Rowad Al Khaleej International School

Daily Lesson Plan

Chapter 4. Leaving things.
Subject: Science
Teacher: Alyssa VanBibber
th
th
Date (s): 22 26 November
Grade 3
Objectives. By the end of the lesson students will be able to:

Academic Year: 2015-2016

Week/period 12

Students will classify animals into major groups according to their characteristics and behavior.
Students will explain that some characteristics and behaviors are inherited and some are learned or acquired.

students will explain how different animals grow and change during their life cycles.

Standards

GLE 0307.2.1 Categorize things as living or nonliving.

GLE 0307.2.2 Explain how organisms with similar needs compete with one another for resources.

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

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Learning Strategies
(Details below)

Cooperative/
Collaborative

Active
Learning

Informed
Learning

Teaching
Instructions/
strategies
(Details below)
Assessment strategies
(Details below)

Technology
(Explain)

Experimental
Instruction

Problem based
learning

Case Study
Teaching

Interactive
Instruction

Others
(explain)

Y
Indirect
Instructions

Group
project

Formative (see attachment)

Y
Smart board
Y

Teacher
prompted
Instruction

Y
Direct
Instruction

Peer-led
Discussion

Others
(explain)

Summative
Y

Internet search
https://youtu.be/mXIuSXFGX-k

Other (please name)

Pearson Success net

Although you will have times when your classroom is Teacher-centered the majority of your teaching activities and strategies
should be learner-centered. Learner-centered teaching means the student is at the center of learning. You assist the student in
assuming the responsibility for learning while you facilitate the learning. Thus, the power in the classroom shifts to the student.

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Warm-up/ice-breaker

Sunday
Flow of
lesson Lesson 3

(Specify

activity
from
choices
above &
use time
matrix to
stay on
track)

What are the life cycles of some

animals?

Exploration/explanation
Homework all week is to bring in different plant leaves.
Experiment for Tuesday.
Turn to p. 154 & 155
Write and picture define the Words to Know in Science
notebooks.
Engage. Complete the banner of the sequence of an
eagles life cycle at the top of the two pages. Remind
students of how the penguin was born and how it grew.
Connect it to how the eagle is also a bird and has common
traits since they are both classified as birds.
Read Life Cycles paragraph on page 155.
Explore. Let students watch the video and draw the
stages of the life cycle of the darkling beetle on p. 154, #3
(each pause will be a pause in the video is a stage in the
beetles life cycle)
Watch:
https://youtu.be/mXIuSXFGX-k
Turn to p. 154
Make your own life cycle using the diagram (see
resources page or draw diagram next to question #4)
Answer question #4.

Assessment

Blooms
Taxonomy/Dept
h of Knowledge

Label
match
organize
classify
write

HW: Answer question #1, page 155.

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Flow of Monday
lesson
Lesson 3

Turn to p. 156. Read and answer #2 and 3. Play the game

under explain tab on pearson for lesson 3.
Got it (on pearson tab) Have students discuss the
question in groups. Watch the video. Discussion about
the difference between live birth and a metamorphosis.
Turn to p. 158. Read together p. 158.
Elaborate. Complete the activity on pearson.

Turn to p. 160 & 161 Read and complete #7, 8, 9, 10,

11
Evaluate. Have students complete the quiz.
Chapter Wrap-up. Discuss question. Click next to
conduct experiment.
Experiment: Get the leaves students have been
bringing. Form a group and conduct the experiment
on p. 162 and 163. Complete graphs and questions.
Compare and contract. Classifying animals and
classifying plants.
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HW: Students create a vertebrates and invertebrates
frame. p.166.

Flow of Tuesday
lesson
Chapter 4
Lesson 1, 2, 3
Review Day

Practice test. P. 172

Vocab. Chapter Match-up on Chapter Wrap-up tab
pearson.
Activity:
Cut cards and complete questions on cards p. 165
168 to study for test.
HW: Finish and Study cards.

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Flow of Wednesday
lesson Chapter TEST

CHAPTER TEST
Chapter 3
Living Things

Flow of Thursday
lesson
Chapter 4
Kick-Off
Ecosystems

Chapter Kickoff.
Prediction Read and complete the question on page 175.
Cause and Effect: Picture walk p. 177 and watch video:
https://youtu.be/R9tQXY2GNxI
Read and complete the table p. 177.
Vocabulary breakdown: Go to Vocab Smart cards under
the Chapter kickoff Chapter 4 on Pearson. Write these in
science notebook.

HW: Bring in recycle items like cardboard, plastic bottles,

paper, etc. for experiment Sunday (p. 176)

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Please
map your
lessons
using
Depth of
Knowledg
e with
Blooms
Taxonomy
to guide
your
classroom
activities
and
strategies
for higher
order
thinking.

Blooms Taxonomy and Description

Remembering: Label, list, match, recall, select, state, underline
Understanding: Describe, explain, interpret, summarize, paraphrase
Applying: Complete, organize, solve, calculate, compute, use
Analyzing: Categorize, classify, find patterns and relationships, compare
Evaluating: Judge based on criteria, support, conclude
Creating: Compose, formulate, hypothesize, write

Depth of Knowledge
Recall and Reproduce, Skill
and Concepts, Strategic
Thinking, Extended Thinking
(See description and activities in
attached guide.)

Reflectio
n

Below you will find information to help you make informative choices for your learning and teaching strategies. Its up to you to
get further information if you need it.
A Depth of Knowledge guide book and Blooms Taxonomy will be included in this lesson plan package.

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(Please do not attach this part to your lesson plan when submitting them. This is for your use and information.)

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