SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards
Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

DETAILS
Miss Miller
Science
3
Two 40 minute class periods
Vertebrates are animals that have a backbone, while
invertebrates are animals that do not have a backbone.
What is the importance of a backbone in a vertebrate?
Which animals are classified as vertebrates?
Which animals are classified as invertebrates?
Standard 3.1.3.A1: Describe characteristics of living
things that help to identify and classify them.
During a reading of What is a Vertebrate? by Bobbie
Kalman (C), all third grade students (A) will correctly
define (B) vertebrate and identify the five (D) kinds of
vertebrates by completing the first section of their
Vertebrates and Invertebrates Activity Guide.
During a lab activity (C), all third grade students (A) will
build two (D) Play-Doh animals and predict and analyze
(B) the effects of stacking wooden blocks on the
animals backs.
Formative Assessment:
Formal Evaluation: Students complete the Vertebrates
and Invertebrates Lab Sheet.
Informal Evaluation: Teacher observes and discusses
with students as they do the Vertebrates and
Invertebrates Lab. Teacher records observations on a
clipboard.
The KWL chart on the Smart Board fits into ISTE
standard 6c: Students communicate complex ideas
clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or
simulations. It relates to this standard since students
are using the Smart Board to communicate what they
know and want to know about vertebrates and
invertebrates. The Smart Board activity also aligns with
the Learning and Innovation Skills and Information,
Media, and Technology Skills of the Framework for 21st
Century Learning.
Student Profile:
Name of Student: Thomas
Age: 9
Grade Level: 3
Type of Disability: Cerebral Palsy with Cognitive

CK

Disability
Summary of disability characteristics: Hypotonia
(floppiness) in one arm, lack of coordination and
balance, speech difficulty (dysarthria), scooter bound,
able to use cane to stand for short periods of time,
sways when standing, leg braces (orthotic devices) on
both legs, gait disturbance (walks with a propulsive
gait), unsteadiness when walking, and learning
disability
Academic Profile: Below grade level (in special
education)
Capabilities: Able to operate scooter with hand that is
not impaired, able to support self with cane for a few
minutes, able to walk with cane for a few steps, able to
type on the computer with hand that is not impaired,
and able to write with hand that is not impaired
Limitations: Unable to stand with cane for long periods
of time, trouble talking clearly, difficulty writing legibly,
difficulty participating in some physical activity
(running, catching a ball, and throwing a ball), difficulty
with precise motions and fine motor skills (picking up a
pencil or other small object), and unable to sit down
without using both hands for support

Accommodations:
Teacher will use the hand-over-hand method to help the
student cut the pipe cleaner.
Teacher will divide the students Play-Doh into smaller
sections so it is easier for him to manipulate.
Teacher will highlight the directions on the Vertebrates
and Invertebrates Lab Sheet.
Student will use a pencil grip to help him write his
answers on the Vertebrates and Invertebrates Lab
Sheet.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

This lesson plan is an extension of a lesson plan with Standard

3.1.3.A1: Describe characteristics of living things that help to
identify and classify them. In the previous lesson, students
learned about birds, reptiles, amphibians, fish, mammals, and
insects. This lesson focuses on vertebrates and invertebrates,
a more specific way to classify animals.

CK

Introduction

Explicit
Instructions

Lesson
Procedure

Activating Prior Knowledge

Teacher reminds students of their previous discussion of
the different classifications of animals. Teacher tells
them that they discussed birds, reptiles, amphibians,
fish, mammals, and insects.
Hook/Lead-In/Anticipatory Set
Teacher tells them that today, they are going to be
focusing on another way to classify animals.
They are going to be learning about vertebrates and
invertebrates.
Teacher informs them that they are going to do a fun lab
with Play-Doh and pipe cleaners.
Big Idea Statement
Teacher states the Big Idea in kid-friendly terms:
Vertebrates have a backbone and invertebrates do not
have a backbone.
Essential Questions Statement
Teacher states the Essential Questions in kid-friendly
terms:
Why are backbones important?
Which animals are vertebrates?
Which animals are invertebrates?
Objective Statement
Teacher states the Objectives in kid-friendly terms:
After you read What is a Vertebrate?, you are going to
define vertebrate and identify the five kinds of
vertebrates.
During a lab activity, you are going to use Play-Doh to
build a vertebrate and an invertebrate. You are going to
predict what will happen to the animals when wooden
blocks are placed on their backs. After the blocks are
placed on their backs, you are going to analyze what
happened to the animals.
Transition
The class sings the Vertebrate Song together before
moving on to the next activity. Before they sing, teacher
models the hand movements they will use.
Key Vocabulary
Vertebrates: animals with backbones
Invertebrates: animals without backbones
PreAssessment of Students
The class works together on a large KWL chart on the
Smart Board.
Teacher asks students what they know and want to know
about vertebrates and invertebrates.
Teacher passes out the Vertebrates and Invertebrates
Lab Sheets.
Teacher reads the book What is a Vertebrate? by Bobbie
Kalman out loud to the students.

The class completes the first section of the Vertebrates

and Invertebrates Lab Sheet together.
Modeling of the Concept
Teacher reads the Vertebrates and Invertebrates Activity
Guide and models each step for the students.
Teacher reads the directions for the second section of
the Vertebrates and Invertebrates Lab Sheet.
Teacher shows students how to record their information
from the lab in the chart.
Guiding the Practice
Teacher walks around the room as students are doing
the Vertebrates and Invertebrates Lab Sheets.
Teacher makes sure students are building two different
animals: one vertebrate (with a pipe cleaner) and one
invertebrate (without a pipe cleaner).
Teacher also makes sure students are properly recording
their information on the Vertebrates and Invertebrates
Lab Sheet.
As they are creating their animals, teacher discusses
their predictions with them.
Providing the Independent Practice
Students will create a vertebrate and an invertebrate out
of Play-Doh. Students will predict what will happen to
each animal when wooden blocks are placed on their
backs. Students will also observe what actually occurred
and analyze why they think this happened. They will
record all of this information in the chart on the
Vertebrates and Invertebrates Lab Sheet.
Transition
When students return to their seats after the teacher
reads What is a Vertebrate?, teacher tells them to count
how many seconds it takes them to get back to their
seats.
Reading
What is a Vertebrate? by Bobbie Kalman
Materials
Smart Board
Technology
Vertebrate Song: https://www.youtube.com/watch?
Equipment
v=3mP-2WpmCkA
Supplies
Vertebrates and Invertebrates Activity Guide
Vertebrates and Invertebrates Lab Sheet
Play-Doh
Pipe cleaners
Childrens scissors
Wooden blocks
Evaluation of
Formal Evaluation
the
Teacher grades the Habitat Game Recording Sheets.
Learning/Master Informal Evaluation
y of the
Teacher compares the students responses from the preConcept
assessment Smart Board activity with their answers for

Closure

Teacher
Self-reflection

the Vertebrates and Invertebrates Lab Sheets to see how

much they have learned.
While observing students completing the Vertebrates
and Invertebrates Lab, teacher records their discussions
on a clipboard.
Summary & Review of the Learning
Teacher reads the objective in kid-friendly terms and
asks the students to repeat.
Teacher asks students how they met the objective. The
class completes the Learned column of the KWL chart.
Teacher asks students what difficulties they encountered
during the class period.
Teacher asks other students for suggestions on how they
could have solved these problems.
Teacher asks for suggestions of how the activity could be
improved.
Homework/Assignments
None
I will know that students have learned the definition of
vertebrate and the five kinds of vertebrates when they
answer the fill in the blank questions on their
Vertebrates and Invertebrates Lab Sheets.
I will know that students understand the difference
between vertebrates and invertebrates when they build
a Play-Doh animal with a pipe cleaner and a Play-Doh
animal without a pipe cleaner and record their
observations on their Vertebrates and Invertebrates Lab
Sheets.
If the students have difficulty grasping the difference
between vertebrates and invertebrates, we will watch
this video as a class: https://www.youtube.com/watch?
v=d-BEu50zWHE.