Developmental Lesson Plan

Teacher Candidate: Tiffany DeFranza Date: September 28th

Group Size: 28 Allotted Time: 35 Grade Level: 3rd Grade

Subject or Topic: Oceans, Introduction

Common Core/PA Standard(s):

3.1.3.A1: Describe characteristics of living things that help to identify and classify them.

3.1.3.A2: Describe the basic needs of living things and their dependence on light, food,
air, water, and shelter.

Learning Targets/Objectives:

1. At the end of this lesson the 3rd grade students will be able to identify characteristics of
various living things that live in the ocean.
Assessment Approaches: Evidence:
1. Formative assessment, thumbs up, thumbs 1. Student could identify whether at least 5
down facts were correct or incorrect.
2. Performance assessment, living thing 2. Scoring on the corresponding analytic
poster rubric.

Assessment Scale:

Proficient: Student matched their fact with their animal correctly, and identified other students
matches as correct or incorrect through thumbs up, thumbs down.

Basic: Student matched their fact with their animal correctly, and identified some of the other
students matches as correct or incorrect through thumbs up, thumbs down.

Below Basic: Student did not match their fact with their animal correctly.

Subject Matter/Content:

Prerequisites:
Basic reading skills.
Basic writing skils.
Key Vocabulary:
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:
Understanding that all living things have basic needs to survive in their environment.
Facts on the index cards, highlighted in class through the text:
o Sea turtle
Can hold their breath for as long as one to five hours as they hunt for
their prey.
They are carnivores.
Create nests, commonly on beaches, where they lay their eggs.
Their shells are protective, but they cant tuck their arms and legs into
it.
o Jelly fish
Use their tentacles to sting.
Can be large and brightly colored.
Can be transparent.
Do not have a brain.
o Algae
Not considered a plant or animal.
Create oxygen.
Very important in food chains.
Grows in many different sizes, shapes, and colors.
o Clown fish
Helpful to the anemone of the ocean.
Can lay around 1,000 eggs at a time.
They are omnivores.
Make ticking noises to communicate.
o Sea horse
Can change color to camouflage self from predators.
Tail is used to attach itself to things such as shelter/rocks.
Can be anywhere from half an inch to 14 inches tall.
Do not have teeth but instead I suck in my prey such as plankton.
o Shark
May have around 3,000 teeth.
Has a sense of smell of 10,000 times better than a humans.
Carnivore, living primarily on dolphins, seals, turtle, and seagulls.
Pups are born with teeth and can immediately hunt, eat, and live on their
own.
o Clam
I live deep in the ocean, in mud, and/or sand.
One of the longest living species in the world.
Some live in the warm pacific oceans and some live in the Arctic ocean.
Have no senses.
Introduction/Activating/Launch Strategies:
The teacher will begin the class by asking if any students have ever been fishing.
The teacher will then ask if anyone knows of any things that live in the ocean and are not
animals.
Development/Teaching Approaches
The teacher will gather all of the students on the carpet to read a few flagged pages out of
Ocean and Sea by Steve Parker.
o The teacher will flag seven different living things: sea turtle, jelly fish, algae, clown
fish, sea horse, shark, clam
o The teacher will read each page, going slowly, and pointing out the corresponding
photographs. The teacher may repeat facts that used in the activity later.
Once the teacher has covered all seven living things he/she will ask all of the students to
stand up, and split the classroom in half. The teacher will line the students up in two
parallel lines facing each other.
The teacher will hand out the picture cards, one to each student, to the line on his/hers left-
hand side.
The teacher will hand out the fact cards, one to each student, to the opposite line.
The teacher will instruct the students with the fact cards to read it to themselves and try to
figure out who they are.
After about 10 minutes, the teacher will check if all of the students have found their match.
The teacher will ask each pair to read their fact and tell the class what living thing they
thought they were. The teacher will ask the class, after each pair, to give a thumbs up or
thumbs down if they think the pair is correct.
The teacher will collect the index cards as the class reads their facts. Once the teacher has
gone through all the pairs and facts he/she will seat the students at the carpet again. The
teacher will hang all the fact index cards next to their living thing photograph and hang the
example performance assessment on the board.
The teacher will explain that each student is expected to create an ocean living thing poster
on their own. Students are encouraged to use one of the living things on the board (sea
turtle, jelly fish, algae, clown fish, sea horse, shark, or clam) or they can pick another
animal out of the book we read, on their own.
The teacher will have a table of materials set up at the front of the room with varying
colors of construction paper, markers, pens and pencils.
The teacher will dismiss students to their tables and monitor them as they work for the rest
of the period, at least 25 minutes.

Closure/Summarizing Strategies:
As the students finish up their posters, the teacher will play the video How Much Plastic
is in the Ocean?
After the video, the teacher will ask students to think about something else that pollutes
our ocean that they may have heard about.
Accommodations/Differentiation:
I may allow some students to take home their project if I know they will not be able to
finish in time.
For students who have memory problems I may give them copies of pages from the
book that we read to reference while they are doing their posters.

Materials/Resources:
https://www.youtube.com/watch?v=YFZS3Vh4lfI ( How Much Plastic is in the
Ocean? Video)
http://thecreativecolorfulclassroom.blogspot.com/2015/06/informational-anchor-
charts.html (Animals posters, originally classroom anchor charts)
Ocean and Sea by Steve Parker (Read aloud book)

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

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts