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Narrative format of lesson plan - What do animals need to stay alive?

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Narrative format of lesson plan - What do animals need to stay alive?

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Topic: Animals and their habitat
Grade Level: 3rd garde
Learning Objective: Students will be able to recognize what a habitat is and be able to identify what animals live in them.

The lesson begins with a conversation between the educator and the students about what is a community and what it is like being in one. Afterwards fish are introduced, it is explained how fish differ from us, and that fish live in habitats. Habitats are defined and examples are shown.
Second part of the lesson the students are handed out a worksheet where they are given the chance to draw lines connecting animals to their habitats.
In the third part of lesson, the final activity involves the students being introduced to a new animal. In this section of the worksheet a picture of the animal is shown. Students are given the chance to identify and label the different parts of the animals habitat. Examples include the living spot, shelter and location to find their food.

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SAMR EDITION- What do animals need to stay alive?

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SAMR EDITION- What do animals need to stay alive?

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Subsitutuion: During the introduction part of the worksheet, its a back and forth conversation between students and the educator in regards to the lesson on community and habitat.
In this section, what can be substituted and incorporated is presenting the a video on habitats through the Smart board. Videos on different animals can be used, informing them of their habitat, shelter, and food. In this way a visual representation is given. Familiar locations in the area can be used in the video for a more relatable experience of it.
Augmentation: During the second part of the lesson, a picture of an animal and their location will appear on the smart board. From there the board will be transitioned to google maps to a spezfeficed area where the animal lives somewhere in between. Students will be called upon to come up to the board and locate where they think particular animals live on the map.
If iPads are available students can work in groups and click along the map to locate the animals in the area.
Modification: For the final activity, students can work in groups or alone and create a pamphlet of their favorite animal. This pamphlet will be made via template through the computer. In this pamphlet students will choose ther animal write about their habitat, food , and even include some fun facts. At the end students can share their animals, or a bulletin board in the classroomm or outside will be dedicated to it.
Redifinition: As a lesson review students can take a quiz or survey of what they learned. Answers can be reviewed after the quiz.

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S- Substitution: The technology is used to just simply replace the standard "paper and pencil" material for a lesson.
A-Augmentation: The technology enhances the substitute material just a bit to fit everyones desires.
M-Modification: Everyone is given their opportunity to adjust the technology material to their fitting and include their own personal mixtures.
R-Redefinition: Everything has been introduced. The technology materials are presented, and the students can now use it to produce their activity without the former steps of substitution, augmentation, and modification.