Molloy College

Division of Education

Heading for Coursework

Student: Catherine Mae Rocioppi Professor: Rickey Moroney

Course EDU 527 Date: June 20, 2018
Grade: 3rd Grade Content Area: Science
Topic: Earth’s Biomes- The Rainforest

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After watching the video “Animals of the Rainforest”, and a class discussion, students
will understand and apply scientific concepts, principles, and theories pertaining to the physical
setting and living environment and recognize the historical development of ideas in science and
produce writing in which the development and organization are appropriate to task and purpose.
Students will research an animal from the rainforest presented in the video and create a short
story and incorporate five facts about the animal with 90% accuracy.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

E.L3.1 The Living Environment
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Indicator: This will be evident when students describe how the animals complement the
environment of that specific animal. Each animal has different structures that serve different
functions in growth, survival and reproduction.

E.L5.2 The Living Environment

Students will understand and apply scientific concepts, principles, and theories pertaining to
the physical setting and living environment and recognize the historical development of ideas
in science.
Indicator: This will be evident when students observe that differences within a species
may give individuals an advantage in surviving and reproducing.
W.3.4 Writing
Students will produce writing in which the development and organization are appropriate to
task and purpose.
Indicator: This will be evident when the students write a short story using their findings
after researching the animal of their choice.

ISTE NETS

3. Knowledge Constructor
a. Plan and employ effective research strategies to locate information and other resources for
their intellectual or creative pursuits.
Indicator: This will be evident when students use effective research strategies to locate
information and other resources for their intellectual pursuits

4. Innovative Designer
a. Know and use a deliberate design process for generating ideas, testing theories, creating
innovative artifacts or solving authentic problems.
Indicator: This will be evident when students know and correctly use deliberate design
process for generating ideas, testing theories, creating innovative artifacts or solving authentic
problems
 INSTRUCTIONAL RESOURCES

“Rainforest Animals for Children – Jungle Animal Sounds and Rainforest Wildlife” video
-Laptops/Ipads
-Paper
-Pencils

MOTIVATION (Engaging the learner(s)*)

The teacher will show the video “Rainforest Animals for Children – Jungle Animal Sounds and
Rainforest Wildlife” to the class.

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. Students will watch the “Rainforest Animals for Children – Jungle Animal Sounds and
Rainforest Wildlife” video. ( What types of animals do you see? What type of
environment do you see? How is the weather in this biome?)
2. After watching the video and learning about all the different types of animals living in the
rainforest biome, the students will choose one animal to research. (What animal will you
choose to write about? What caught your eye about this specific animal? Were there any
animals you have never heard of? )
3. The students will choose the animal of their choice and research information on the class
laptops (What type of animal is this? What does this animal eat? Where does this animal
live in the biome?).
4. After discovering ten facts about their animal, students will choose five of them to
incorporate in their creative short story. (What five facts will you be using in your story
and why? Did you learn anything new about animals you are familiar with?)
5. The students will create a short story about the animal of their choosing and incorporate
five facts in the story. (What genre is your story? Why did you choose this animal? How
did you come up with the plot of your story?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

 Direct Instruction
Indicator: Teacher will direct the class discussion on what biome they live in as well as
what is the rainforest.

Group Discussion
Indicator: Class will participate in a group discussion on the biome they live in as well as
the rainforest
Independent Practice
Indicator: Students will research their own on animal from the rainforest. Students will
create a short story about an animal that lives in the rainforest biome.

Guided Practice
Indicator: Teacher will work with the students to complete their research on the animal of
their choosing.

ADAPTATIONS (Exceptionality*)
● The student with receptive language issues will be given text readers, such as word talk,
to communicate with other students or presentations of research.
● The visual impaired student will receive enlarged text resources to complete their work
as well as an individual ipad to watch the video.
● Students who are unable to write will be given an ipad to use word to text to complete
their work and research.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
Struggling students will be given guided notes about the animals residing in the rainforest while
watching the video.

Average Students
Average students will complete their own research and create a short story about one of the
animals presented in the video.
Advanced Students
Advanced students will complete their short story as well as complete their own research and
create a food web. They will present their findings to the class.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Formal: The students will research an animal from the rainforest presented in the video and
create a short story and incorporate five facts about the animal with 90% accuracy.
Informal: Students will be informally assessed by questioning throughout the video as well as
monitoring and observing while completing their research.

CATEGORY 4 3 2 1
Introduction First paragraph First paragraph A catchy No attempt was
has a \"grabber\" has a weak beginning was made to catch
or catchy \"grabber\". attempted but the reader\'s
beginning. was confusing attention in the
rather than first paragraph.
catchy.
Organization The story is very The story is The story is a Ideas and scenes
well organized. pretty well little hard to seem to be
One idea or organized. One follow. The randomly
scene follows idea or scene transitions are arranged.
another in a may seem out of sometimes not
logical sequence place. Clear clear.
with clear transitions are
transitions. used.
Accuracy of Facts All facts Almost all facts Most facts There are several
presented in the presented in the presented in the factual errors in
story are story are story are the story.
accurate. accurate. accurate (at least
70%).
Creativity The story The story The story There is little
contains many contains a few contains a few evidence of
creative details creative details creative details creativity in the
and/or and/or and/or story. The author
descriptions that descriptions that descriptions, but does not seem to
 contribute to the contribute to the they distract have used much
reader\'s reader\'s from the story. imagination.
enjoyment. The enjoyment. The The author has
author has really author has used tried to use his
used his his imagination. imagination.
imagination.
Spelling and There are no There is one There are 2-3 The final draft
Punctuation spelling or spelling or spelling and has more than 3
punctuation punctuation error punctuation spelling and
errors in the final in the final draft. errors in the final punctuation
draft. Character draft. errors.
and place names
that the author
invented are
spelled
consistently
throughout.
Organization The story is very The story is The story is a Ideas and scenes
well organized. pretty well little hard to seem to be
One idea or organized. One follow. The randomly
scene follows idea or scene transitions are arranged.
another in a may seem out of sometimes not
logical sequence place. Clear clear.
with clear transitions are
transitions. used.

INDEPENDENT PRACTICE

For homework the students will be assigned to complete “A-Z Rainforest Words” Worksheet.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

For the students who did not meet the objectives of the lesson will meet in a small group to work
with their teacher to correctly research information to create a story that displays five correct
facts of the animal of their choice.
Academic Enrichment
For the students who surpassed the objective will be given the opportunity to further their
research on the animals of the rainforest biome and create a food chain map.

LANGUAGE USE AND CONVENTIONS

The written plan should demonstrate knowledge about, and consistent use of, English language
conventions and tools in mechanics, usage, spelling, grammar, punctuation, capitalization, and
sentence structure.
 REFERENCES

Polirer, I., Rocioppi, C., & Cronolly, M. (n.d.). THE SIX BIOMES. Retrieved

from http://thesixbiomes.weebly.com/

RubiStar Home. (n.d.). Retrieved from http://rubistar.4teachers.org/index.php?ts=1529356242

“Rainforest Animals for Children – Jungle Animal Sounds Retrieved from

https://www.youtube.com/watch?v=GvxJWsr7uao

“A-Z Rainforest Words” Retrieved from http://www.3dgeography.co.uk/rainforests

NAME: _______________________

Directions: How many rainforest words can you think of? Can
you come up with a word for each letter of the alphabet? You
might
come up with more than one word for some letters.