Professional Documents
Culture Documents
3/20/2013
ENG 252
Lesson Plan
Subject: Living and Nonliving things
Grade: 3rd grade
Time: 1 hour (2 different days)
Curriculum: Science and Language Arts
Objectives:
Science:
Objective 1
Classify living and nonliving things in an environment
Objective 2
Describe the interactions between living and nonliving things in a small
environment.
Language Arts:
Objective 1
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.
Personal Objective: I want the students to be able to identify living and nonliving
things when they may just be interacting outside and be able to compare the two to
each other.
Key Vocabulary: living things, nonliving things.
Essential Questions: Why is it important for students to know the difference
between living and nonliving things?
Before the lesson:
I will explain to the class that we will be learning about living things and nonliving
things today. I will then give a brief summary of what the plan is for today and how
we will better understand our learning of this subject.
3. This will show how the students understand what they are looking for when it
comes to living and nonliving things on an independent viewpoint.
DAP Principles
-Integrated Lesson Plan
- Lesson begins with an assessment of prior knowledge
- Hands-on experiences
- Students from a wide-range of abilities are able to participate successfully
-social, emotional, physical, and cognitive aspects are addressed
Adaptations for Students with Special Needs
1. Give alternative assignments instead of long written assignments
a. Instead of assessing them on their paper in phase 3, assess on how they
grouped the objects on the worksheet and if they understand why which
one is what.
2. Provide an appropriate peer role model
a. If one of their classmates is accelerating after day one (phase 1 & 2) allow
them to work as a group with someone who is struggling.
b. Allow them to work in groups where they feel comfortable and where they
will be accepted, and where they will be challenged to listen, share, and
learn from each other.
Adaptations for ELLs
1. Teachers clearly identify the content objectives and give more of a clear
understanding if needed.
2. During phases 1 and 2 have a consistent use of scaffolding
3. Have an emphasize on the key vocabulary and provide an assessment of
their learning