Lesson Plan Template
HDFS 4223/4850

Candidate Name: Tara Newton_

Lesson Title:
Animal Teeth: Estimating Length_

Day, Date, Time of Implementation:
_TBA_

Grade Level: 3rd Grade_

Objectives (connect to PASS/Common Core):

MATH
Common Core Standards, Mathematics, Third Grade, Measurement and Data, Represent and interpret data 4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

  • Students will independently measure the lengths of five different teeth, estimating to the nearest half-inch.

SCIENCE
Oklahoma C3 Standards, Science, Third Grade, Science Processes and Inquiry, Process Standard Two, 2. Arrange simple objects, familiar organisms, and/or observable events in a serial order (e.g., least to greatest, order of steps, and smallest to largest).

  • Students will place animals created in serial order from the least number of teeth to the greatest number of teeth.

  • Students will create realistic animal mouths in small groups using construction paper.

Vocabulary:
  • Estimate
  • Serial order
  • Teeth
  • Fangs
  • Tusks
Required Materials:
  • The book What if you had Animal Teeth? By Sandra Markle
  • Assorted colors of construction paper
  • Realistic photos of five different animals from the book
  • 5 pieces of butcher paper
  • Scissors
  • Glue sticks
  • Washable markers
  • Crayons
  • Rulers with one inch and quarter inch markings
  • Notebook paper
  • Pencils
Introduction/Transition into Lesson:
How will you capture the students’ attention?

The teacher could capture students’ attention by engaging them in a read aloud of What if you had Animal Teeth? By Sandra Markle.

What prior knowledge will be related to this lesson?

Students are familiar with measurement. They have participated in measuring activities. Students are also familiar with placing objects in order according to different characteristics.

How will you communicate to the students the objective for the lesson?

The teacher could tell students before reading the book that they are going to be participating in a lesson where they will learn about animal teeth. They will need to listen carefully to the story, work together to create an animal mouth, measure the teeth they have created to the nearest half inch, and put the animals in serial order from the least amount of teeth to the greatest amount of teeth.


Step-by-Step Procedure: (What will you be teaching? How will you facilitate the learning? How will students practice what is learned? Give an overview of the activities used in the lesson. Activities must match objectives.)

  • First, the teacher will invite students to the classroom rug and introduce the book that will be studied during the read aloud.
  • Second, the teacher could use the above statement to inform students of the objectives for the lesson.
  • Third, the teacher will begin reading the book, pausing periodically to ask questions that facilitate understanding (see below). The teacher will use these questions to keep students engaged and help them to better understand the nonfiction content of the book.
  • Once the read aloud is complete the teacher could close this section of the lesson by asking if students have any questions about what they just read.
  • Fourth, the teacher will explain the extension activity that will follow. At this point the groups of desks are prepared with the required materials (listed above) to prevent disruptions in learning.
  • Fifth, the teacher could explain to students the activity by saying that they will all return to their seat in a moment where they will find some craft materials and a photo of one of the animals we just read about. The teacher will tell them that they will work together to create an animal mouth that looks similar to the real thing. Before dismissing students to begin group work the teacher should remind the students to use each other’s strengths to work together to create a realistic animal mouth. Students will also write one or more facts they learned about the animal during the read-aloud inside or on the back of the mouth.
  • Once the teacher has observed that most groups have completed their animal mouths, he/she will ask them to stop work for a moment and listen to the next instructions. The teacher will tell the students that they are to first number all the teeth (with a pencil) in their group animal’s mouth. Next, students will individually pick five teeth and measure them to the nearest half-inch (labeling with the number of the tooth measured on their notebook paper). While students are waiting to measure the group mouth, they may draw a self-portrait (on their notebook paper) of themselves with some type of animal teeth.
  • Sixth, when the teacher notices all students have had a chance to individually measure their animal’s teeth, she could ask one person from each group to bring their animal to the front and hang them all on the board. Students will be asked to come to the board one group at a time to view and count the number of teeth in each animal’s mouth. When they return to their seats they will place the animals in serial order (least number of teeth to greatest) on their notebook paper.
  • Finally, the teacher will collect the notebook paper once all students have had a chance to record their measurements and serial order.


Questions to Facilitate Understanding: (consider Bloom’s Taxonomy)

REMEMBERING
  • How many teeth did the beaver use to chisel through logs?
  • What do we use to measure the length of objects?
  • How can we estimate to the nearest half-inch?
UNDERSTANDING
  • Can you explain why the tigers’ teeth need to be so sharp?
  • How would you explain to a younger kid what happens after they lose a tooth?
APPLYING
  • Which of the animals we read about all had fangs? Can you think of any others?
  • Which kind of animal teeth would you switch to if you could? Would you want to?
  • Can you use what you know about rulers to measure your animals’ teeth to the nearest half-inch?
ANALYZING
  • Can you tell me the difference between the uses of beaver’s teeth and the naked mole rat?
  • Can you tell me the difference between estimating length and serial order?
EVALUATING
  • Do you think that having smaller teeth than most animals is a bad thing?
  • How effective are our teeth for the food we like to eat?
  • What would we lose out on if we had teeth like a tiger?
CREATING
  • How many different lengths of teeth did you find in your animals mouth?
  • Can you design a self-portrait of your with your favorite animal’s teeth?
  • Can you place these animals in order from the least number of teeth to the greatest number of teeth?

Lesson Closure/Transition out of Lesson:
In what way will students reflect on what was learned? Be specific.

Students will respond to questions throughout the read-aloud, create a realistic animal mouth, measure the length of the teeth to the nearest half-inch, place the animals in serial order according to teeth number, and participate in a wrap up discussion (see below).

When will the reflection take place? Be specific. (ex: after the main lesson has ended; as children are practicing)

Throughout the activity the students will record their answers but the wrap-up discussion will occur immediately after the lesson is completed.


How will you summarize the lesson and transition to the next activity?

  • To conclude the lesson the teacher could have a short class discussion on the measurements the students found and work out together the correct serial order of animals from least number of teeth to the greatest number of teeth. This could occur after the teacher has collected the students’ work in order to get a better picture of their true understanding to gauge if they have met the learning objectives.

Assessment:
What specifically will be used to assess/document student progress? (assignments, anecdotal notes, checklists, projects, rubrics, etc)

The teacher could use the attached (below) rubric to assess students’ progress.

How will you decide if the learning objectives were met? (link to the specific form of assessment)

The students will each be assessed by using the rubric (attached below). If students scored a “B” or higher they will have met that learning objective. The teacher should carefully evaluate the work of each student and stay closely to the guidelines provided by the rubric.


Classroom Management:
What special considerations will be made for classroom management? Include ways you will divide students into groups or partners. How you will ensure all students are engaged? If students need to get materials, how you will manage the procedures?

The students will be arranged in groups where they can encourage each other’s strengths and support each other’s weaknesses. This will prevent many behavior problems that can arise when students are working together on a group project.

While students are waiting to measure the group mouth, they may draw a self-portrait (on their notebook paper) of themselves with some type of animal teeth. This will help to prevent behavior problems that are often caused by boredom or students not being engaged in a meaningful experience.


Modifications (as needed for children with intellectual and/or developmental disabilities):

Once student in the class has a developmental disability that inhibits his ability to focus. This student will continue to wear his OT vest (a part of his IEP) and will be allowed to stand up if he needs to during the read-aloud to engage his body so he is better able to focus on what is being read.

Changes/adaptations: (Make hand-written notes after the lesson.)
What worked well? What needs to be changed?













CATEGORY
A
B C
D

Group animal mouth creation
The student utilized their strengths and put forth great effort in creating the group animal mouth and helped to include other students in the project.
The student utilized their strengths and put forth-great effort in creating the group animal mouth, but did not help to include other students in the project.
The student utilized some of their strengths and put forth some effort in creating the group animal mouth.
The student did not utilize any of their strengths and put forth no effort in creating the group animal mouth.

Measuring to the nearest half-inch
The student correctly measured and recorded five or four teeth from their groups\' animal mouth to the nearest half-inch.
The student correctly measured and recorded three teeth from their groups\' animal mouth to the nearest half-inch.
The student correctly measured and recorded two or one teeth from their groups\' animal mouth to the nearest half-inch.
The student correctly measured and recorded none of the teeth from their groups\' animal mouth to the nearest half-inch.

Serial order
The student correctly ordered all five animals from least number of teeth to greatest number of teeth.
The student correctly ordered four or three animals from least number of teeth to greatest number of teeth.
The student correctly ordered one or two animals from least number of teeth to greatest number of teeth.
The student did not correctly order any of the animals from least number of teeth to greatest number of teeth.


  • Animal Teeth: Estimating Length and Serial Order


  • • Teacher Name: Ms. Newton

  • • Student Name: