo
    TheSidewinderSnakeSlithersat18MPH
    (http://youtu.be/B3NbPUTD5qA).
    ClassdiscussionWhatcharacter/physicaltraitsdoestheSidewinderortheLizardin
    thevideohavethatallowthemtothrivewithinthehabitatweobserved.
    Studentswillrecallvarioushabitatspreviouslylearned(Grasslands,
    Tundra/Polar,Rainforest,Desert,Wetlands,orMarine).Sharevisualsof
    habitats.


    DrivingQuestion:
    Howcanweaszoologistsdesignhabitatsforanimalsfromdifferentecosystems?

    THROUGH
    (cycleofinquiry,formativeassessment/checkingforunderstanding)
    Studentswillbeplacedintosmallcollaborativegroups(34members)preselectedby
    theteacher.Groupswillberandomlyassignedtooneofthesixhabitats:Grasslands,
    Tundra/Polar,Rainforest,Desert,Wetlands,orMarine.
    Studentswillusetheirbackgroundknowledgeofhabitats,aswellasexpositorytexts
    (fromSciencetextbookandlibrary)orvideos,todesigntheinterioroftheirzoo
    enclosures.
    Studentswilldrawtheirdetailedhabitatblueprintonalargepieceofconstruction
    paper.
    Astheyareworkingontheirblueprints,Iwillhandoutaworksheetforstudentsto
    completeafter.Studentswilllistmaincharacteristicsoftheirhabitat,plantsandanimals

    thatwouldthriveintheirhabitatwithrationaleforwhy,andplantsandanimalsthat
    wouldnotthinkwithrationaleforwhy.
    Tocheckforadditionalunderstanding,eachstudentfromthegroupwillchooseaplant
    andanimalthatwouldbeleastlikelytosurviveinthishabitatandprovidean
    explanationbackedbyevidence.

    BEYOND
    (applicationorpresentationoflearning,summativeassessment)
    Thestudentswillpresenttheirhabitatdesignstotheirclassmates.Whiletheother
    groupsarepresentingtherestofthestudentswillfilloutthehabitatgraphicorganizer
    withtheinformationgivenbytheothergroups.Eachstudentmustfilloutonesheetfor
    eachoftheothergroups.
    Afterallofthegroupshavepresented,thestudentswilldoathink/pair/sharewiththeir
    elbowpartnertochecktheiranswerswithoneanother,thenputtheHabitatDetail
    sheetsintheirfolderswhentheyarefinished.
    Lastly,thestudentswillbeaskedtodoa321notecardastheirexitslip.Onthisthey
    mustwritedown3thingstheylearnedduringtheotherpresentations,2questionsthat
    theywouldliketoasktheothergroups,and1overallquestiontheyhaveabout
    anything.

    HabitateExamples:

    EcosystemExamples:

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