Technology Integrated Lesson Plan
Lesson Title: Worms and their Habitats
Teacher: Allison Liem and Danielle Faucher
Subject: Science
Grade Level: 3rd
Lesson Objectives: In this section specify both the content and technology objectives. If the lesson is cross discipline, be sure to include objective from all content areas.
Science:
The student will be able to label parts of a worm and distinguish facts vs. myths about worms. (the students have already been taught about fact vs. myth so this is a content based lesson on worms)
Technology:
The student will be able to create their own drawing of a worm using the technology program, kid pix.
Standards: In this section include the state and/or national standards which will be met through meeting the lesson’s objectives.
Science:
Strand 4, Concept 1, PO 1: Compare structure in plants (ex. Roots, stems, leaves, flowers) and animals (ex. Muscles, bones, nerves) that serve different functions in growth and survival.
Strand 4, Concept 3, PO 5: Describe how environmental factors (ex. Soil composition, range of temperature, quality and quantity of light and water) in the ecosystem may affect a member organisms ability to grow, reproduce, and thrive.
Technology:
Strand 1, Concept 4, PO 1: Analyze information using digital creativity tools to create orginal works and express ideas.
Technology Integration: In this section determine if the lesson objectives can be supported by the use of technologies. The technologies may be used by the teacher, but should be used, primarily, by the students to demonstrate their understandings of the objectives.
The teacher will use the smart board to do an interactive pre-assessment on how much prior knowledge students have about worms. The teacher will show students a book about worms on the overhead so that they can all follow along and learn facts about worms. The teacher will use a smart board to show a movie on worms. In addition the teacher will use a smart board to show a powerpoint that will cover information about worms and their habitats. Then the teacher will demonstrate to the students how to use kid pix to draw and label the parts in their worm and their worm’s habitat.
Differentiated Instruction: In this section you will describe how you will meet the needs of special populations. These include English language learners, special education students, gifted students and students at-risk of failing. Be sure to refer to information about SIOP lessons universal design.
Modifications for English language learners: We are meeting the needs by having lots of visual representations to make up for the language barrier. Something we could modify is by allowing students to work with a partner. Also, in kid pix you can change the language to Spanish.
Modifications for special education: The student could use an alterative key board and keep a word bank on the smart board during the individual assessment where they label the parts of the worm on kid pix.
Modifications for gifted students: The student could make up a story about the worm they created in kid pix.
Modifications for at-risk students: During the time where the students are working on creating their kid pix picture and doing the fact vs. myth cut out assessment the teacher could provide more one-on-one assistance with these children as well as providing additional time another day to complete the assignment.
Procedures: In this section describe what the teacher and the students will do throughout the duration of the lesson.
Before Technology Use: In this section describe the anticipatory set and any other activities that the teacher and students will do before the students use the technology.
The teacher will begin the lesson by grabbing their attention by telling a story that happened between them and a worm.
During Technology Use: In this section describe how the students will use the technologies to develop artifacts that demonstrate their understandings.
The students will volunteer to come up to the smart board to circle things on given list that they think is a fact about worms.
The teacher will read the students a story called “Wiggly worms at work” by: Wendy Pfeffier on the overhead.
The teacher will show a teacher tube video on worms.
The teacher will show a powerpoint presentation on worms.
The teacher will demonstrate to students how to use the program, kid pix.
The student will create their own diagram of a worm.
After Technology Use: In this section describe what the teacher and students will do after using the technology to develop artifacts. Include any activities, presentations, or conclusions that will be included.
The student will print off their diagram of a worm that was created on kid pix and submit their vitual assessment in vista. The lesson will be concluded with the students making their own dirt cups where they will create soil with chocolate pudding and oreos and their gummy worm will act as the worm inside its habitat.
Assessments: In this section describe the items that will be assessed. Include descriptions of the criteria that will be used for assessing student success. If needed, attach rubrics, checklists, or other documents used for assessment.
For the chart that they make where they assemble fact vs. myth they will be graded on how many successful fact/myths they identify. For every fact/myth they identify, they will get one point. Their grade will be out of 12 points. For the kid pix picture the teacher will grade the student’s pictures and labels against a teacher created labeled picture of a worm. For each part of a worm they identify correctly, they will get one point. This is out of 8 points. To receive a passing in each assessment the student needs to receive a 75%. While the students are drawing and labeling their worm they will be able to look at a blank diagram of a worm on the smart board and a word wall of the parts on the whiteboard to reference.
Instructional Materials/Resources: In this section describe any instructional materials that you will develop or use during the lesson.
Overhead, smart board, kid pix, teacher tube video on worms, book “Wiggly worms at work”, cups, spoons, chocolate pudding, oreos, gummy worms, power point presentation that addresses facts, body parts of worms, and their habitats, worksheet that students will cut facts and myths out of, glue, scissors.
Here is the video we showed about worms:
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