3rd Grade Chinese Immersion Lesson Plan-Animals Theme: Animals Standards: L.OL.03.

32 Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales). L.OL.03.42 Classify animals on the basis of observable physical characteristics (backbone, body coverings, limbs). L.EV.03.12 Relate characteristics and functions of observable body parts to the ability of animals to live in their environment (sharp teeth, claws, color, body coverings). S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.03.12 Generate questions based on observations. S.IP.03.13 Plan and conduct dimple and fair investigations. S.IP.03.16 Conduct simple charts and graphs from data and observations. S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups. S.IA.03.13 Communicate and present findings of observations and investigations. S.IA.03.14 Develop research strategies and skills for information gathering and problem solving. S.IA.03.15 Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences. S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models , exhibits, and activities. S.RS.03.14 Use data/ samples as evidence to separate fact from opinion. S.RS.03.15 Use evidence when communicating scientific ideas. S.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms. S.RE.03.03 Solve problems using information in bar graphs, including comparison of bar graphs. M.UN.03.04 Know benchmark temperatures such as freezing (32 F, 0 C); boiling (212 F, 100 C); and compare temperatures to these, e.g., cooler, warmer. R.MT.01.04 Self-monitor comprehension by using a graphic organizer to sequence events, sort and order information authors perspective. R.NT.00.04 Identify how authors/ illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters. R.CM.03.02 Retell in sequence the story elements of grade-level narrative text, the major idea(s), and relevant details of grade-level informational text. R.CM.04.02 Retell through concise summarization grade-level narrative and informational text. R.MT.03.03 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and use graphic organizers to deepen their understanding of compare/ contrast, and sequential organizational patterns.

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3rd Grade Chinese Immersion Lesson Plan-Animals Lesson 1: Function of body parts (Fur, scale, tail, wing) 1. Review the animals we have known. 2. Review the body parts as a human being. 3. Encourage the students to think about the body parts that some animals have, but humans do not, such as tails and wings. Discuss about why those animals might need these body parts. 4. Let the students to draw a picture of an animal, and label the body parts that they can see. 5. Ask the students to present their work like This is a bird. It does not have arms, but has two wings to fly. Lesson 2: Animal classification (I) (Mammals, insects, reptiles, birds, amphibians, and fish.) 1. Introduce the word: classify. Ask student to group based on their genders, color of clothes or have or have no pets. This gives them the idea of classification. Just as we formed groups, scientists have grouped animals into classes to make it easier to study them. An animal class is made up of animals that are all alike in important ways. 2. Put students in 5 groups. Give each group a set of animal card. Ask them to classify the animals as they like. Then each group explains why they group their animals in that way. They may classify the animals as household and wild animals, or grass-fed and meat-fed animals, or birds, fish, and others. 3. Explain scientists classify animals according to the characteristics they share, for example: cold-blooded or warm-blooded. They classify the animals in 6 classes. 4. Give each class an animal example, so that the students can have a direct feeling of what each class looks like. 5. Discuss the characteristics of the mammals. Lead the students to think from such aspect as the number of legs, body covering (skin, scales, hair, etc.), where they live, what they eat, warm-blooded or cold-blooded. Make a chart visible for everyone. 6. Then students work in 5 groups to discuss the features of other 5 classes. They jogged down their findings. Students then present their findings as groups. 7. Teacher sums-up. Based on their own findings and teachers conclusion, each group makes a poster to introduce these classes. Hang them up in the classroom. Animal classification (II) 1. Recall the 6 classes and how they are classified based on the posters. 2. Give out the animal card to each group. Students put these animals into different classes based on what they have learned. 3. Teacher brings out True or False questions, such as Elephant is a reptile because it does not have fur. Why not? Mrs. Y is a mammal. Why? 4. Humans are mammals. Humans are animals, too. Lead the students to think about which class should human belong to based on the characteristics? Why? Page 2 of 4

3rd Grade Chinese Immersion Lesson Plan-Animals 5. Humans are warm-blooded. Ask some students to measure their temperatures and write them down. 6. Ask if students temperatures change. Why? Lesson 3: Animal habitats: (Desert, mountains, polar, forest, oceans, grasslands.) 1. Understand the word-Habitat: a place where animals get what they need to survive: food, water, shelter and a place to raise young. 2. Ask the students to explore their own knowledge of where some animals live. Camel-desert, frog-pond, tiger-forest, shark-oceans, horse-grassland. 3. Describe the features of different habitats. What does a desert looks like? What does a forest look like? 4. Why can these animals live in these places? What if the animals do not live in their habits? For example, what would happen if you let a tiger in the ocean? Is it OK if the horse live in the desert. In this way, students recall the function of animals body parts. 5. List the animals they know that live in certain habitats. 6. Decorate the classroom into 6 different habitats. Students can be grouped and use color papers, cloth, and other materials to build the habitats. Label the names of these habitats. 7. Put the animal flashcards or ask the students to bring their stuffed animals and put them in the right habitats. Lesson 4: Food Chain 1. Show the students the pictures of blueberry, deer and wolf. Ask them what would happen if they were put together. 2. Understand food chain. Inspire students and work together to make a basic food chain, like grass-grasshopper-frog-snake-hawk-mushroom-grass. 3. Animals and plants serve as producers, consumers, and decomposers. Explain the relationship between these different roles. Identify what can be producers, consumers, or decomposers. 4. Ask the students to think about the Michigan deer and make a food chain. Blueberry-deer-wolf. 5. Ask what if the food chain was broken. What the world would be like if the decomposer was missing? In the deer food chain, ask what if the deer have no natural enemies. Its important to let the students know that the cruel animals are also good for the natural balance. 6. In the ecosystem, food chain is not like a straight line, which means one specie is not only eaten by one other specie. Here comes the food web. Ask the students to think of the animals theyve learned, start with an animal and make a food web based on that. Lesson 5: Endangered animals 1. Recall the basic needs for animals. (food, water, shelter). Page 3 of 4

3rd Grade Chinese Immersion Lesson Plan-Animals 2. Introduce the importance of the basic needs. Game: Prepare word cards with the three basic needs. Have students line up and draw three cards from the shuffled pile. If the students get one of each card (food, water, and shelter), they go to the back of line. Otherwise, they sit down and others continue to play. Continue to play until most of the learners are sitting down. 3. Lead the learners in a reflection discussion by asking, What happened to the number of players after each round? What happened to animals if their needs are not met? 4. Help them make inferences, concluding that without proper food, water, and shelter, living things are in danger of dying. 5. Review basic needs and habitat. Identify the words extinct. Students discuss about their understanding of those terms. 6. Ask the students what could happen if an animal was moved out of its habitat. Discuss the possible outcomes. (This may introduce a discussion about the role of zoos or about invasive species that destroy other species when people introduce them into foreign habitats.) 7. Ask students to share the names of endangered animals they know. Then show them the graphs of amount of some endangered animals. 8. Ask students to think about what human actions could move a species from endangered to extinct, such as cutting down trees, poaching, depleting nutrients in the soil, building on an animals habitat, polluting, etc. 9. Students choose one specific endangered animals. Then they are given time to go to the library and on the internet to look for some facts. They are going to present it in posters, which include the picture of the animal with labeled body parts, which class it belongs to, habitat. They also need to make a chart to illustrate why they are endangered, and how human activities affect its basic needs.

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