NAME OF THE LESSON and GRADE LEVEL: Mystery Object (Grade 3)

DATE and TIME of Lesson: 4/29/16 10:30AM

SUBJECT AREA(S): Science

MATERIALS NEEDED:
For Teacher:
Student/Class profile charts

For Each Pair of Students:

1 Mystery object (Owl Pellet)
1 Hand Lens
1 Ziploc bag
1 bones box

For Each Student:

Science notebook pages
Home-school worksheet
Letter to family

CONTENT STANDARDS (What content standards will this lesson address? Consult the
Massachusetts Curriculum Frameworks, Common Core Standards and/or the district
curriculum and write the standard(s) here that apply). Use the exact standard that match your
objectives (include their number and also write the standard).

Mass Frameworks: Structures and Processes

4-LS1-1. Construct an argument that animals and plants have internal and external structures that
support their survival, growth, behavior, and reproduction.
Clarification Statements:
Animal structures can include legs, wings, fins, feathers, trunks, claws, horns,
antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin.

Common Core: Grade 3 Writing

CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational
structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion
and reasons.

WHEELOCK COLLEGE EDUCATOR STANDARDS (Review the seven WCTS and list the
standard or component of standard this lesson addresses. Be selective by listing the one(s) that
correspond best). Again, please, write the number and the name of the standard.

2.1Knows students as individuals, as learners, and be able to relate to them in a variety of ways

2.4.Is aware of the range of students special needs and seeks out information concerning
strengths/resources to address developmental and learning needs

2.6Observes and listen as children work, learn, and play to gain insights into what they know,
how they think, what they value, who they are, where they come from, and what motivates them

2.8Uses knowledge of children to tailor teaching to engage children in active learning and meet
their needs

3.1Knows, understands, and uses the central concepts and tools of inquiry appropriate in subject
matter and age/grade level

3.2Creates meaningful learning experiences to develop childrens understanding of subject

matter and increase skills

3.3Plans integrated units of curriculum, instruction, assessment based on knowledge of subject

matter, curriculum goals, and developmentally appropriate practices among the childrens
families, communities, and cultures.

3.4Establishes caring, inclusive, stimulating, & safe learning communities where children feel
they belong and can assume responsibility, take intellectual risks, make mistakes, explore
alternatives, participate in decision-making, and work collaboratively & independently

3.7Understands first and second language development and role of language in learning
UNDERSTANDINGS What understanding do you want the students to develop about the
subject?
Students will understand

There are bones and skeletal systems in animals and humans.

ESSENTIAL QUESTION (What open-ended question helps to frame the essence of this
lesson?)

How can observations be used to build knowledge about something?

ACTIVATE PRIOR KNOWLEDGE (How will you access students prior about this content,
concept, or topic?)

We will have a discussion about what investigation is and how to observe and take notes.

OBJECTIVES (What do you want the students to be able to do as a result of this lesson? Limit
to 3 clearly-written objectives).

At the end of this lesson, students will be able to.

Observe items visually without touching

Work with a partner to make observations, discuss observations and guesses, and try to make a
guess of what the mystery object is

DIFFERENTIATED INSTRUCTION (What will you do in advance to differentiate instruction

for the entire class? Consider Universal Design for Learning (UDL) principles by designing the
lesson for all types of learners first rather than making accommodations to one way of learning.
Try using Multiple Intelligence Theory (MI), Learning style theory or small groups.)

I will give the students the option to write and draw observations
MODIFICATIONS/ACCOMMODATIONS AND EXTENSIONS

Changes to lesson plan for Special Needs Students and/or Advanced Learners
What specific changes for specific children will you need to ensure learning for children on IEPs
(refer to IEPs) or others with learning differences or those who need more of a challenge?)

For the student with ADHD I will make sure he is able to be standing up while making his
observations. I will also try to spend a little more time talking to him and trying to get verbal
observations from him because he usually does not write a lot.

Changes to plan for ELLs

What specific changes will you need to make for students whose first language is not English?)

I will pair one of the ELL students who speaks a fair amount of English with an English speaking
student

I will pair the two students who speak little English with the student who translates for them

I will ask those students who are ELLs to draw their observations.

ASSESSMENT How do you plan to assess the students learning of the objectives of the
lesson? If the objectives are written focusing on specific actions that the students are expected to
be able to perform as a result of the lesson, the assessment should show whether the students
were able to perform those actions, and whether they did so effectively. NOTE: Assessment has
to be documented. Example: Using a classroom checklist/notes information will be recorded for
record keeping and future planning.

I will keep notes on what the students are saying what they think the mystery object is while I
am walking around, I will collect their notebook pages where they will write down the guess
they would like to make. Finally, I will take notes and ask open ended questions when we are
having a group discussion after inspecting the object.

IMPLEMENTATION PROCEDURES (How will you begin the lesson and how will you carry
it out? What materials and resources will you use? Also, consider grouping strategies and
deliberate closure of the lesson).
NOTE: What do you need to do next in the schedule now that the lesson is over? (For example,
Transition students to PE, Specialist, next subject)

1. Decide ahead of time which students will be paired together.

2. Prepare a box for each pair of students.
 3. Ask students to join me on the rug
4. Today you are going to be scientific investigators, I am going to give every pair of you a
box with a mystery object, magnifying glass, baggie and journal page.
5. What I need your help with is trying to figure out what this mystery object is. I need all
of you to observe or look at this object and write down and draw as many facts about this
object as you can. We need to investigate this object and try to identify what it is.
6. The one thing that you cannot do today is touch this mystery object, you may only look
at it. Many scientists observe by just looking, smelling, or listening and today we will use
our sense of sight. We will be able to touch this object next time we look at it. We are
going to observe this object for 10 minutes
7. Split them into pairs
8. Tell them to go back to their tables
9. Tell students they may take the object out of the box and begin looking and writing what
they see.
10. As students are observing walk around and take notes on what they are saying and seeing
a. Talk to students about what they see and what it may be
11. After 20 minutes ask students to join you on the rug
a. Have students sit in a circle
b. Tell students that we are going to have a circle discussion meaning we do not need
to raise hands but we still need to take turns and respect each other.
12. Would anyone like to share some interesting observations you found?
13. While students are talking about their observations write down what they say.
14. Ask students if they have any ideas about what the objects could be.
15. When we are done discussing let students know we will continue this discussion next
time. We will be able to touch this object and pull it apart and investigate it some more
next time.

POST REFLECTION ON LESSON Did the students learn what you planned for them to
learn? What worked? What didnt? What would you do differently next time? What have you
learned that will inform future instruction?)