Teacher: Kyle Losey

Grade: 3

Subject: Science
Lesson Title/Topic: Vertebrates & Invertebrates (Animal Classification)
Lesson Date/Time: Monday @ 1:00

STANDARDS/BENCHMARKS/GLCES addressed in this lesson.

OBJECTIVES: Through these learning activities, the learner will demonstrate the ability to:
Students will learn how to determine whether an animal is a vertebrate or invertebrate.
PLANNING: How is this linked to something they already know, past learning, or background.
Beginning of new Unit; Linked to the subject of science in general
INSTRUCTIONAL SEQUENCE
Tim
e

30minutes

Introduction/anticipatory set/motivation
Discuss and demonstrate the method of categorizing by using geometric shape blocks (by
color, shape ect.)
Presentation of instructional activities (Modeling, guided practice, independent
practice, application, practice, checks for understanding, adaptations for ELL, sped,
resource room students, etc)
10 minutes:

As the students sit in their individual seats, handout the Invertebrate Vs.
Vertebrate Informative sheet.
Allow students time to read science handout over Invertebrates and Vertebrates

5 minutes

Students stay in seat as discussion over reading follows

Questions like the following should be asked/answered:
o What are invertebrates/vertebrates?

o Whats a backbone?
Let students feel their own
o What can a backbone do for an animal?
o What cannot having a backbone do?
o What does it help you do?
Explain to students that the will be learning about different animal types with in
this unit and that they will be able to understand how to categorize an animal
based of the characteristics it holds.
Ask students for other examples of invertebrates and vertebrates

15 minutes

Colored pencils and Blank sheets should already be setup in the middle of each
table for student to easily access.
Asked students to grab colored pencils and one sheet of paper
Explain to them that they will be creating a book this unit over the different types
of animals that they learn about.
Ask the students to draw a cover page for their book.
Cover must contain the title My Animal Classifcation Book, the
author/illustrators name (the students name) and a couple pictures of their
favorite animals.
Once student have completed their cover page, advise them to raise their hand to
turn it in.
Students who finish before the others can either read, work on other homework
assignments or use interactive learning station (3 people max on learning station)

Conclusion/closure: (Debriefing, assessment)

Students will be assessed on the accurate completion of their drawing assignment
(everything asked for is provided on the cover)
Assignment/Follow-up
Q- Tip Vertebrates

List of RESOURCES/MATERIALS and CLASSROOM SET UP needs

Students remain in their seats for the whole lesson (unless turning in something, grabbing
a book to read or using learning station)
For my children of exceptionalities:
o I, along with any volunteers I have available, will work closer with them and
provide them with the extra guidance and assistance
o Parent-Teacher communication will be utilized more frequently with these
students to ensure their parents/guardians that their student is receiving an
education of equality and quality.
Via Email

Teacher: Kyle Losey

Grade: 3

Subject: Science
Lesson Title/Topic: Q-Tip Vertebrates (Animal Classification)
Lesson Date/Time: Tuesday @ 1:00

STANDARDS/BENCHMARKS/GLCES addressed in this lesson.

OBJECTIVES: Through these learning activities, the learner will demonstrate the ability to:
Students will build on and form a deeper understanding of invertebrates and vertebrates from the
previous class period.
PLANNING: How is this linked to something they already know, past learning, or background.
Linked to previous lesson and subject of the unit (Animal Classification)
INSTRUCTIONAL SEQUENCE
Tim
e

30minutes

Introduction/anticipatory set/motivation
Class discussion on similarities and difference in animals (living environments,

vertebrate vs. invertebrates, hot vs. cold blooded, ect.). Bounce of similar knowledge
gain from previous lesson. Write a list of example of Vertebrates (ask students for ideas).
Presentation of instructional activities (Modeling, guided practice, independent
practice, application, practice, checks for understanding, adaptations for ELL, sped,
resource room students, etc)
5 minutes
Explain to students that they will be creating their first page of their book.
Tell them that they will be drawing a picture of their favorite vertebrate (refer to
list created in anticipatory set for ideas)
Display the prepared example of what their project is for the day.
5 minutes

Call students by table to pick up the materials they need to create their vertebrate.
Allow students to take one sheet of paper, one bottle of glue, six Q-Tips and
colored pencils back to their seat.

20 minutes

Students will draw and color a picture of their favorite vertebrate. Make sure that
they know that the back of animal is to be shown in their drawing.
Students are allowed to talk amongst each other to think of ideas for what
vertebrate they would like to draw.
Once they have completed their drawing, students will glue Q-Tips to the back of
their animal to show that it is a vertebrate. Provide students with the example
already made
Once they have finished gluing, advise them to raise their hand and ask you or a
volunteer to help put them in a safe area to dry.
Students who finish before the others can either read, work on other homework
assignments or use interactive learning station (3 people max on learning station)

Conclusion/closure: (Debriefing, assessment)

Students will be assessed on the accurate completion of the finish product of their
assignment (Vertebrate, glued on backbone)
Assignment/Follow-up

Cold-blooded vs. Warm blooded

List of RESOURCES/MATERIALS and CLASSROOM SET UP needs

Students remain in their seats for the whole lesson (unless turning in something, grabbing
supplies, grabbing a book to read or using learning station)
For my children of exceptionalities:
o I, along with any volunteers I have available, will work closer with them and
provide them with the extra guidance and assistance
o Parent-Teacher communication will be utilized more frequently with these
students to ensure their parents/guardians that their student is receiving an
education of equality and quality.
Via Email

Teacher: Kyle Losey

Grade: 3

Subject: Science
Lesson Title/Topic: Cold-blooded vs. Warm blooded (Animal Classification)
Lesson Date/Time: Wednesday @ 1:00

STANDARDS/BENCHMARKS/GLCES addressed in this lesson.

OBJECTIVES: Through these learning activities, the learner will demonstrate the ability to:
Students will learn how to determine whether an animal is cold-blooded or warm-blooded.
PLANNING: How is this linked to something they already know, past learning, or background.
Linked to previous lesson and subject of the unit (Animal Classification)
INSTRUCTIONAL SEQUENCE
Tim
e

30minutes

Introduction/anticipatory set/motivation
Discuss and demonstrate measurement by using a thermometer. Provide examples of
what we use the measurement of warmth and coldness for. Discuss weather and different
types of environments that animals may live in. Provide examples of animals.
Presentation of instructional activities (Modeling, guided practice, independent
practice, application, practice, checks for understanding, adaptations for ELL, sped,
resource room students, etc)
10 minutes

Student will remain in their seat as a discussion over warm-cold blooded animals
takes place
Discuss that they will be creating the second page of their book today in class
Ask the students questions like (provide example of animals throughout
discussion):
What is our body temp?
Why is it important?
Does it change? When and how?
How do we stay warm or cold?
What do other animals do to keep warm and cool?
What about animals that dont have any fur or feathers?
What happens to cold-blooded animals if they get to cold?
How does weather affect different animals? (List different animals)

20 minutes

List different types of hot/cold blooded animals on board for students to refer
back to
Materials for drawing should already be in place at the tables
Ask the students to draw the second page of their book, including a drawing of
both warm an cold blooded animal and a brief description of each (vertebrate or
invertebrate; Warm or cold blooded)
Students who finish before the others can either read, work on other homework
assignments or use interactive learning station (3 people max on learning station)

Conclusion/closure: (Debriefing, assessment)

Students will be assessed on the accurate completion of their drawing assignment ( warm
and cold blooded animal drawn and accurate brief description of characteristics of each
animal is provided)

Assignment/Follow-up
What makes a Mammal a Mammal?

List of RESOURCES/MATERIALS and CLASSROOM SET UP needs

Students remain in their seats for the whole lesson (unless turning in something, grabbing
supplies, grabbing a book to read or using learning station)
For my children of exceptionalities:
o I, along with any volunteers I have available, will work closer with them and
provide them with the extra guidance and assistance
o Parent-Teacher communication will be utilized more frequently with these
students to ensure their parents/guardians that their student is receiving an
education of equality and quality.
Via Email

Teacher: Kyle Losey

Grade: 3

Subject: Science
Lesson Title/Topic: What makes a Mammal a Mammal? (Animal
Classification)
Lesson Date/Time: Thursday @ 1:00

STANDARDS/BENCHMARKS/GLCES addressed in this lesson.

OBJECTIVES: Through these learning activities, the learner will demonstrate the ability to:
Students will form a deeper understanding of what makes mammals so unique.
PLANNING: How is this linked to something they already know, past learning, or background.
Linked to previous lesson and subject of the unit (Animal Classification)
INSTRUCTIONAL SEQUENCE

Tim
e

40 minutes

Introduction/anticipatory set/motivation
Question written out on board: What Makes a Mammal a Mammal? Discuss this topic
with the students. Only allow them to discuss what they know already. Do not provide
them with any additional information. Create a list of the characteristics they come up
with to compare to the list they will create after the lesson.
Presentation of instructional activities (Modeling, guided practice, independent
practice, application, practice, checks for understanding, adaptations for ELL, sped,
resource room students, etc)
10 minutes

As students stay seated, hand out sheet on mammals for them to read.

10minutes

Based off the reading, have the students come up with a new list of characteristic
that they learned about mammals.
Ask them question such as
Do all mammals have fur?
Do all mammals have live birth?
Hand out printed pictures of animals (one animal for every student)
Allow students to trade if they want with someone at their table

20 minutes

Explain to students that they will be drawing their mammal for their third page of
their book and providing a brief description of what type of mammal it is, if its
warm/cold blooded and if its a vertebrate or invertebrate.
Allow them to work on the assignment. Once completed, they must raise their
hand to turn in the final product
Students who finish before the others can either read, work on other homework
assignments or use interactive learning station (3 people max on learning station)

Conclusion/closure: (Debriefing, assessment)

Students will be assessed on the accurate completion of their drawing assignment
(mammal drawn and accurate brief description of characteristics of each animal is

provided)
Assignment/Follow-up
Insect vs. Spider
List of RESOURCES/MATERIALS and CLASSROOM SET UP needs

Students remain in their seats for the whole lesson (unless turning in something, grabbing
supplies, grabbing a book to read or using learning station)
For my children of exceptionalities:
o I, along with any volunteers I have available, will work closer with them and
provide them with the extra guidance and assistance
o Parent-Teacher communication will be utilized more frequently with these
students to ensure their parents/guardians that their student is receiving an
education of equality and quality.
Via Email
Teacher: Kyle Losey
Grade: 3
Subject: Science
Lesson Title/Topic: Insect vs. Spider (Animal Classification)
Lesson Date/Time: Monday @ 1:00

STANDARDS/BENCHMARKS/GLCES addressed in this lesson.

OBJECTIVES: Through these learning activities, the learner will demonstrate the ability to:
Students will learn how to determine whether an animal is an insect or a spider.
PLANNING: How is this linked to something they already know, past learning, or background.
Linked to previous lesson and subject of the unit (Animal Classification)
INSTRUCTIONAL SEQUENCE
Tim
e

60 minutes

Introduction/anticipatory set/motivation

Display posters of a variety of different spiders/insects. Discus each type of spider and
insect., where they live, what they eat and any other additional info.
Presentation of instructional activities (Modeling, guided practice, independent
practice, application, practice, checks for understanding, adaptations for ELL, sped,
resource room students, etc)
10 minutes

Ask students to brainstorm at their seats (based off the information they are
provided form the posters) as many ways that spiders and insects can differ
Start a class discussion over this topic and write out a list of differences on the
board.

10minutes

Pass out handouts over insects vs. spiders and have students independently read

20 minutes

Display a prepared clay model of both an insect and spider

Explain that they will create one or the other themselves, and that it must be
anatomically correct. (refer to informative sheet and posters)
Hand out supplies needed; 2 sticks of clay, 5 pipe cleaners, card board base to
each student.
Have wings and eyes available at back table for those who want them.
Remind them to put their names on their cardboard.
They must raise their hand when finished

20 minutes

Materials should be already stationed at each table for the next task
Ask student to draw a picture of the insect or spider they created and provide a
description of what it is and what characteristics it has to make it what it is.
Allow them to work on the assignment. Once completed, they must raise their
hand to turn in the final product
Students who finish before the others can either read, work on other homework
assignments or use interactive learning station (3 people max on learning station)

Conclusion/closure: (Debriefing, assessment)

Students will be assessed on the accurate completion of their drawing assignment (insect
and spider drawn and accurate brief description of characteristics of each animal is

provided)
Assignment/Follow-up
Amphibians vs. Reptiles
List of RESOURCES/MATERIALS and CLASSROOM SET UP needs

Students remain in their seats for the whole lesson (unless turning in something, grabbing
supplies, grabbing a book to read or using learning station)
For my children of exceptionalities:
o I, along with any volunteers I have available, will work closer with them and
provide them with the extra guidance and assistance
o Parent-Teacher communication will be utilized more frequently with these
students to ensure their parents/guardians that their student is receiving an
education of equality and quality.
Via Email

Teacher: Kyle Losey

Grade: 3

Subject: Science
Lesson Title/Topic: Amphibians vs. Reptiles (Animal Classification)
Lesson Date/Time: Tuesday @ 1:00

STANDARDS/BENCHMARKS/GLCES addressed in this lesson.

OBJECTIVES: Through these learning activities, the learner will demonstrate the ability to:
Students will learn how to determine whether an animal is an amphibian or reptile.

PLANNING: How is this linked to something they already know, past learning, or background.
Linked to previous lesson and subject of the unit (Animal Classification)
INSTRUCTIONAL SEQUENCE
Tim
e

60 minutes

Introduction/anticipatory set/motivation
Discuss metamorphosis of a frog. Use posters of this process that are provided within the room.

Presentation of instructional activities (Modeling, guided practice, independent

practice, application, practice, checks for understanding, adaptations for ELL, sped,
resource room students, etc)
10 minutes
With the students in their seats, have a brief discussion on what reptiles and
amphibians are. What makes them different? What makes them similar? Where
can they be found?
20 minutes

Break the class up into four groups

Handout to each student an observation worksheet
Handout to each group a piece of animal resin
The groups have 5 minutes each to complete the observation sheet information
for each resin type (Students should feel and observe the resin)

5minutes

Once completed, discussion is set in place after each group has observed each
resin type (what observations were made?)

15 minutes

Materials should already be prepared on the tables for the students

Ask students to draw an amphibian and reptile and label what kind it is. Also
have them add a description of what type skin their animals have.
Allow them to work on the assignment. Once completed, they must raise their
hand to turn in the final product
Students who finish before the others can either read, work on other homework
assignments or use interactive learning station (3 people max on learning station)

Conclusion/closure: (Debriefing, assessment)

Students will be assessed on the accurate completion of their drawing assignment
(Amphibian and reptile drawn and accurate brief description of characteristics of each
animal is provided)
Assignment/Follow-up

Complete the book/ final project

List of RESOURCES/MATERIALS and CLASSROOM SET UP needs

Students remain in their seats for the whole lesson (unless turning in something, grabbing
supplies, grabbing a book to read or using learning station)
For my children of exceptionalities:
o I, along with any volunteers I have available, will work closer with them and
provide them with the extra guidance and assistance
o Parent-Teacher communication will be utilized more frequently with these
students to ensure their parents/guardians that their student is receiving an
education of equality and quality.
Via Email