Lesson Plan

Teacher Candidate: Carlos Williams Date: November 26, 2017

Grade and Topic: 3rd Grade, Science Length of Lesson: 45 minutes for 2 days
Mentor Teacher: Marla Phillips School: University of Memphis

Unit Objective

The life science lesson is part of a unit Illustrating the basic needs of plants and animals and the
recognition that animals obtain their food by eating plants and other animals as described in the
TN state science standard 3.0.

Lesson Objective
Content Learning Goals and Objectives
Note: Any assessments used should be aligned to the learning goals and objectives. Also consider
aligning goals and objectives to Blooms taxonomy.

Given the definition of energy, TLW select graphic images that represent food sources for
animals with a score of three out of four on the rubric.
Given the selected images, TLW support the decision for choosing said graphic images with a
written explanation with a score of three out of four on the rubric.
Given a computer and word processing software, TLW write a paragraph explaining the
relationship between animals, the food they eat and how it is a source of energy to them with a
score of three out of four on the rubric.

Standards
State/District, Common Core Standards

GLE 0307.3.1 Describe how animals use food to obtain energy and materials for growth and
repair

ISTE Standard(s)

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
Materials
Materials Used

The Process of Photosnthesis Sheet

Computer, tablet or laptop
Microsoft Word
Internet Access to:
Foods for plants and animals list --
https://www.betterhealth.vic.gov.au/health/healthyliving/foods-from-plants-and-animals
MS Clipart Gallery http://office.microsoft.com/clipart/default.aspx?lc=en-us
Pencil or pen

Technology Integration
Students will use the websites stated above as a resource of foods for plants and animals and access to images.
Word processing software will be used to type, format, and add images to create a chart to show how plants
and animals satisfy their energy requirements. Students, upon completion, will save their work and upload it to
the dropbox.

Background and Rationale

Students will demonstrate a clear understanding of the process of plants and
animals by providing visual representations and written explanations on the
meaning.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN science standard 3.0.
We will refer to the summary created here as we continue to explore life science.
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

Begin by displaying the process of photosynthesis on a large screen display, overhead, or whiteboard.
Provide some brief information about its benefits and purpose.
Follow this with a brief discussion making it known that the process of Photosynthesis may be a little
difficult to understand because it is complex.
However, over the course of the lesson, the students will be using pictures and images to make the
process of photosynthesis easier to understand.

Procedures
Prior to the Computer (15 minutes)
Teacher Procedures:
After the Introduction, distribute the Food for
plants and animals list and dictionaries to
students and ask them to briefly describe a
possible picture or image that would illustrate
an energy source for an animal and list key
search words.
At the Computer (45 minutes)
Teacher Procedures: Student Procedures:
Have students open both MS
Word and an Internet browser
Direct students to the Food for
plants and animals website.
Direct students to the MS Clipart
Gallery website
Monitor and assist wherever
After the Computer (30 minutes)
Teacher Procedures:
Place students in groups of 3 to 4 students
Ask students to pass their work to the person
on the right.
Student Procedures:
Students receive their Food for
plants and animals list and
dictionaries and briefly describe a
picture or image illustrating an
energy source for an animal, using
the dictionary when needed.
List two or three key words they can
use to search for the images.
Open MS Word and an Internet browser
Go to Food for plants and animals website
and use different energy sources for info
Go to MS Word and paste the process into a
new document.
Add the following title: Plant and Animal
Energy Requirements
Below the title, Insert a three-column 5-row
table
Add the following column names: Animal;
Plants; Energy Requirement
Look up energy requirement for each animal
and put into the table.
Use key words to locate an image for the first
process.
Find 4 animals and find plant use and energy
requirements
Paste the Picture
Write a brief explanation for why the picture
represents the process
Save work
When all processes are finished, correct any
grammatical errors
Print a copy
Student Procedures:
While in a group, students review
each others work and note
differences and similarities
between the processes.
 Students are to review the work and take Students discuss the papers.
notes of the similarities and differences, then Students write one paragraph
pass the paper to the next person until describing what the energy
students have reviewed all the work in the sources means to the plants and
group. animals.
Give students 15 minutes to discuss the
differences.
Have each student write a reflection about
what the process means to them.

Closure
Students volunteer to share their reflections. At the end of class, the teacher collects reflections, checks for
assignment submissions, and tallies the class for questions.

Assessment Evidence

Photosynthesis Lesson Rubric

Criteria 1 2 3 4
Graphic images Very few or none of Only a few of the Almost all of the All of the chosen
represent the chosen chosen graphics chosen graphics graphics very
sources of energy for
graphics represent clearly or clearly represent clearly represent
plants and animalssources
. of energy for plants
somewhat clearly sources of energy forsources of energy for plants
and animals represent sources of plants and animals and animals
energy for plants and
animals

Rationale for The rationale for The rationale for The rationale for The rationale for all
using the very few or none of some of the almost all of the of the chosen
graphics the chosen chosen graphics chosen graphics graphics very
graphics demonstrates a clearly clearly
demonstrates an fairly appropriate demonstrates why demonstrates why
appropriate representation of the image is an the images were an
representation of the process. appropriate appropriate
the process. representation of therepresentation of
process. the process.

Reflections The reflection does The reflection The reflection The reflection
not demonstrate an demonstrates a demonstrates a demonstrates a
understanding of somewhat vague somewhat clear clear understanding
the process understanding of understanding of of the process
and/or what it the process and the process and and what it means
means to the what it means to what it means to to the student.
student. the student. the student.
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.