LESSON PLAN FORMAT

Name: Maria Franciosa Date: 4/13/15 Grade Level: 3

Subject: Science Topic: Amphibians

Purpose: To have students demonstrate their understanding and knowledge of amphibians.

NGSS Curriculum Standard(s):

Common Core Standards:

SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.

Objective(s):
Students will be able to identify an amphibian, write about what it needs to survive (food,
habitat) and illustrate the animals habitat.
To have students identify what they learned about amphibians.

Materials Needed for Learning Experience:

Amphibian information journals, amphibian cards, care and feeding sheets, colored pencils,
post-its, kwl chart

Anticipated Length of Learning Experience: 40 minutes

Student Grouping: Pairs at desks, whole group

Prerequisite Knowledge:
Teacher: Amphibians, habitat, species identification

Student: Amphibian research knowledge from prior lessons

Safety Considerations/Ethical Consideration: n/a

Procedure:
Elaboration
What is it? Amphibian Rescue
o Example as whole class first:
o I found this amphibian what kind do you think it is? Does it belong to the frog &
toad, salamander or caecilian family?
o What type of food should he be fed?
o What type of habitat should we put him in?
o Illustrate amphibian in habitat.


Each pair of students gets an amphibian to rescue. Each student fills out Care &
Feeding sheet and models out the habitat.
Once students are done, each pair shares their amphibian and their instructions
Evaluation
KWL Chart, L
o Put up K, W review the W questions
o Each student gets a post-it, write one or two things you learned about
amphibians
o Share, put up on chart

Wrap up lesson, transition to end of day procedures.

Assessment:
Rubric:
1-Needs 2-Meets 3-Exceeds
Improvement Expectations Expectations
Participation Studentstrugglesto Studentparticipates Studentgoesabove
participateinwhole inwholegroupand andbeyondin
groupandpartner partneractivities. participationof
activities. wholegroupand
partneractivities.

Responsibility Studentisnotvery Studentis Studentisvery

self-directed, self-directed,uses self-directed,assists
requiresalotof materialssafelyand otherstudents,
prompting, responsiblyand cleansupanduses
misusingmaterials, managestransitions materialssafelyand
andhasdifficulty well. responsiblywhile
duringtransitions. maintaininggreat
transitions.
PartnerWork Studentcompletes Studentadequately Studentgoesabove
partnerworkwith completespartner andbeyondin
littletonoattention workwithsome completionof
todetail,accuracy attentiontodetail, partnerworkand
oreffort. accuracy,andwith hasahighattention
goodeffort. todetail,accuracy,
andeffort.

ChildGuidance:
Transitions:deskstorug
Earlyfinishers:writeonequestiontheywonderabouttheiramphibian

Differentiated Instruction: Auditory explanation of directions, visual demonstration/walk

through of partner work. Checking in with groups, assist where necessary


Differentiated Assessment: Rubric identifies at what level students have completed their work
for the day, identifying not only how they completed their work but also how they worked with
others and stayed on task. Trying to keep mindful of expectations for students and adjusting
where necessary.