Miranda McNeil

Date: 12/11/2014

Subject: Science

Grade: 3rd

Goals/Objectives/Standards:
NETS: 1.b. Create original works as a means of personal or group expression 3. Students apply digital tools to gather, evaluate, and
use information. 3.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media 3.d. Process data and report results
Science : S.3. Students, through the inquiry process, demonstrate knowledge of characteristics, structures and functions of living
things, the process and diversity of life, and how living organisms interact with each other and their environment. S.3.1. Identify that
plants and animals have structures and systems that serve different functions for growth, survival, and reproduction. S.3.4. Explain
cause and effect relationships between nonliving and living components within ecosystems; and explain individual response to the
changes in the environment including identifying differences between inherited, instinctual, and learned behaviors.
Writing : W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2.a Introduce
a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2.b Develop the
topic with facts, definitions, and details. W.3.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences. W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings
to develop experiences and events or show the response of characters to situations. W.3.7. Conduct short research projects that
build knowledge about a topic.
Timeline/structure of lesson:
Time
Opening/Framing the Lesson/Introduction/Early Assessment
Day 1
Students will watch snippets of three short video clips featuring people
who work in various science fields and ecosystems. As they watch the
videos remind them to think of the types of ecosystems the individuals
15 min
may be working in, what characteristics of the environment made them
think of that ecosystem, what types of animals live there, how might they
like working in an environment like that, etc. Students will then have 2
minutes (use the classtools timer) to talk about the videos with one
another. After the two minutes are over, have students write a short
journal reflection with their thoughts about the videos. Set the timer for
3 minutes.

1st Day
35 min

The Lesson Structure: Activities

Day 1 cont.
(appx. 15 min): Once journals are put away, bring the class together to
brainstorm animals and ecosystems. Write down student ideas on the
white board. Examples may include monkey: rainforest, clown fish: coral
reefs, camel: desert, etc. After students have thought of 5 or 6 examples,
have them use their Chromebooks to access Edmodo. The assignment
directions and rubric will be posted on Edmodo. Read through the
instructions and rubric as a class using popcorn reading. Have students
record all the due dates from the directions into their planners so they
can keep track of what is due when. Ask for questions. Next ask students
to comment on the Edmodo post with the animal they would like to
research and become while writing their stories.
(appx. 20 min): Set the classtools timer for 20 minutes. Students may
now use their Chromebooks to research. Explain to students that they
can now use their Chromebooks, grab some magazines or check out
books from the library to begin researching. Remind them to use
Evernote because it's a great idea to take notes while researching! They
could also be using WiseMapping to organize the facts and information
they collect as they work. (All of the students work should be saved on
their Chromebooks)

Monitor/Feedback
Students will remain at their seats
while watching the following
videos: Monkey Monitor, Coral
Whisperer & Parasite Tracker on
http://www.smithsonianeducation
.org/scientist/

st

1 Day
Ask if students have any questions
about the assignment or
expectations.
Students may also look for library
books, magazines or other
resources to use for research.
Remind students to use my
Symbaloo to access reliable search
engines and useful websites.
As students work, walk around
and observe their research to
make sure everyone is on task and
accessing acceptable sources. Also
assist anyone that may be
struggling with his or her story
planning or research.
nd

2 Day

2nd Day
40 min

Day 2
(appx. 10 min): Have students get their Chromebooks and gather up the
information they collected the previous day. Give them a quick reminder
of what their writing assignment is and do a quick quiz using Kahoot to
see what the students remember about the 3 steps of the writing
process. Afterwards, depending on how the quizzes went, briefly cover
the 3 steps of the writing process that theyll be required to follow. Talk
about possible ways to write their stories and let students know that they
should start writing their rough drafts using Google Drive. Reassure them
that it's ok to make mistakes in it and have fun with the stories. While
they do need to make the stories school appropriate and include the
information specified on the assignment sheet, they have the freedom to
take the story in whatever direction they want.
(appx. 40 min): Students may then begin writing their rough drafts if their
research and outlining/brainstorming is done. Remind them that their
rough drafts must be completed by tomorrow.
Day 3
Have students grab their Chromebooks and open their rough drafts. Ask
the students to read through their rough drafts and make any changes
they feel necessary. Students will then be partnered up using popsicle
sticks. They will share their rough drafts with one another using Google
Drive and edit each others papers making suggestions that they think
could improve their stories. Students will spend 15 minutes (timed using
classtools) with one partner and then switch and do the same thing with
another partner. (Students will thus have their paper edited 3 times
throughout the class)
Day 4
Students will use their Chromebooks to review the suggested edits their
classmates provided the previous day to start working on their final
drafts. While students are working on their final draft, remind them
about the extra credit opportunity located at the bottom of the
assignment sheet. Explain that the extra credit is worth 10 points and can
be any project that is approved by the teacher. Students must use the
entire class period to be working on their final drafts and/or extra credit
projects.

Closing/Assessment
Day 5
Students should turn in the finals drafts of their stories. Students will
then have the opportunity to present their projects as an extension of
their story. Students projects may be in the form of a presentation
(Prezi, PowerPoint, PowToon, Animoto, Haiku Deck), poster, play or
book. Some students may have thought of other creative ways to tell
their stories too!
Homework
If students need more time to research, finish their writing drafts or work
on projects, they can use recess time or take it home as homework. The
research, outlining and rough drafts will be due by Day 3. The final drafts
and projects will be due by Day 5.

As the students are writing, walk

around and ask questions about
their stories. See if any of the
students are stuck or need any
guidance.
Write the 3 steps of the writing
process on the board:
Step 1 : Planning
- oulining/bainstorming
Step 2 : Rough Draft
- Edit w/ partner
Step 3 : Final Draft
- Revised & Finalized

Day 3
Each time students are given new
partners, they must be chosen by
the teacher using popsicle sticks.
Students should be observed
throughout the editing process. If
students need help, give advice
and ideas for ways to improve
work. (ex: more detail,
capitalizations, punctuations,
correct word use too vs. to. vs.
two, there vs. their, etc. )
Day 4
Make sure students remain on
task throughout their work time.
This is their time so they should be
using it wisely!

Day 5
If students need more time to do
presenting, they may get more
time the following day. Students
are not required to present their
extra credit projects, but if they
wish to receive points they do
need to turn their projects in to be
counted.

Self Evaluation of the Lesson

Students work can be observed throughout the various processes of the assignment. Observations and discussions will
provide feedback as to the success of the lesson as it progresses. Students will be evaluated using a rubric, which will also
provide sufficient information regarding the effectiveness of the lesson. Both formative and summative assessments will
help evaluate the lesson.
Resources/Materials
o Chromebook Lab : used for research and composing assignments in Google Drive
o Edmodo : used to post assignment directions & grading rubric
o Evernote : used for students to collect notes, important websites, videos, etc.
o WiseMapping/bubbl.us : used to outline information for student papers
o Symbaloo : used to provide students with reliable search engines & websites
o Kahoot : used for quick assessment
o classtools.net : used as a timer throughout the lesson
o projector
o journals
o pencils
o rubric : generated by Rubistar
o National Geographic & other science magazines
o textbooks
Optional for Extra Credit:
o Prezi/ PowerPoint/ Animoto/ PowToon/ Haiku Deck

Attachements:
The following attachments will be posted on Edmodo for students:

Animal Life Writing Assignment

What Youll Do : write a research paper in the form of a story from the perspective of an animal! You
will use information we have covered in class about ecosystems and additional research to learn
more about that animal! Research may be done online, in magazines, books, articles, photographs,
videos and other reliable sources you find.
You will be required to follow the writing process.

Step 1: Find an animal to research that lives in one of the following biomes
* Temperate Forest
* Tundra
* Coral Reefs

*Taiga Forest
*Desert
* Freshwater

* Tropical rainforest
*Grasslands
*Marine

*Savanna

Step 2: Research your animal. You will need information about the following:
* description * habitat * food
* methods of reproduction
* other facts
Step 3: Organize your information into mind maps/outlines/diagrams/etc.
You may use paper or the online apps * mindmapping.com
* bubbl.us
Step 4: Create a rough draft of your story on Google Drive. Incorporate the information youve
gathered through research as well as your vocabulary words and concepts from the Ecosystems
chapter in your textbook. due: xxxxx
Step 5: Have your rough draft ready to edit in class. We will be reviewing drafts to give
suggestions to classmates on ways they can improve their writing.
Step 6: Revise your rough draft to create a new, final draft. Make sure it is typed and completed
on your Chromebook and Google Drive. due: xxxxx

This should be a FUN assignment so be CREATIVE and enjoy!

I look forward to reading everyones stories!
Extra Credit Opportunity!
If you would like to earn 10 extra credit points, bring your story to life! You can choose to make a poster,
create a cartoon, build a display, make a presentation or think of another creative way to animate your
story! You are free to be creative and have fun with this so let your imaginations soar! Good luck! due:
xxxxx (day after final draft is due)

Animal Life Writing Rubric

Student Name : _____________________________________________________________________________ Date : ________________
Animal : _______________________________________
CATEGORY

Mechanics

No grammatical,
spelling or
punctuation errors.

A few grammatical
spelling, or
punctuation errors.

Many grammatical,
spelling, or
punctuation errors.

Sentence
Structure
(Sentence
Fluency)

All sentences are

well-constructed
with varied
structure.

Almost no
grammatical,
spelling or
punctuation errors
Most sentences
are wellconstructed with
varied structure.

Most sentences are

well-constructed but
have a similar
structure.

Sentences lack
structure and appear
incomplete or
rambling.

Word Choice

Writer uses vivid

words and phrases
that linger or draw
pictures in the
reader\'s mind, and
the choice and
placement of the
words seems
accurate, natural
and not forced.
Paper is neatly
written or typed with
no distracting
corrections.

Writer uses vivid

words and phrases
that linger or draw
pictures in the
reader\'s mind, but
occasionally the
words are used
inaccurately or
seem overdone.

Writer uses words

that communicate
clearly, but the
writing lacks variety,
punch or flair.

Writer uses a limited

vocabulary that does
not communicate
strongly or capture
the reader\'s interest.
Jargon or cliches
may be present and
detract from the
meaning.

Paper is neatly
written or typed
with 1 or 2
distracting
corrections
(e.g.,dark crossouts; bumpy whiteout, words written
over).
Information is
organized with
well-constructed
paragraphs.

The writing is
generally readable,
but the reader has to
exert quite a bit of
effort to figure out
some of the words.

Many words are

unreadable OR there
are several
distracting
corrections.

Information is
organized, but
paragraphs are not
well-constructed.

The information
appears to be
disorganized. 8)

Graphic organizer
or outline has
been completed
and shows clear,
logical
relationships
between most
topics and
subtopics.

Graphic organizer or
outline has been
started and includes
some topics and
subtopics.

Graphic organizer or
outline has not been
attempted.

Penmanship
(Conventions)

Organization

Information is very
organized with wellconstructed
paragraphs and
subheadings.

Graphic
Organizer

Graphic organizer or
outline has been
completed and
shows clear, logical
relationships
between all topics
and subtopics.

Amount of
Information

Quality of
Information

Internet Use

All topics are

addressed and all
questions answered
with at least 2
sentences about
each.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Successfully uses
suggested internet
links to find
information and
navigates within
these sites easily
without assistance.

All topics are

addressed and
most questions
answered with at
least 2 sentences
about each.
Information clearly
relates to the main
topic. It provides 12 supporting
details and/or
examples.
Usually able to use
suggested internet
links to find
information and
navigates within
these sites easily
without assistance.

All topics are

addressed, and most
questions answered
with 1 sentence
about each.

One or more topics

were not addressed.

Information clearly
relates to the main
topic. No details
and/or examples are
given.

Information has little

or nothing to do with
the main topic.

Occasionally able to
use suggested
internet links to find
information and
navigates within
these sites easily
without assistance.

Needs assistance or
supervision to use
suggested internet
links and/or to
navigate within these
sites.

* Optional: 10 extra points for completing an extra project with writing assignment *
Comments:

Extra 10 Points Y / N
Score __________________