Lesson Plan Guide

Teacher Candidate: Heather Maddox ______ Date: 6/5/14

Grade and Topic: Third Grade Science ______ Length of Lesson: 3 hours
Mentor Teacher: Dr. Carmen Weaver School: University of Memphis IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
This lesson is part of a lesson on plants and animals and how they live.

LESSON OBJECTIVE:
Given examples of plants and animals, the student will determine how plants and animals compete for
resources such as food, water, and shelter with a score of 80/80 on the rubric.
The students will work collaboratively to create a chart that demonstrates how different plants and
animals compete for food, water, and shelter.

STANDARDS ADDRESSED:
State Standards
SPI 0307.2.2
Determine how plants and animals compete for resources such as food, space, water, air, and shelter.
ISTE standards
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
b. Create original works as a means of personal or group expression

MATERIALS:
Science books, computers, Microsoft Word, Internet, library books on plants and animals to be
researched
http://www.kidcyber.com.au/topics/biomerainfor4.htm
http://www.ehow.com/about_6192287_cuttle-fish-information-kids.html
http://www.saburchill.com/ans02/chapters/chap019.html
http://www.animalcorner.co.uk/rainforests/pa
http://www.stories-for-children.ca/king-snakes.phpf_about.html



BACKGROUND and RATIONALE:
Students will discover how different animals and plants compete for food while cooperating in a group.
Students will discover the adaptations of each plant or animal.
Students will develop knowledge of the words: adaptation, camouflage, mimicry, and survival
This lesson is part of a unit on animals and plants and their environments.
This lesson is a continuation of a unit on animals and their life cycles. We have discussed predators and
prey. We will build on this knowledge as we study the different biospheres and what types of animals
live in each.
The lesson and technology will be modified to meet the needs of diverse learners.

PROCEDURES AND TIMELINE:
Introduction: Teacher will come dressed in camouflage. She will remind the students that they
discussed predators and prey yesterday. Then explain that they were going to explore that a step further
through a group project. She will tell them that her outfit will provide a clue as to how some animals
compete for air, water, and shelter. She will explain that they will be working in groups to conduct some
research on how animals compete and what aids them in their competition.
Procedures
This lesson will take place over a three day period. Each session will be an hour long.
Day 1
1. The teacher will hand out a list of vocabulary words: adaptation, camouflage, mimicry, and survival.
She will explain that these are some words that will guide their research.
2. The teacher will assign collaborative groups. There will be no more than three people in each group.
The students will then be given the animal that they are to research and website that will help get
them started.
3. The teacher will explain that the students are to use their Science books, the websites listed, and the
library books to conduct their research on how their animal competes for food, water, and shelter.
Students are to organize their findings on paper first under the headings: food, water, and shelter.
Groups will take turns using the available computers. While they are waiting for the computer, the other
students will use their Science books and library books to find answers.
Day 2
1. The teacher will instruct the students that the will be sharing what they found with their classmates.
2. The teacher will stress the importance of good note taking as these notes will be used to complete
their project.
3. The teacher will provide an empty chart on which the students will take their notes.

Day 3
1. The teacher will explain that they are going to use the information that they gathered to create a chart
in Microsoft Word.
2. The teacher will hand out specific instructions on how to create the chart.
3. The teacher will be readily available to answer any questions.
4. Groups who are waiting for the computer will take time to read the assigned chapter.
.
Closure:
Each group will present their charts.
They will tell one thing they already knew and one thing they learned.

ASSESSMENT EVIDENCE:
Students will be assessed using this rubric:
Cooperation with peers 10
Note taking 10
Quality of Information 30
Water 10
Food 10
Shelter 10
Presentation 10
Chart 20



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.
How Animals and Plants Compete
Water Food Shelter
Plants
Poisonous Arrow Frog
King Snake
Cuttlefish