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    Unit Lesson 1

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    Unit Lesson 1

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    unit lesson 1

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    68 views3 pages

    Unit Lesson 1

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    api-339905937

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    © All Rights Reserved
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    SETON HILL UNIVERSITY

    Lesson Plan Template


    TOPIC
    Name
    Subject
    Grade Level
    Date/Duration
    Big Ideas
    Essential
    Questions

    PA/Common
    Core/Standards

    Objective
    Bloom's
    Taxonomy
    Webb's Depth of
    Knowledge
    (DOK)
    Formative &
    Summative
    Assessment
    Evidence
    ISTE Standards
    for Students
    Framework for
    21st Century
    Learning
    Accommodation
    s, Modifications

    Habitats
    Raven Hrtyanski
    Science
    3rd
    3 classes
    Habitats are made up of both living and nonliving
    things.
    What animals living in this habitat?
    What are some adaptations animals use to survive
    here?
    What are some plants that are in this habitat?
    What is the climate like?

    3.1.3.A2- Describe the basic needs of living thing and


    their dependence on light, food, air, water, and shelter.
    3.1.3.A1- Describe characteristics of living things that
    help to identify and classify them
    3.1.4.A5- Describe common functions living things
    share to help them function in a specific environment.
    In groups (C) all 3rd grade students (A) will research and
    present (B) a assigned habitat to teach the class to the
    class through putting a creative presentation with 90%
    accuracy (D).
    Creating

    At the end of the 1st class an exit slip will be taken to


    make sure that the groups are on the right track with
    their research information.
    At the end the students will be graded on the
    information in their presentation
    Empowered Learner-Students leverage technology to
    take an active role in choosing, achieving and
    demonstrating competency in their learning goals,
    informed by the learning sciences.
    Student can have group help him when doing any of
    the craft part if the group decides to do a poster or
    anything else craft like
    Another student can help take notes
    Two of them can work together to do the research on
    one laptop
    Student can use voice command to search the web on
    the IPad and can use voice to text to help him type.

    CK

    SUPERVISING
    TEACHERS
    SIGNATURE

    Seton Hill University Lesson Plan Template Step-by-Step


    Procedures
    RATIONALE for
    the Learning
    Plan
    Introduction

    Explicit
    Instructions

    Lesson
    Procedure

    CK
    Activating Prior Knowledge
    We will recall what makes up a habitat. (Plants, animals,
    nonliving objects, climate, etc.)
    Hook/Lead-In/Anticipatory Set
    Show Home Sweet Habitat

    Big Idea Statement


    Habitats are made up of both living and nonliving things.
    Essential Questions Statement
    What animals live here?
    What plants/trees would be found here?
    What is the weather typically like here?
    What other nonliving objects may be found here?
    What are some common animal characteristics? Why
    may this be?
    Objective Statement
    In groups students will work in small groups to research
    a habitat and present it to the class.
    Transition
    Groups will get up and move into the groups that have
    been assigned.
    Key Vocabulary
    Habitat
    Climate
    Living vs. nonliving
    Characteristics
    PreAssessment of Students
    Asking what they think are in habitats
    Modeling of the Concept
    An example of projects in the past will be shown (on a
    habitat non of the groups have)
    Guiding the Practice
    A sheet will be provided to guide the students through
    their research asking what animals, plants, and other
    nonliving objects are found here.
    Providing the Independent Practice
    Students will work in their groups to do the research and
    creat a presentation.

    Transition
    Groups will get up and move into the groups that have
    been assigned and student can sit where they want in
    the classroom to work on this.
    Computers to do the research
    About Habitats book series
    Textbook

    Reading
    Materials
    Technology
    Equipment
    Supplies
    Evaluation of
    Formal Evaluation
    the
    Presentation to class
    Learning/Master Informal Evaluation
    y of the
    Exit ticket
    Concept
    Closure
    Summary & Review of the Learning
    Ask what the students have learned.
    Talk about why some of the animals need certain plant
    in the habitat or why they have certain characteristics to
    live in that habitat.
    Homework/Assignments
    none
    Teacher
    N/A
    Self-reflection

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