Baldwin-Wallace University/School of Education/Universal Lesson Plan

I. Subject: Reading in Content Area – Sci – Dinosaurs Date: 4/10/17 Grade Level: 2/3

Technology Embedded w/in Lesson

II. Alignment to Standards:

A. Ohio’s Learning Standards:

ODE.LS.2.2.1: Some kinds of individuals that once lived on Earth have completely
disappeared, although they were something like others that are alive today.
ODE.RI.2.10: By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

III. Central focus of the learning segment:

During this unit, students will be using reading strategies to aid them as they learn about
dinosaurs. The unit will begin with a guided imagery taking place during the time of the
dinosaurs. The students will then discuss dinosaurs and complete a KWL chart with the teacher
during small group. Students will then have the remainder of class time to look through various
texts about dinosaurs. During the second lesson, the teacher and students will read together the
book, Can You Tell a Brachiosaurus from an Apatosaurus? As the book is read, the students will
work together in small groups to complete a Venn Diagram comparing the two dinosaurs.
Finally, during the final lesson, the students will work in small groups with the teacher to read
pages 26-27 of Monster Dinosaurs, the section of the book that details the theory as to how the
dinosaurs became extinct. The students will work together to complete a cause-and-effect chart
and will discuss how this process happened and hypothesize why certain creatures survived.

IV. Learning Objective(s)/Target/s:

By the end of the 25-minute class/unit, the students will be able to complete a cause-and-effect
chart in order to help them describe the prominent theory as to the extinction of dinosaurs with at
least 90% accuracy.

V. Assessment/s:

A. Formative assessments during the lesson:

-Students will work in small groups to complete a cause-and-effect chart to help them
describe the main theory about the extinction of dinosaurs. The teacher will collect the charts
after they are completed to check for accuracy. If students understand the concept, the unit
will progress as students explore other species that have gone extinct. If students struggle
with the concept, the teacher will present the extinction of the dinosaurs in a different
medium (most likely video or audio) in order to help them understand the theory.

B. Summative assessment:
-There is no summative assessment during this lesson.
 VI. Academic Language:

A. Function:
-Students need to understand this vocabulary in order to understand the cause-and-effect
process of the theory behind the extinction of dinosaurs.

B. Content vocabulary:
-Dinosaur: prehistoric reptilian animals that roamed the earth more than 60 million years
ago
-Extinct: no longer living anywhere on Earth. Can happen gradually or in bursts that wipe
out many forms of life.
-Meteorite: a rock from space that travels through the atmosphere and hits Earth’s surface

VII. Materials/Candidate Resources:

-Monster Dinosaurs by Claire Llewellyn
-Blank paper (1 per student)
-Cause-and-Effect Charts (1 per group)
-Pens/Pencils
-IPad: https://www.youtube.com/watch?v=u_JZObDetfQ - (Asteroid/Dinosaur Simulation)

VIII. Behavior Expectations:

-Students are expected to listen respectfully during the reading from the book. If they have
something to say, they should raise their hand first. Additionally, students should be respectful to
one another during the discussion and should take turns speaking and writing ideas on the cause-
and-effect chart.

IX. PROCEDURES:

A. Motivation/Hook:
The teacher will give each student a piece of blank paper and a pencil and ask the students
to either write or draw why they think there are no more dinosaurs on Earth – why did they
go extinct? (3 minutes).

B. Instructional Strategies:

What the teacher will What the student Theorist/ Differentiation Anticipated Time
say/do: is expected to do: Best Practice (one or more of
the following
groups – above
level; below level;
ESL; urban or
rural
disadvantaged)
The teacher will ask The students may Fogarty – ESL and below 2 minutes
some of the students to volunteer to share foster problem level students have
share their their solving skills the opportunity to
drawings/writing – drawings/writings draw to elaborate
why do they think that about how they on their writing.
dinosaurs went extinct? think the dinosaurs
went extinct. Above level
students have the
opportunity to write
more about
extinction, or
include certain
vocabulary terms in
their writings.
The teacher will tell the 1 minute
students that they are
going to read about the
most popular/well-
known theory of
extinction.
The teacher will read The students will Gardner: If working with 9 minutes
pages 26-27 from the listen as the teacher Auditory and below level readers,
book Monster reads the pages linguistic the teacher will
Dinosaur. The teacher about extinction to learners will read aloud to the
will pause at each the group. benefit from students.
vocabulary word, have Additionally, hearing and
the students repeat it students will repeat speaking the If working with
aloud, and then aloud and describe words aloud. above-level
describe what it means. the vocabulary students, the
The teacher will also terms and will students will take
pause at each text box discuss the main turns reading aloud
to discuss the main points. to each other.
points being covered.
After reading and The students will Gardner: Above-level 10 minutes
discussing the pages, contribute to the Logical and students will do this
the teacher will lead a discussion about spatial learners with little
group discussion about dinosaur extinction will benefit scaffolding.
how the dinosaurs went and order the steps from the chart.
extinct. What happened of the cause-and- Below-level
first? What was the effect chain. They students may be
effect of this? Then will take turns given the different
what happened? As the adding to the chart, events all
group talks through the writing in the words scrambled up and
process, the students to describe it and then put them in the
will take turns adding drawing icons to right cause-and-
to the cause-and-effect represent each step. effect order.
chart. During the
middle of this process,
directly after
discussing the asteroid,
the teacher will show
the students the short
asteroid simulation clip
on the IPad. The
students will then
continue on, discussing
the impact of the
asteroid.

C. Review/Closure: If there is extra time, the students will select another book about
dinosaurs and read to self.
X. REFLECTION (For 300-level courses and beyond)

1. Were today’s learning objectives/targets met for individuals, small groups, and the whole
class?

2. What would you do differently if you could teach the class again to the same students?
(This could include changes in the organization of the lesson plan, strategies used, use of
technology, use of differentiation, formative assessments and closure.)

3. Based on your questions, checks for understanding, and/or assessment data/analysis, what
will happen next for the entire class and for specific groups/individuals in this class?

Cooperating Teacher Signature Date

 Meteorite
collided
with Earth
(near
Mexico)

Sent shock
waves and heat
around earth,
as well as tons
of dust high
into the air.

The dust
blocked
sunshine,
killing many
plants.

The
herbivores/plant-
eaters had nothing
to eat, so they
died.

Then the
carnivore/meat-
eaters had nothing
to eat, so they
died as well.