SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential Questions

PA/Common
Core/Standards

DETAILS
Maranda Paola
Science/ Living and Nonliving Things
3rd Grade

Plants and animals are living things, because they require a particular
set of basic needs.
What makes plants living?
What things make humans living?
What is living?
What is nonliving?
Academic Standards for Science and Technology and Engineering Education
3.1.3.A1.Describe characteristics of living things that help to identify and
classify them.
3.1.3.A2.Describe the basic needs of living things and their dependence on
light, food, air, water, and shelter.
3.1.3.A5.Identify the structures in plants that are responsible for food
production, support, water transport, reproduction, growth, and protection.
CC.1.4.3.A Write informative/ explanatory texts to examine a topic and
convey ideas and information clearly.
CC.1.4.3.F Demonstrate a grade- appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.

Objective
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
Formative &
Summative
Assessment Evidence

ISTE Standards for

Students
Framework for 21st
Century Learning

While creating their own plant and animal, 3rd grade students will be
able to correctly write out and describe the characteristics of plants
and animals with 100% accuracy.

Formative Brainstorming work sheet

Summative Create your own animal activity sheet
Create your own plant activity sheet
Think Creatively
Use a wide range of idea creation techniques (such as brainstorming)
Work Creatively with others
Develop, implement and communicate new ideas to others effectively
Demonstrate originality and inventiveness in work and understand the
real world limits to adopting new ideas
Communicate Clearly
Articulate thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts

CK

Accommodations,
Modifications

Listen effectively to decipher meaning, including knowledge, values,

attitudes and intentions
Use communication for a range of purposes (e.g. to inform, instruct,
motivate and persuade)
Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact
Communicate effectively in diverse environments (including multilingual)
Collaborate with Others
Demonstrate ability to work effectively and respectfully with diverse
teams
Exercise flexibility and willingness to be helpful in making necessary
compromises to accomplish a common goal
Assume shared responsibility for collaborative work, and value the individual
contributions made by each team member
Student with a visual impairment Due to the fact that Ben has low vison abilities, he
requires copies of all lab sheets and handouts in a
larger font, placed on the slant board at his desk. When
there is writing on the board, it needs to be written
largely, and in contrasting colors. When he is given a
book with small print, he will have assistive technology,
such as a video magnifier to place the work under, and
easily be able to zoom in. Ben also uses a screen
reader to convert text on a computer screen to audible
speech. When moving around the room, he uses a cane
to prevent him from running into anything that he may
be unable to see. Ben is placed in the back of the room
with the light

SUPERVISING
TEACHERS
SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan
Introduction
Activating Prior Knowledge
Have a brief discussion about everything we have talked about
regarding living and nonliving things. Discuss all of the characteristics
of living things.
Hook/Lead-In/Anticipatory Set
Ask students if they have ever wanted to create a brand new plant or
animal
Explicit Instructions Big Idea Statement
Plants and animals are living things, because they require a particular
set of basic needs.
Essential Questions Statement
What characteristics make something living?
Objective Statement
While creating their own plant and animal, 3rd grade students will be

CK

Lesson Procedure

Reading Materials
Technology
Equipment
Supplies
Evaluation of the
Learning/Mastery of
the Concept

Closure

Teacher
Self-reflection

able to correctly describe the characteristics of plants and animals with

100% accuracy.
Key Vocabulary
Living
Nonliving
Reproduction
Growth
Change
Shelter
Adapt
Environment
Habitat
PreAssessment of Students
Documenting a discussion on the characteristics of living things
Modeling of the Concept
Showing the students, a premade example of a new plant and animal
already created
Guiding the Practice
Have the students brainstorm on a activity sheet what types of
characteristics they want their plant or animal to have
Providing the Independent Practice
The students will have to create their own plant or animal, by drawing
a picture, giving the plant or animal a name, and then writing a brief
description of the characteristics that plant or animal has that would
make it a living thing.
Transition
http://capstonekids.com/science/songs/are-you-living.mp3 sing and
dance to the song about living things
Brainstorming worksheet
Create your own plant activity sheet
Create your own animal activity sheet
Crayons/colored pencils
Formal Evaluation
The students will have to create their own plant or animal, by drawing
a picture, giving the plant or animal a name, and then writing a brief
description of the characteristics that plant or animal has that would
make it a living thing.
Informal Evaluation
Brainstorming work sheet
Summary & Review of the Learning
The students will share their plants and animals with the class, and the
class will have a discussion, and then decide whether or not they think
the plant and animal created could actually be a living animal and plant
based on the characteristics it was given.
Homework/Assignments
None