USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:

3rd
Classifying Invertebrates

Group
Size:

Name: Jordan Martel

Date of Lesson: 11/30/2015

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

SC.3.L.15.1
Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods,
vertebrates and invertebrates, those having live births and those which lay eggs) according to their
physical characteristics and behaviors.

1. After going through the Prezi presentation about invertebrates, students will be
able to identify an arthropods and an insect.
2. Students will record the information that they learned from our class discussion on
the foldable.
3. This should be without error in confusing the different ways of classifying
invertebrates.
4. They should be able to explain the specific differences that each of these animals
have.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
3rd
Classifying Invertebrates
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in

Group
Size:

Name: Jordan Martel

Date of Lesson: 11/30/2015

Formative:
Summative:
*Discussion (tally marks of students
*Worksheet
who respond)
-Notes taken on foldable
*Deliberate check-in questions (make
notes)
*Observation with notes
*Check insstand up if, thumbs
up/down;
*On a scale of 1-3---confusing,
understanding
Formative: Notes during independent practice about ease of completing graphic
organizer independently. (S=struggling; H=needs a little help; G=good)
Summative: Completed Graphic Organizer
Lesson Implementation
Time
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
5 min
Evaluation).
Teacher
Introduction/ Transistion:
1. After they are finished with the math portion of the day I will
ask them to put away their things and grab their science
folders, their iPads, and glue. Students may sit on the carpet
or in their chairs.
2. After we have all settled down and have glued in the foldable
we will begin the lesson.
3. Question: Who remembers when we learned about how to
classify animals?
We talked about this before Thanksgiving Break.
4. After a brief overview of vertebrate animals we will move
into another classification of animals or invertebrates.
5. Today we are going to learn how to classify invertebrates and
Teacher
the different groups of invertebrates. Our objectives will to

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
3rd
Classifying Invertebrates
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size:

Name: Jordan Martel

Date of Lesson: 11/30/2015

be able to identify the differences within these groups of

invertebrates.

Student

Direct Instruction
1. Question: Do any of you know what an invertebrate is or could
be?
2.Have a discussion and then look at our individual iPads and
examine the pictures of different invertebrates as context clues.
3. I will call on a few students to get the whole group involved and
we will then write on the right side of our foldable. (I will write
similar notes on the overhead projector.)
4. Along the way I will ask students to add information, if they
agree or disagree, and to provide examples of the various animals
we are discussing.
5. Repeat this process as we go along through the different
classifications of invertebrate animals.
6. Students will also record any interesting facts or ideas on the
foldable that has been glued into their science folder.

2 min
Teacher

Guided Instruction
2. Okay, now I want each of you continue to look at the Prezi and
gather your own thoughts on what an arthropod is?, an insect? or
an invertebrate?
3. After they are almost done then we will all share answers.
Independent Practice
Now it is your chance to finish on your own.
1. Students finish foldable on their own.
**If students finish early, have them draw examples of each
classification group.
Closure:
What was something interesting that you learned today? Continue
the class discussion with a few points.
** We will continue to learn about how to classify these animals

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
3rd
Classifying Invertebrates

Group
Size:

Name: Jordan Martel

Date of Lesson: 11/30/2015

throughout the week.

Meeting your students

needs as people and as
learners
Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
I have included animals that many of my students are really interested in and have
previous knowledge about.