Lesson Plan
Name:___Emma Jasinski___________
Date:__3/11/2024______________
Lesson 4: Animal Groups and Survival
Objectives:
- I can explain how living in groups helps certain animals survive.
Standards:
3-LS2-1
Construct an argument that some animals form groups that help members survive.
Material:
- Exit ticket: vocabulary sheet
- Field Journal
- Mystery Science Lesson video
- Objective sheet on board
- Science folders and writing utensils
Lesson Procedures:
- Give students an overview of today’s science lesson and tell them to take out
their science folders and pencils.
- Read I can statement on graph paper posted on the board
- Have students read the objective back to me
- Introduce the lesson: Why do dogs wag their tails
- Start video: watch each clip until the discussion points pop up
- Pause video during the discussion questions: Ask students to turn and talk with
their table partners
- Ask for volunteers to share their ideas: if needed, hold up 3 fingers and
communicate that I am only looking for 3 responses.
- Listen to students’ ideas and thoughts then show students the video answers
and ideas, and talk about their findings.
- Example question: Which other kinds of animals can you think of that live in
groups?
- Show the animals that the video came up with to see if there were similar
ideas. (lions, bees, ants, etc.)
- Once you get through the introduction clips, introduce the main activity for the
day.
- Tell students that their Field Journals were already prepared and stapled for
them for time’s sake and that they will be passed out.
- While passing out the journals, explain to students to write their names on the
cover and the date and then put their pencils down.
- Tell students that there will be a short video clip of animal groups that we will
watch then after the video log our ideas in the journals
- Watch the videos After each video clip plays, pause the clip and have students
turn and talk with their turn and talk partners and write down their findings for
that animal group. After students do so, ask for students to share their
answers.
Closure:
Assessment:
- The last page of the journal will have students - Informal
answer this question independently. assessment:
students will be
- The question: In what ways did the animals you
asked questions
watched today help each other? Give examples
of what you saw today. (this will help us go back
during the
to the main objective of the lesson) Before discussion points
giving this direction explain how this last page and asked to give
(9-10) of the journal connects with our objective relevant responses
for the day.
- After students finish their journals, go back to
- Observation:
the objective and mention what they have
students will be
learned. Tell students that when they are done
with their journals, they close up their science
observed to see if
folders and leave the journals on their desks to they are watching
be collected. the video, engaged,
- Students will head to specials, where I will then and understanding
collect their journals. Remind students that the topic.
these journals will be returned to them the next
day.
- Tell students that they did a great job
- For early finishers or
today! They can keep their journals and extra time: students
put them into their science folders. Hand will be given a
out the vocabulary exit ticket that they vocabulary exit
can use alone in case students can ticket where they
complete the sheet with their turn and can connect the
talk to their partners. definition with the
term. These
- Tell students to write their name at the vocabulary words
top of the paper and when done put it on were given and
the whiteboard table. introduced
throughout the
lesson and in the
videos.
- Formal assessment:
Students’ journals
will be collected at
the end of the
journal and looked
through to get a
better
understanding of
how students were
engaged and if the
learning target was
covered. Students
will complete the
last page of their
journals
independently and
use the extra
vocabulary sheet if
needed.
