Lesson Plan Guide

Teacher Candidate: Christina McCage Date: August 5. 2018

Grade and Topic: 3rd Grade Science Length of Lesson: 2 days-60 min.

Mentor Teacher: Dr. Annette Cornelius School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● Observe the similarities and differences in shells and how to classify them using a dichotomous key and
internet sources.

LESSON OBJECTIVE:
● Given a picture of shells on a worksheet, students will identify shells as either bivalves or gastropods
with 90% accuracy.
● The student is expected to create a graphic organizer listing similarities and differences of their shells.
● The student is expected to complete the “OWL” worksheet and list 2 items under each column.

STANDARDS ADDRESSED:
 3.LS4: Biological Change: Unity and Diversity
1) Explain the cause and effect relationship between a naturally changing environment and an
organism's ability to survive.
● ISTE 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.
MATERIALS:
● Computers with internet access
● Reading Rainbow #903- Seashore Surprises Day 1-https://youtu.be/VksQeVwCuII
● Seashell video-Day 2- https://youtu.be/FoIHWFsdGGs
● Shell identification Guide- http://www.seashells.org/alltheseashells.html
● Name that Shell Dichotomous key
● OWL (observations, wonderings, learnings) Sheet
● Bag of 10 shells
● Sea Animals and their Habitat interactive game:http://www.e-learningforkids.org/science/lesson/antilles-
sea-animals-their-habitat/
● Pencil and paper

BACKGROUND and RATIONALE:

● What are the characteristics that distinguish shells into two categories: bivalves and gastropods?
● Academic Language is not addressed in IDT 3600.
● This lesson is a continuation from Science Ocean Study Unit.
● Subsequent lessons will address other ocean animals and their benefits to the ocean ecosystem.
● I am aware that the lesson will be differentiated for students who do not master the objectives and for those 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: You are a new marine biologist and have been asked to help identify these new types of
shells based on: shape, color, texture, design (stripped, spotted, etc.) Your team will learn the
characteristics of bivalves and gastropods and group the shells into two groups first, using the
dichotomous key worksheet (teacher gives students a bag with 10 shells). Next, you will research the
shells on the listed websites to access images of shells. There you will work in pairs to identify the shells
in your bag. You will draw a picture of your shell on the extra paper provided and write the shells name
beside it. You and your partner will create a graphic organizer and present it to the class. After each
lesson, you will write a reflection in your science journal. You may also use your colored pencils to
draw pictures of your shells and color them.

 Procedures:

ACTIVITY 1
Prior to the computer (15 min)
1. Teachers will show students Reading Rainbow Video
2. The teacher will divide the students into pairs of 2-3 and give the students their dichotomous key and their
bag of 10 shells.
3. Teacher will hand out the dichotomous key.

At the Computer (50 min)

1. The teacher will have the above internet sites on the desktop of student computers.
2. Students will use the dichotomous key as a reference to help them identify the shells along with the
bookmarked websites.
3. Each student will look up the shells in their bag and label them on the paper provided by teacher.
4. Students will take turns playing one game of Sea Animals and their Habitat interactive game.

After the computer (10 min)

1. Students will return to their seats and compare their shells and discuss their findings.
2. Students will write in their science journal about their shells and name 2 things they learned in this lesson.

Activity 2
Prior to the computer (15 min)
1. Teacher will show Seashell video.
2. Teacher will have Kidspiration loaded onto the desktop.

At the computer (40 min)

1. Students will use website Kidspiration to create a graphic organizer demonstrating their
understanding of the information in class. The students will make a graphic organizer showing the
similarities and differences of their shells (color, shape, design, texture, if organisms lived there)
2. Students will print out their graphic organizer, both students in the group will write their name on it
and return to their seats.

After the computer (15 min)

1. Students will wait for teacher to call the team up to the front.
2. Each team member must present their graphic organizer in front of the class and tell one thing they
learned from the activity.
3. Graphic organizer will be turned in to the teacher.
 ● Closure:
● After both lessons, each student will complete the “OWL” worksheet. They will write 2 things they observed
about seashells under the “O” column, they will write 2 things they are wondering about seashells and put under
the “W” column, and they will write 2 things they learned about seashells.

ASSESSMENT EVIDENCE:
● Students will print off their graphic organizer about shells they made with their partner.
● Students will also present their graphic organizer presentation to the class.
● Students will complete “OWL” worksheet and write a reflection for the day in the science journal.

Criteria Level 1 Level 2 Level 3 Level 4

Participation Student lacked Student demonstrated Student demonstrated Student demonstrated
significant knowledge limited knowledge of knowledge of shells significant knowledge
of shells and did not shells and did very and helped with most of shells and worked
participate in the little to complete the of the graphic well with partner to
assignment. assignment. organizer. create graphic
organizer.
Graphic Organizer Students listed Students listed 1-2 Student listed 3-4 Students listed at least
nothing on graphic items of information items of information 5 items of information
organizer. on graphic organizer. on graphic organizer. on the graphic
organizer.
Presentation Student did not speak Student spoke clearly Student spoke clearly Student spoke clearly,
at all and had no facts most of the time and and reported on and all the facts were
to report on. only reported on one almost all of the facts. reported correctly.
fact.

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.