Lesson Plan Guide: Unit/Chapter Objective/Generalization/Big Idea

Lesson Plan Guide
Teacher Candidate: Grade and Topic: Mentor Teacher: Haley Hopkins Grade 4, Science Dr. Weaver Date: 1/28/14 Length of Lesson: 55 minutes School: U of M
UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: To see how matter and energy flow through the biosphere through the different ways that organisms meet their energy needs. LESSON OBJECTIVE:
0407.3.2 Students are given a list of organisms that they must be able to classify organisms as carnivores, herbivores, or omnivores in a chart with 100% accuracy.
STANDARDS ADDRESSED:
SPI 0407.3.1 Determine how different organisms function within an environment in terms of their location on an energy pyramid. 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
MATERIALS:
Rubric Computer Internet Microsoft Word Pencil and Paper Science book
Technology Integration Students will use the internet in searching their animal for its classification and images. Word processing software will be used to type, format, and add images to the Carnivores, Herbivores, and Omnivores activity. Students, upon completing the activity, will print out their work to share to the class.
BACKGROUND and RATIONALE: For students to be able to classify animals as carnivores, herbivores, or omnivores.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN science standard 3
We will refer to this chart when making food webs and energy pyramids
I am aware that the lesson will be differentiated for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.
PROCEDURES AND TIMELINE: Introduction: What will you do to help the students become focused or motivated to learn in this teaching segment? Begin with introducing the different types of animals carnivores, herbivores, and omnivores with examples. Have students read about them in their science book; then have a discussion over what they read Are given a work sheet where they have to fill in the definition of each classification Give them their instructions and go over them before leaving for the computer lab. Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson. Prior to the computer (10 Minutes) Teacher Procedures: 1. Introduce the new material to the student and show where to find it in their science book. Then pass out work sheet. Student Procedures: 1. Read about the different types of classification. Then fill out work sheet by filling in the definitions of the different classification. At the Computer (35 minutes) Teacher Procedures: Have students open both MS Word and an Internet browser Show students how to create a table on MS Word. Show students where to find clip art Monitor and assist as needed
1. 2. 3. 4.
Student Procedures: Open MS Word and an Internet browser Create a table on MS Word The table will be three- column and six rows. Add the following column names: Animal, Classification, Energy source 5. In the Animal column put each name of an animal in a row 6. After putting the animal in the rows, students need to search the animal for the animals classification and energy source 1. 2. 3. 4.
7. In the Classification column but the weather the animal is a Carnivores, Herbivores, or a Omnivores 8. In the Energy source column put where that animal gets its energy source plants only, plants and animals, animals only. Also there needs to be at least two examples of the animals food source. 9. Find picture from clip art in MS Word or from searching the animal in google images. Then copy and paste a picture of the animal in the correct animal row 10. Save work 11. Repeat items 6-10 for the remaining animals, classification and energy source. 12. When finished check for spelling errors 13. Save work 14. Print a copy
After the Computer (10 Minutes) Teacher Procedures: 1. Place students in groups of 3 to 4 students 2. Have students share their work with the group by showing the different animals they had and the animals classification and energy source. 3. Students will discuss each students work 4. After students are done with groups students will volunteer to share their work with the class. Student Procedures: While in groups, students review each others work and discusses each animal If student wants to he or she can share with the class at the end of groups
1. 2.
Closure:
Students will get in groups to show what animals and its classification. In small groups they will also determine if the classification is right or wrong and explain why. After they have shared in groups then individual students can go to the front of the class to share.
ASSESSMENT EVIDENCE: Carnivores, Herbivores, and Omnivores Rubric

Criteria Picture of animal 0 No picture 1 Each animal has a picture but has the wrong animal in a row 2 Each animal has a picture but the picture has another animal in some pictures 3 Each animal has a picture and is the right animal
Definition of each classification
No Definition
Very simple definition in each classification
Explain the animals energy source with two or more examples of energy source
No explanation or Examples of energy source
Has explanation but no examples of energy source
Very good definition only missing some elements in each classification Has explanation with only one example of energy source
a very full definition with all elements in each classification Has explanation and two or more examples of energy source
MODIFICATIONS: I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson
Student Sample Carnivores, Herbivores, and Omnivores Chart Animals Bear Classification Omnivore An omnivore is a kind of animal that eats either other animals or plants Energy Source Plants and Animals Berries Salmon
Wolf
Carnivore A carnivore is an animal that gets food from killing and eating other animals.
Animals Small mammals Hooved mammals
Rabbit
Herbivore A herbivore is an animal that gets its energy from eating plants, and only plants
Plants Grass Flowers
Lion
Carnivore A carnivore is an animal that gets food from killing and eating other animals.
Animals Large mammals antelope
Cow
Herbivore A herbivore is an animal that gets its energy from eating plants, and only plants
Plants Grass Other plants

Lesson Plan Guide: Unit/Chapter Objective/Generalization/Big Idea

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Lesson Plan Guide: Unit/Chapter Objective/Generalization/Big Idea

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Lesson Plan Guide

This lesson is a continuation of TN science standard 3

ASSESSMENT EVIDENCE: Carnivores, Herbivores, and Omnivores Rubric

Definition of each classification

Very simple definition in each classification

No explanation or Examples of energy source

Has explanation but no examples of energy source

Animals Small mammals Hooved mammals

Plants Grass Flowers

Animals Large mammals antelope

Plants Grass Other plants

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